Pedagogical Training Of Future Teachers Research Articles

PREPARING FUTURE TEACHERS FOR HEALTH-PRESERVING ACTIVITIES IN THE OUTBREAK OF EMERGENCIES

The article deals with the problem of psychological, medical and pedagogical training of future teachers for health-preserving activities in the outbreak of an emergency. Information is provided on measures to provide urgent psychological and health-preserving assistance to victims at the time of a natural disaster and at the stage of rehabilitation after exposure to emergencies resulting from natural disasters.

INCLUSIVE EDUCATION OF FUTURE TEACHERS ISSUES OF PSYCHOLOGICAL READINESS

In this article, the authors note that the readiness of teachers to work with children with disabilities is an important condition for the successful implementation of inclusive education. The article analyzes the theoretical concepts of the essence and structural components of teachers 'readiness for professional activity from the positions of various scientific approaches, and also considers the specifics of the problem of teachers' psychological readiness to work in conditions of educational inclusion. The theoretical analysis of scientific papers allow us to identify the main aspects of the problem of readiness for professional activity in psychology, to determine the specifics and structure of the psychological readiness of teachers to work in conditions of inclusion, to identifyАбай атындағы main problems of its formation in the course of professional training at the present stage. As a result, the authors came to the conclusion that the psychological and pedagogical training of future teachers for inclusive education is a necessary prerequisite for the success of an effective professional activity of a person in the modern world.

PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.

Використання компетентнісно зорієнтованих завдань у процесі загальнопедагогічної підготовки майбутніх учителів

The article presents essential features of the competence approach as a theoretical basis for the development and implementation of competence-oriented tasks in the process of general pedagogical training of future teachers. According to the professional standard, labour functions and relevant professional competencies (language and communicative, subject and methodical, information and digital, emotional and ethical, competence of pedagogical partnership, prognostic, organizational, etc.), which form the basis of a modern teacher's professionalism have been characterized. The essence, functions, specific features, typology and structure of competency-oriented tasks, features of their development based on B. Bloom’s taxonomy have been presented. The advantages and disadvantages / risks of using competency-oriented tasks in the process of general pedagogical training of future teachers have been identified. Taking into account the job functions and professional competencies of a modern teacher, examples of competency-oriented tasks within the educational components of general pedagogical training of future teachers have been presented.

МІСЦЕ КУРСУ «СУЧАСНІ ОСВІТНІ ТЕХНОЛОГІЇ» В СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ДОКТОРІВ ФІЛОСОФІЇ ЕКОНОМІЧНОГО ПРОФІЛЮ

The article substantiates the importance of proper organization of professional and pedagogical training of candidates for the degree of Doctor of Philosophy (in particular, economic profile) as future scientific and pedagogical workers of high qualification; it is also determined the role and place of the course “Modern educational technologies” in the system of professional training of doctors of philosophy of economic profile. In order to understand the peculiarities of scientific and pedagogical activities in the educational program of PhD students it should be normatively provided educational components aimed at providing theoretical and practical training of future scientific and pedagogical workers (by the way, as required by the National Agency for Quality Assurance in Higher Education). Analysis of postgraduate curricula suggests that in most of the analyzed institutions, educational programs for doctors of philosophy contain educational components of both theoretical and practical orientation, which is also confirmed by the availability of educational and methodological literature aimed at organizing pedagogical training of future teachers. In general, an integral part of the training of future doctors of philosophy in higher education is the formation of their professional and pedagogical competence, as well as methodological culture, which involves the possession of methodological knowledge (theoretical, methodological, subject methodology, methodology of knowledge of the relevant field of science). Thus, the system of professional and pedagogical training of future teachers of economic disciplines should include the use of modern forms, methods and teaching aids, as well as the latest pedagogical technologies, differentiation and individualization of professional training of future doctors of philosophy, implementation of innovative programs into pedagogical training of potential teachers.

Axiological approach to the psychological and pedagogical training of future teachers of the new generation

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

THE ROLE OF THE "INSTITUTE OF THE LIVING WORD" IN THE DEVELOPMENT OF TEACHER'S SPEECH SKILLS

The article reveals the historiography of the Institute of the Living Word in the early twentieth century in order to improve the rhetorical skills of teachers, teachers of the art of speech; professional speakers, poets, writers, narrators, actors, singers, etc., attention is focused on the leading trends in the development of the Institute of the Living Word. The content, organizational forms, and methods of work of the Institute of the Living Word are characterized. The educational activity of the Institute and the experience of teaching outstanding speakers are revealed.It is proved that significant progress in the implementation of the ideas of pedagogical skills of the 20-s of the XX century was carried out by introducing new subjects of the aesthetic cycle in the practice of professional and pedagogical training of future teachers. They were taught voice mastery, formed the ability to beautifully, in an accessible form to express their thoughts, feelings, and emotions.It was found out that during this period, there was a breakthrough in the field of theater education and theater training of future teachers. Elements of theatrical art were included in the curricula of several pedagogical universities as independent disciplines. Curricula in art clubs and studios provided for the development of vocal, facial, plastic, emotional abilities of teachers; they were aimed at teaching self-control and basic principles of stage behavior.In the Institute of the Artistic Word established in 1918, the educational practice was combined with scientific research and was able to improve poetic recitation and strengthen its capabilities. Students of the Institute studied unique disciplines: theory and history of oratory, the theory of poetry, prose, and history of recitation, the rhythm of poetry, the rhythm of prose, and others. The curricula of the institute included such subjects as philosophy, philosophy of creativity, aesthetics, ethics, sound theory, speech theory, history of language and art of speech, as well as foreign languages (English, French, German, Italian), general disciplines (history, algebra, geometry, physics). The Institute ran specialized courses that taught special subjects to train teachers of literature, speakers, actors, and singers. After a series of lectures, the groups held practical classes in public speaking, singing, piano, diction and rhetoric, rhythmic gymnastics, solfeggio, and plastic arts.

VOCATIONAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS BY EDUCATIONAL INSTITUTIONS OF PODILLIA (1920–1925)

The research is based on the analysis of the main aspects of vocational and pedagogical training of future teachers in Podillia educational institutions (1920–1925). The history of formation of various training courses has been traced, invastigated on the basis of archival and literary sources. They include Vinnytsia short-term pedagogical courses for school workers and representatives of preschool and extra-curricular education, Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olhopil, Haisyn, Tivriv, Khmilnyk, Nemyriv, Zholobyansk, etc.), designed to provide teachers for all types of schools during a specified period. Changes and innovations in educational process of educational institutions have been considered, features of vocational and pedagogical training of future teachers in the history of formation of the national pedagogical system have been highlighted. It has been stated that a significant role in the educational process was given to the subjects of artistic and esthetic cycle: music, graphic arts, singing, theory and psychology of artistic creativity, which contributed to the formation of vocational and pedagogical culture of future teachers, developed the ability to influence the intellect, will and feelings of the pupils. It has been proved that the vocational and pedagogical training of future teachers in Podillia educational institutions in 1920–1925 has undergone numerous reforms in the conditions of creation of a new Ukrainian school and still needs deep study. Special short-term courses for school workers and representatives of pre-school and out-of-school education were nearly the only pedagogical training (1920–1920), which would provide retraining of teachers in the transition period of reforming pedagogical education, and as a consequence - the actual lack of training for future representatives of education. It has been proved that Vinnytsia Institute of Public Education and Higher regular 3-year pedagogical courses became the leading educational institutions in the professional training of teachers in Podillia (1920–1925). It has been stated that the appeal to historical and pedagogical values, one of which is the vocational and pedagogical training of future teachers, is of great scientific and practical importance.

ВИЗНАЧЕННЯ ЕФЕКТИВНОСТІ НАУКОВО-МЕТОДИЧНОЇ СИСТЕМИ ПІДГОТОВКИ ФАХІВЦІВ ХУДОЖНЬОГО ПРОФІЛЮ ЩОДО ФОРМУВАННЯ МОТИВАЦІЙНОГО ТА КОГНІТИВНОГО КОМПОНЕНТІВ

In order to test the effectiveness of the developed method, which would contribute to the effective training of future teachers of professional and artistic disciplines, we have launched a formative stage of experimental research. There is considered the course and results of this stage of pedagogical experiment, main purpose of which was not only to check the feasibility of our innovations, but also to identify and select the most productive organizational forms, methods, technologies and teaching aids aimed at the effective professional and pedagogical training of future teachers of professional and artistic disciplines in higher education institutions. In order to identify the effectiveness of the proposed innovations in the training of future teachers, we prepared and performed tests, surveys and questionnaires targeted to find out how students have formed the level of components of professional and pedagogical competence before and after the implementation of our developments and technologies in higher education institutions. We also sought to experimentally test the impact of the developed author’s methods on the effectiveness of vocational and pedagogical training of separately pedagogical and artistic institutions of higher education; to determine in which of them the methodical approaches and our other proposals are offered, to provide more effective education and higher level of professional and pedagogical competence of graduates. First of all, according to the results of complex primary test, experimental and control tests were selected (150 persons from pedagogical and artistic institutions – the Separate structural unit “Lviv Educational and Scientific Center of Vocational Education” of Mykhaylo Dragomanov National Pedagogical University, Mykhaylo Dragomanov National Pedagogical University, Lviv National Academy of Arts, Ivan Franko Lviv National University). Their homogeneity was checked using the Kramer-Welch test.

Management of Educational and Cognitive Activities of The Future Teacher Through the Introduction of The Technology of Educational Animation Design

The purpose of this paper is to describe the current method of managing the educational and cognitive activities of the future teachers in the process of general pedagogic training through the development and implementation of an original educational animation design technology. The attainment of this goal is presented in the paper in the logic of an innovative cycle, which reveals the genesis of its creation from an idea to practical approval. The authors used the following research methods: theoretical analysis, comparative analysis, ascertaining experiment, modeling, prototyping, pedagogical experiment, survey, observation, descriptive statistics. The authors describe the experience of implementing the educational animation designing technology in the process of general pedagogical training of future teachers (using the example of the Physics and Informatics program at the Belarusian State Pedagogical University named after Maxim Tank). At the end of the course, the students created original animated videos on physics as part of practical work in their pedagogy course. The potential of the developed technology as a means of managing the educational and cognitive activities of future teachers was implemented through the dominant diagnostic variable, i. e. the quality of the formed competencies in the Pedagogical systems and technologies course. As a result of the pedagogical experiment, it was confirmed that this technology allowed managing the educational and cognitive activities of modern students, helping to deal with mosaic thinking which is a specific feature of modern youth and that it was an effective technology for the general pedagogical preparation of a future teacher.

PROBLEM OF STUDY OF PSYCHOLOGICAL COMPONENT OF HEALTH PROTECTION COMPETENCE OF FUTURE TEACHERS: SYSTEM APPROACH

The article is devoted to psychological and pedagogical training of future teachers to professional activity. The main purpose of the article is the selection of a systematic approach to the study of psychological component of health protection competence of future teachers on the basis of summarizing the relevant theoretical sources. Presents a brief theoretical overview of current research on the formation health protection competence of future teachers. Analyzes different approaches to the interpretation of the concept of «health protection competence» in the works of leading Ukrainian and foreign scientists, characterized its components. Filed our own interpretation of the concept of health protection competence as an integral characteristic, including: a deep knowledge of the person about the nature and indicators of the concept of «mental health»; strong motivation and unconditional acceptance of the idea that mental health is extremely important to take care; practical and skills allowing daily care of your mental health; the capacity for introspection and critical to the level of such skills at; the understanding of how these knowledge and skills passed on to younger generations. The article highlights the self a systematic approach to the study of psychological component of health protection competence of future teachers on the basis of criteria - cognitive, motivational and evaluative, activity and reflexive. Defined and characterized the performance of each of these criteria, and also lists the recommended diagnostic tools to study them. The characteristics of the level of development of psychological component of health protection competence of future teachers (high, medium and low), based on the extent to which indicators for each of the selected criteria for the study of psychological component of health protection competence of students. Prospects for development of further empirical research of the psychological component of health protection competence of students of pedagogical specialties. In the future, this information is planned to be used in improving the content of curricula of anthropological disciplines in the first year of pedagogical specialties.

Studying features of contemporary painting in the professional training of the future teacher as a pedagogical problem

The article deals with the problems of studying modern painting as a basic academic discipline in the modern system of artistic and pedagogical training of future teachers of the visual arts. The study of painting provides for the formation of artistic excellence in students on the basis of visual literacy, practical skills in working with color, and the ability to organize a harmonious color scheme.Teaching the basics of painting is built on the study of the techniques and means of composite construction on the plane of the pictorial form, the transfer of its proportions, volume, textural and spatial qualities. The implementation of educational tasks in painting requires the inclusion of students to productive educational, creative and artistic activities, stimulates creative thinking, motivation for self-improvement and self-development.The basis of study of warehouse painting is practical, the process of which students have the necessary professional skills and knowledge, to develop the intellectual and logical mission, become an active process of aesthetic drawing.The picking up a picture for students of pedagogical mortgages at the knowledge of students with theoretical studies about the main aspects of the genre of painting, straightforward storyboard development, materials and tools.The main component of the complex of forms and methods is to achieve the success of the professional and individual self-development of the future teachers of the creative-learning, self-designed robot of students. The target – form of self-sustainability, activate of creative activity, love of creativity, development of creativity, mastery of different technical and material materials, satisfactory training and security.An important condition for students to achieve a high level of professional mastery in painting is adherence to the basic didactic principles of teaching, the formation of subject competences in drawing, composition, color science, an individual approach to the artistic and educational activities of each student.

УДОСКОНАЛЕННЯ ПЕДАГОГІЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ЯК УМОВА ІМПЛЕМЕНТАЦІЇ ЄВРОПЕЙСЬКОЇ ОСВІТНЬОЇ СТРАТЕГІЇ

УДОСКОНАЛЕННЯ ПЕДАГОГІЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ЯК УМОВА ІМПЛЕМЕНТАЦІЇ ЄВРОПЕЙСЬКОЇ ОСВІТНЬОЇ СТРАТЕГІЇ

REALIZATION OF THE MULTICULTURAL COMPONENT IN PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF PRIMARY SCHOOL

The article has substantiated the ways of implementing a multicultural component in the training of future primary school teachers. We have consider polycultural component as one of the components of vocational and pedagogical training of future teachers of primary school. Its content is realized in its field of activity, aimed at the development of professional skills and values, value-orientation basis of personality and promotes formation of readiness of the future specialist for multicultural interaction.The composition of the multicultural component of vocational and pedagogical training includes a set of interrelated elements as external (ethno-cultural, socio-cultural, intercultural), and internal (ideological) plans that determine the content of vocational and pedagogical training of students on the basis of introduction theoretical and practical material characterized by multicultural orientation into the educational process. In accordance with such understanding of the multicultural component of vocational and pedagogical training, we can distinguish following main structural elements: ethnocultural; socio-cultural intercultural. The academic discipline «Theory and practice of formation of interethnic tolerance of future teachers of primary school» has been presented and its importance in multicultural preparation of masters students of specialty 013 «Primary education». It has been recommended innovative methods and forms of educational work that contribute to the preparation of a multicultural specialist in the elementary educational establishment. The author of the article has pointed the importance of pedagogical practice in multicultural training for future teachers of primary forms, independent and professionally directed extra-curricular work, students' research activity in the perspective of multicultural issues.

CONCEPTUAL APPROACHES TO THE TRAINING OF SUBJECT TEACHERS TO THE PHYSICAL EDUCATION OF PUPILS

Ukraine needs a generation with a high level of education, culture and health. To solve this task the state relies first and foremost on a subject teacher. The training of students of higher pedagogical educational institutions for the physical education teaching to schoolchildren in educational activities is a special, purposeful, guided and measurable process, which determines the substantiation of conceptual approaches at different levels: methodological, theoretical and practical-oriented. The defining majority of scientists define the methodological approach. The purpose of the article is theoretical substantiation of conceptual approaches (methodological level) of the system of training of a subject teacher to work on physical education at school. Theoretical research methods used: systematic analysis of philosophical, psychological, sociological and pedagogical scientific literature on the problems of vocational and pedagogical training of future teachers, pedagogical activities. Theoretical analysis and synthesis were used by us to select the topic of the study and its conception. With the help of theoretical analysis and synthesis, the components of the investigated process were studied and classified, and the most important features and specific features were studied. Almost every graduate of a pedagogical higher educational institution is more or less involved with physical education in the school community, so the decision of issues of vocational and pedagogical preparation for this activity should occupy a significant place in the system of training pedagogical staff. This training should be based on a methodological basis through the application of generally accepted methodological approaches, namely: personality-activity, systemic, synergistic, cultural, axiological, value, environment and solve not only tasks related to the comprehensive and harmonious development of the individual, but also purely professional related to acquiring special competencies necessary for work with the physical education of schoolchildren.

Pedagogická apsychologická príprava budúcich učiteľov (v podmienkach Univerzity P. J. Šafárikav Košiciach, Slovenská Republika)

Pedagogická apsychologická príprava budúcich učiteľov (v podmienkach Univerzity P. J. Šafárikav Košiciach, Slovenská Republika)

Features of using the problem teaching methods in psychological and pedagogical training of future teachers of professional and technical educational institutions

The article theoretically grounds the influence of problem teaching methods (problem-informational, partially searching, research ones) on the results of psychological-pedagogical training of future teachers of professional-technical educational institutions within pedagogical process (learning, upbringing, development); within general and professional competences; within psychological-pedagogical competence.The problem teaching (creation of problem situation due to the skillful use of questions) attracts interest and active reaction of students, involves attention, helps to start teaching conversation and supports the thoughts exchange, reveals true feelings and views, exposes false ideas. This all favors the rational mastering of future professional activity.The partially searching method (use of pedagogical problems) plays a great role in formation of pedagogical activity experience (projecting, creation and solution of pedagogical situations).The research method (laboratory works, course projects and out-auditory individual learning-research work within disciplines of psychological-pedagogical training cycle) favors systematization, generalization, fixation and practical application of knowledge of learning courses, improvement of skills of independent learning-cognitive activity, visual reflection of the results of searching work.It was revealed, that the offered methods of formation of psychological-pedagogical competence in the process of psychological-pedagogical training favor the gradual increase of acquired learning achievements of future teachers of professional-technical educational institutions, provide the transfer of quantitative knowledge accumulation in the new quality – mastering of competences

TECHNICS AND METHODS OF PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF SCHOOL TEACHERS IN THE UNIVERSITIES OF GERMANY

The basic technics and methods of psychological and pedagogical training of teachers of secondary schools used at the universities in Germany are presented in the article. It is also emphasized that the competence approach is the conceptual basis of professional pedagogical education in Germany. We discovered that the main forms of training in the Federal Republic of Germany are: lecture, seminar, colloquium, professional pedagogical practice, individual work. We also detected that: written homework, oral and written tests, bachelor and master theses and portfolio is used for intermediate and final control of students learning. After the introduction of competency approach the role of traditional forms of teaching students at German universities is changing. Now lectures mainly serve to present the basic theory, and they are the methodological basis and guide for students further individual work. A decrease in the number of lectures is happening, preference is given to work in the workshops, which aimed to specify and explain the issues outlined in the lectures. We found that psychological and pedagogical training of future teachers is practice- oriented, aimed at the development of professional competencies and personal responsibility. Herewith this theoretical training is practically oriented and is organized using the reflection, cooperative, problem-based, situational and research training methods. During university studies much attention is paid to individual support and training of students as future teachers which is implemented in the form of mentoring and coaching.

Ensino na saúde: propostas e práticas para a formação acadêmico-pedagógica de docentes

As práticas docentes têm assumido o centro das discussões quando se trata do ensino superior em saúde. Os órgãos oficiais de educação e saúde e as instituições formadoras de profissionais da área da saúde vêm apresentando e desenvolvendo políticas e práticas, buscando a melhoria na formação acadêmico-pedagógica dos seus futuros professores. Apresentamos neste texto as ações desenvolvidas no Programa de Pós-Graduação de Pesquisa Clínica em Doenças Infecciosas, para fortalecer e consolidar novas linhas de pesquisa: Práticas educativas para a promoção e atenção em saúde e Formação profissional e práticas reflexivas no ensino em saúde, fomentando a formação de docentes capazes de pensar e construir propostas de intervenção no processo educativo em suas múltiplas dimensões teóricas, cognitivas, operacionais e organizacionais como uma iniciativa que contribui para a qualificação e o aperfeiçoamento profissional para o Sistema Único de Saúde.

Profession-Oriented Pedagogic Training for Future Teachers under Conditions of Network Interaction with School

Activation person’s creative potential on the background of deepening democratization of social interaction is the brightest trend of society development in XXI century that stipulates transformation of practically all spheres of living environment and, above all, the sphere of education. Traditional approaches to education on every its level based on the priority of educational information transferring/uptake processes absolutely do not meet requests of intensively developing socium coming to collision with real demands of general educational services’ consumers. One of the important problems of pedagogic education in Russia is being insufficient practical training of future teachers for professional activity. In this connection the present article is dedicated to the problem of renewal of content of pedagogical training of future teacher of basic general school in accordance with new requirements to labour activity defined as Professional pedagogic standard and also to professional actions reflected in Federal state standard of general education. In the article there are model of substantial renewal of pedagogical cycle’s disciplines, improvement of their practical aspect on the basis of network interaction between educational organizations of general and higher education (school-university partnership). Authors suggest the content of “Disciplines of professional training” module and also give general trajectory for student’s actions aimed at its uptake. The represented model will be approbating in the Elabuga University of the Federal University of Kazan during 2015. DOI: 10.5901/mjss.2015.v6n3s3p231