Professional Activity Of Teacher Research Articles

APPLICATION OF THE PROFESSIONALLY ORIENTED TASKS IN LEARNING INFORMATION TECHNOLOGIES AT HIGHER EDUCATION ESTABLISHMENTS

The most often used information technologies in the future professional activity of students of pedagogical universities are computer technologies of text, tabular and graphic data processing, work with multimedia data, as well as computer telecommunications. Mastering the skills of working with these technologies involves the study of office suites that allow you to perform data processing work. The use of information and communication technologies provides ample opportunities for the organization of educational and cognitive activities of students. Therefore, it is important to teach students the effective use of information and communication technologies in their professional activities. As far as much attention is paid not only to the knowledge that graduates must master, but also the formation of their professional skills, the most modern requirements for higher education meets a new type of educational tasks – professionally-oriented tasks.
 The article clarifies the main aspects of the introduction of professionally-oriented tasks in the educational process of pedagogical higher educational institutions. New possibilities and ways of using a package of office programs in the work of a teacher have been investigated. The professionally-oriented tasks have been applied in creating an educational and methodological complex for students in the study of Microsoft Office 2010. An example of step-by-step and sequential system of tasks for obtaining a certain outcome result taking into account the professional orientation of students has been given. New approaches to the introduction of professionally-oriented tasks in teaching the course “Modern information technologies in the educational process” have been developed. They will allow students to apply skillfully the acquired knowledge and skills to work with office suite programs in their studies, flexibly adapt to situations that arise in the professional activities of teachers, independently acquire the necessary knowledge, effectively use them to solve various problems in practice. A set of interrelated methods was used to solve the tasks included in the study: theoretical: analysis and generalization of scientific and pedagogical literature, modeling of the educational process; empirical: observation of the educational process at school during pedagogical practice and at the university. The introduction of information technology into the educational process of higher education allows teachers to qualitatively change the content, methods and organizational forms of learning.

Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment

New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.

SELF-KNOWLEDGE: AN IMPORTANT FACTOR FOR IMPROVING TEACHERS' EMOTIONAL RESPONSIVENESS IN LIFELONG EDUCATION

The quality of a teacher's professional activity is closely tied to personal growth. Personal growth, however, is influenced by self-knowledge (K. G. Jung 1994, 2001; Wilber 2010, 2013; Plotkin, 2020; Dispenza, 2015, 2016). Nowadays, there is a shift in the approaches of upbringing and educational work – from a child-focused approach to a child-centered one (OECD, 2019). Therefore, one of the currently relevant skills is getting to know oneself in order to cooperate more successfully with others and be able to accept real-life situations. The results obtained confirm that through the self-knowledge process, teachers get to experience their own personality growth. Categories such as empathy, attitude, and daringness are identified in personal growth.The research shows that by experiencing the procedural activities of self-knowledge with the help of “Get to know yourself!” method and methodological tool developed by the author, teachers improve their emotional responsiveness.The results of the study show that through the experiences gained in the self-knowledge process, teachers learn to integrate new models of action into their pedagogical activities. The aim of the study was to show the importance of self-knowledge in improving teachers' emotional responsiveness in lifelong education, by using the method "Get to know yourself!" developed by the author of the study.The objectives of the study were literature examination and evaluation and work with the target audience by using the author's method and methodological tool "Get to know yourself!".Methods: Literature studies, survey, observation.

LANGUAGE ENVIRONMENT AS A PROBLEM OF SCIENTIFIC RESEARCH IN THE CONTEXT OF TEACHING A FUTURE TEACHER TO PROFESSIONAL ACTIVITY

The article is devoted to the essence of the concept of «language environment» as a social phenomenon, one of the components of human living space, educational space of an educational institution, as well as a factor in the formation of language personality. The urgency of the issue is due to several factors, including the need to study the role of language environment in the formation of communicative competence of the student, as well as the effective preparation of future teachers for professional activities. The purpose of the publication is to outline the conceptual apparatus of research of the language environment in the context of preparing future teachers for professional activity. The author conducted an analysis of research on the problem; considered the directions of studying the language environment as a social phenomenon; clarified the conceptual meaning of a number of terms that comprehensively describe the language environment; identified and analyzed some controversial issues on this question; revealed the author's understanding of the definitions of «language environment» and «speech environment»; described the types of language environment in Ukraine. The research methodology is based on general scientific research methodі such as comparison and generalization, analysis and synthesis, deduction and induction, methods of abstraction, classification, systematization. Thus, the language / speech environment as a multifaceted linguistic, cultural and educational phenomenon is an extremely important factor in the development of personality both in terms of the formation of its speech qualities and the formation of national consciousness and national identity.

EXPENDITURE OF APPLYING THE FUNDAMENTALS OF SELF-MANAGEMENT IN THE PRACTICAL ACTIVITY OF A YOUNG TEACHER

This article reveals the role of self-management in the professional activity of a young teacher, which really appears as a set of managerial influences aimed at himself as an active subject in order to bring his personality to the appropriate state necessary for successful implementation of their activities. It is established that the main goal of self-management is the maximum use of one's own capabilities, conscious self-management throughout life (self-determination) and overcoming external circumstances both at work and in one's own life.
 It is noted that instead of changing the circumstances, which we are not able to change anyway, we need to change our attitude to them. Therefore, a number of practical recommendations are given for those who want to improve their direct performance of professional functions.
 It is determined that the process of self-management in terms of the sequence of specific functions covers six phases, which are in a certain interdependence and, as a rule, are carried out in a certain sequence.
 It is substantiated that self-management in the form of various acts of self-research (self-observation, self-concentration, self-report, self-analysis, self-assessment) is a process of purposeful obtaining by the teacher of information on development of qualities necessary for his effective entering the pedagogical profession.
 It is established that the need to use management, including self-management, in pedagogy is due to the fact that the entire management system is considered at the level of creating such organizational and psychological and pedagogical conditions that allow for effective development of the educational institution. However, the use of the basics of management was important not only at the level of functioning of the educational institution, but also during the professional activity of the teacher. And so it is emphasized that even a well-structured and well-prepared modern lesson will not be successful if the teacher does not have the skills to manage the class.
 Thus, it is noted that the essence of pedagogical activity as a specific form of social management is the use of self-management, which is objectively inherent in each of the participants in the educational process as a sphere of their joint work.

RESEARCH OF AWARENESS OF PRINCIPALS OF EDUCATIONAL INSTITUTIONS REGARDING THE PROBLEM OF MANAGEMENT OF PROFESSIONAL ADAPTATION OF TEACHERS

In the context of significant socio-economic and information-technological changes taking place in our country today, the problem of personal adaptation comes to the fore. This is essential for the activities of educational organizations, which must also respond quickly to social changes in society, make the necessary changes in the content of education, find new forms of interaction, as they work with the younger generation, which is more open to everything new and considerably faster adapt to social change in comparison with adults. However, the need for changes in the professional activities of teachers and managerial activities of school principals in accordance with the new social requirements suggest that the management of professional adaptation of teachers should be considered as an important area of psychological research. In addition, the new social conditions require the development of new approaches to psychological training of principals of educational organizations, necessitate increasing their psychological competence, in particular, in the field of psychological foundations of teacher professional adaptation management, taking into account external and internal factors influencing this process.
 The following theoretical methods were used in the research process: analysis of philosophical, managerial, psychological-pedagogical domestic and foreign pedagogical literature on the research topic to find out the state of development of the problem; empirical: questionnaires. Thus, the data obtained, in our opinion, indicate an insufficient level of psychological training of school leaders on the problems of management of professional adaptation, and the need to implement a special program in this area of management in the institutions of postgraduate pedagogical education.

Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work

The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".

Тьюторское сопровождение семьи, воспитывающей ребенка с ОВЗ (на примере детей с нарушенным слухом)

In the modern Russian education system, there are a number of discrepancies, when at the legislative level the rights of a child with disabilities to study in the environment of normatively developing peers are recognized, but at the educational level the educational process remains unchanged, and therefore the professional activity of teachers requires deep rethinking. At the center of this discrepancy is the family of a child with disabilities, which is disoriented in the social situation, moral categories and personal values. One of the most effective ways to overcome social maladjustment of a family raising a child with disabilities, from the author’s point of view, can be tutoring, the purpose of which is to increase the rehabilitation competence of parents (legal representatives) in raising “special” children. The article reveals the difficulties faced by the family of a child with disabilities, mastering inclusive education, highlights the features of accompanying a family raising a child with auditory deprivation, using the example of the work of S. L. Rudnitsky Saratov Center for Hearing and Speech. The author considers this center, which accepts children from an early age, as an organization of additional education and a special resource for helping the family. The article presents the results of a study of parental competence about children with hearing impairments. Research by specialists from S. L. Rudnitsky Saratov Center for Hearing and Speech confirms the fact that parents raising “special” children need special knowledge for effective educational impact on the child.

INTERACTION OF TEACHERS OF LANGUAGE SPECIALTIES IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS

The article examines the methodology of the research presented on the basis of theoretical analysis of modern scientific literature on the subject, generalization of psychological and pedagogical research in the field of training future language specialists in the organization of the educational process. And also in this scientific work the level of methodological and theoretical bases of optimization of training in conditional realization of 12 - year obrozovaniye in R. K. is considered. In this connection, there was a need to improve the training of a competent teacher at the university, corresponding to the requirements of the time. The need to improve the level of scientific organization of professional activity of teachers is particularly emphasized. The paper highlights issues related to the organization of professional activities of personnel. It also provides for science-based planning of organizational scientific and methodological training of teachers. Shows naibolei the full use or scientific achievements of pedagogy, psiology and special sciences in the educational process. This allows you to clearly distribute the functions and coordination of efforts, create the necessary conditions, choose the optimal option of activity, stimulation, regulation, control and accounting. The relevance of research is due to the need for a scientifically based approach to solving these problems. The purpose of retraining and advanced training of teachers is indicated.

Teachers’ active responses to bullying: Does the school collegial climate make a difference?

ABSTRACT The school collegial climate presents an important context for teacher professional activities. This study investigated whether teachers’ perceptions of school collegial climate characteristics (teacher-leadership collaboration, teacher-teacher collaboration, and teacher-teacher communication) are associated with teachers’ active responses to bullying. Four active responses (authority-based interventions, encouraging victim assertiveness, working with the bully, and enlisting other adults) were differentiated, and the effects of teacher characteristics (gender, teaching experience, empathy, and social self-efficacy) were controlled for. The sample comprised 740 teachers from 118 schools in the Czech Republic. The results of multilevel models revealed no significant effects of teacher-leadership collaboration. Individual-level perceptions of teacher-teacher collaboration were positively associated with authority-based interventions and school-level perceptions of teacher-teacher communication were positively associated with working with the bully. The findings suggest that efforts to promote teachers’ active responses to bullying could include fostering collaboration and communication among teachers in the school.

РЕАЛИЗАЦИЯ КОМПЛЕКСА ПРАКТИКО-ОРИЕНТИРОВАННЫХ ЗАДАЧ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ПРАВОВОЙ КОМПЕТЕНЦИИ БУДУЩЕГО ПЕДАГОГА

A set of legal tasks is proposed, it is based on the problematic situations that occur in the professional activities of teachers, which are aimed at eliminating the problem of non-compliance of demands from society for the level of legal competency formation of teachers with modern models of legal education. The tasks are classified by functional orientation, levels of complexity, subject content, and methods of solution. The article describes the developed set of practice-oriented legal tasks, the main purpose of which is the formation and development of the legal competency of future teachers.

Contribution of Professor S.G. Vershlovsky to Developing the Idea of Mentoring in the Education System

The article makes an attempt to comprehend the modern tendency of mentoring in the education system and the contribution of Professor Semyon Grigorievich Vershlovsky to the theory and practice of its implementation. The paper identifies the problem of "scientific deficits" in the professional activities of teachers and the role of S.G. Vershlovsky as a mentor of a scientific career. The article provides examples of mentoring in the field of scientific career in a number of scientific areas of the professional activities of Professor S.G. Vershlovsky: organization and activities of schools-laboratiries in St. Petersburg; development of andragogical science; postgraduate teacher education in the context of continuing education strategy; socio-pedagogical dimension of modern education.

ФУНКЦІЇ ХУДОЖНЬО-ВИКОНАВСЬКОЇ САМОЕФЕКТИВНОСТІ УЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА У ПЕДАГОГІЧНОМУ ПРОЦЕСІ

The article considers the problem of the functions of artistic and performing self-efficacy of a music teacher in the pedagogical process. It is proved that the identification of the functions of performing and artistic self-efficacy plays a significant role in determining the theoretical and practical principles of improving the professional activity of a music teacher in modern conditions. Important functions of artistic and performing self-efficacy of a music art teacher are defined as: presentative-communicative, cognitive-evaluative, stimulating-developmental, constructive-transforming, reflexive-hedonistic. The presentative-communicative function is aimed at achieving the success of the teacher's professional activity, in particular the impact of his performance on the aesthetic education of students. The essence of this function is to demonstrate the teacher's creative personality while communicating with the student audience. In this sense, the artistic and performance presentation of the teacher is an important factor in achieving successful artistic and creative contact with students. Cognitive-evaluative function involves the teacher's ability to assess their performance, as well as the nature of the impact of music on the artistic and creative development of children. The stimulating-developmental function involves providing the teacher with the influence of art on the spiritual, aesthetic, musical development of students' personalities. The constructive-transforming function of the teacher's performance self-efficacy is to select a performance repertoire that would correspond to the teacher's artistic individuality, as well as correlate with pedagogical tasks. The reflexive-hedonistic function is focused on the teacher’s ability to objectively assess his performance skills, the ability to develop students ’listening abilities, and to enjoy communication with art. It is proved that the definition of the functions of artistic and performing self-efficacy of a teacher creates a theoretical basis for the development of methods of its formation at the art faculties of pedagogical universities

Moral normativity as a factor motivating the success of a modern teacher

The article is devoted to the theoretical and empirical study of the relationship between the moral normativity of a professional teacher and the motivation for success. The article analyzes the concept of moral normativity (from the point of view of the proposed conventional approaches) as a predictor of the teacher's professional activity. In the context of the study of the influence of moral normativity on the success of professional activity, the authors turn to the phenomenon of "macchiavelism", which reflects the existence of a high correlation of the need to achieve goals with a low moral normativity of the individual.The empirical part of the study presents the results of the correlation analysis of the indicator of moral normativity with various indicators that determine the motivation for success, on a sample of 150 future teachers of physical culture and sports profile (graduates of the Volga State University of Physical Culture, Sports and Tourism, Kazan). The results obtained indicate the ambiguity of the relationship between moral normativity and motivation for success in the context of professional pedagogical activity.

Features of training pedagogues for supporting gifted children

The prerequisites for the study: the informatization and digitalization of modern society have led to the development of informatization in education and digital pedagogy. However, the transformations that have taken place in the national education system have changed the attitude towards students who show outstanding abilities. This has led to the emergence of relevant regulatory documents as well as public funds, social programs, educational organizations, the main purpose of which is to identify, teach and develop gifted children. Nevertheless, in higher educational institutions, the issues of training teachers for psychological and pedagogical support of gifted children are considered narrowly, within the framework of certain disciplines and a single level of education. There is no training for teachers to work with parents of gifted children. The purpose of the study is to determine the features of training teachers for psychological and pedagogical support of gifted children and substantiate the necessary pedagogical conditions. Methods: the study of psychological and pedagogical literature, the analysis of the readiness of teachers for professional activity in the context of the digitalization of education and working to support gifted children in Moscow and the Moscow region, the analysis of the websites of educational organizations. The authors consider the problems of digitalization of education in the context of working with gifted children. The issues of using digital pedagogy, training pedagogical staff to use digital technologies in educational activities, and supporting gifted children are expounded. The authors determine the features of the content of further education courses for teachers and parents and the training of teachers for psychological and pedagogical support of gifted children. The possibility of using digital technologies and the system of additional education to train for supporting gifted children, their parents, and teachers is considered.

Digitalization of education: trends in teacher training

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

ELEMENTS OF COMPUTER LEXICOGRAPHY IN AGRICULTURAL MANAGERS EDUCATION

The development of all spheres of public life is associated with the optimization of information processes (collection, storage, processing, transmission of information), so modern society is called information. Modern information and communication technologies play an important role in teaching a foreign language in non-philological higher education institutions. The organization of education using electronic tools allows significant deepening the professional knowledge and optimizing the educational process for students. Modern lexicography has significantly expanded and strengthened its tools with computer technology for creating and using dictionaries. Special programs (databases, computer files, word processing programs) let us automatically generate dictionary entries, store dictionary information and process it. The purpose of the study is to reveal the specifics of computer lexicography use for training managers in a modern agricultural university. To achieve this goal, a set of methods was used: theoretical: comparison and generalization (study of the degree of scientific development of the term “computer lexicography”), analysis, synthesis and generalization of psychological, pedagogical and methodological literature, theoretical forecasting and modeling of computer lexicography to determine scientific bases of the researched problem; empirical: diagnostic methods (interviews, interviews with teachers, questionnaires, analysis of products of professional activity of teachers, which provide philological disciplines in teaching the agricultural managers). The analysis of the problem showed its insufficient representation in modern scientific works. The article characterizes the role of disciplines of the philological cycle in the professional training of higher education students majoring in “Management”; the term “computer lexicography” is defined and its typology is singled out; the conditions for the introduction of computer lexicography in the educational process of agricultural universities are determined; analyzed software for the introduction of elements of computer lexicography in training the marketing specialists in agricultural universities; the positive and negative aspects of the use of computer lexicography as a component of education are revealed. The article for the first time revealed the specifics of the use of computer lexicography in teaching the philological disciplines for the specialty “Management” at the universities in the agricultural sector. The variety of trends in the introduction of computer lexicography at all stages of teaching the discipline is obvious, and, in particular, the variety of approaches to the creation of electronic dictionaries of different types. The obtained results allow deepening the knowledge of future specialists in the field of management, expanding the interests of higher education seekers, simplifying the work of students with special terminology, systematizing the acquired knowledge, improving the quality of philological disciplines through the introduction of information and communication technologies.

Scientific and methodological support of future educators by means of distance education

Improvement of the educational process at the university and, in particular, training of future teachers for professional activity is one of the priorities among social and scientific problems. The specificity of modern education is rapid development of electronic learning environment which entails a change in the ways of interaction between all participants in the educational process. It is important for a future teacher to master experience of scientific and methodological support in the educational process through electronic resources in the absence of a direct contact with students and their parents even during the period of professional training for successful professional activity. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for training of a future teacher in conditions of industrial practice. To achieve this goal, the research results of domestic and foreign scientists and teachers (Atanasyan, Bolbat, Davidson, Farros., etc.) reflecting the types and possibilities of electronic support of students are analyzed and systematized. They are software and electronic educational and methodological support, electronic assessment system. The problems and difficulties that arise among students in organizing remote forms of educational activities are concretized by means of a questionnaire based on the results of various types of industrial practices. They are primarily associated with difficulties in using modern digital technologies and electronic support resources, an insufficient level of digital competence. The conclusion that the need to implement scientific and methodological support of the educational process in digital educational environment actualizes the individual experience of using IT technologies and forms of e-learning and interaction by the future teacher is made. The formation of this experience is possible in conditions of a practice-oriented educational process, including performing the program of industrial practices.

Профессиональный стандарт педагога: компаративный анализ оценивания профессиональной деятельности за рубежом

Teacher's professional standard in the Russian Federation sets new requirements for a teacher, both in terms of content and results of educational activities. In this regard, the topical issue of modern research becomes the international experience study in standardizing the evaluation of teacher's professional activity and analysis when transferring and implementing into Russian practice. The article presents a comparative analysis of the legal bases, conditions and evaluation tools of teacher's professional activity in the research countries - England, Australia, Singapore and Hong Kong. As a result of the analysis, structural elements, basic procedures and tools, as well as features of the implementation of evaluation systems in foreign countries are identified. The prevailing feature of teacher evaluation in all countries is the forming evaluation, which makes it possible to analyze professional activities, diagnose professional difficulties and find ways to fill in the teacher's deficit characteristics.

RESOURCE OF PROFESSIONAL GROWTH OF TEACHERS OF SOCIAL WORK COURSE

Modern social work as a practice-oriented and socially significant activity contributes to the creation of optimal conditions for expanding opportunities for professional development of teachers of social work courses. A special role for attracting teachers to innovative activities is given to the content and procedural content of their professional activities. The basis for such content was obtained through the organization of certain conditions for the acquisition and study of innovative experience in education and practical social work.It was found that the involvement of teachers in innovation is an effective tool for the implementation of scientific and methodological support for the training of social workers. Under such conditions, the need for innovative educational technologies is realized, the implementation of which is aimed at finding new practical forms and methods of improving the professionalism of teachers of social work and expanding the prospects of students’ involvement in discovering their potential in the educational process. The purpose of the study is to characterize the main resources of professional growth of teachers of social work. General research methods involve the use of analysis of certain sources of tools and opportunities to improve the professional activities of teachers of social work. The results of the study: formed an idea of the sources of funds and expansion of resources for professional growth of teachers of social work, the presentation of the differentiation of the main types of resources for professional growth of teachers of social work in terms of involvement in innovation.