Professional Competence Of Future Teachers Research Articles

Modeling the process of ordering the main obstacles to the professional competence of future teachers

The problem of understanding the pedagogical aspect of the process of forming the professional competence of a future teacher who is able to model the educational process, independently generate and implement new ideas and technologies of teaching and upbringing, is relevant today, since a professionally competent teacher has a positive effect on the formation of the educational process. The article provides a theoretical generalization and practical solution to the problem of understanding the pedagogical aspect of the process of compiling the main obstacles to the professional competence of future physical culture teachers. The relevance of the study lies in the formation of an assessment of the level and the main obstacles affecting the development and improvement of the professional competence of a future teacher.

DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF NATURAL SCIENCES

The article discusses the peculiarities of development of professional competencies of future teachers of Natural Sciences. The concept of "competence approach" is explained. Some aspects of value-based and motivational, cognitive, activity-based and axiological components of professional competence are analyzed.

RETRACTED: Competence matrix of a foreign language teacher in higher education: Formal presentation

• The problem of the quality of education is one of the main tasks facing higher education in the modern rapidly changing world. • The transition to a competence-based approach requires the development of a new theoretical basis, identification of the conceptual fund of pedagogical terminology, understandable to all participants of the educational process. • In the process of forming the professional competences of future teachers of foreign languages, a significant role should be assigned to independent work, because it enhances the awareness of the importance of the future profession. The study investigates the relevant issue of the competence-based approach in higher education. The purpose of the study was to analyse the competence-based approach in education and characterise the competences that a teacher of a foreign language of higher education should correspond to, based on which an attempt to compile a matrix of the considered competences was made. The first stage of the study was to analyse the ambiguous concept of competence. The next approaches to defining the essence of competence were behavioural and productive. Using the example of a set of basic competences of a foreign language teacher at a university, which are essential for the successful professional performance of a teacher, the authors suggest using a mathematical representation to describe an array of competences. It is proposed to use a matrix mathematical structure. Based on the properties of the matrix, the authors of this study consider the possibility of a line-by-line formal representation of the selected competences, which are tied to certain positions of the matrix elements. The dimension of the matrix, according to the authors, will be determined by the number of competences used to describe the teacher's professionalism.

PROSPECTIVE GERMAN LANGUAGE TEACHERS TRAINING TO APPLY COMMUNICATIVE-GAME TECHNOLOGIES IN TEACHING GERMAN AT NEW UKRAINIAN SCHOOL

The article deals with the problems of professional trainingof future teachers of the German language for the use ofcommunicative-game technologies in teaching pupils of thenew Ukrainian school. The expediency of the developmentand teaching of the elective course «communicative-gametechnologies of teaching the German language in secondaryeducation institutions» for third-year students of the bachelor’sdegree in the specialty «secondary education» is substantiated,its goal is determined – the formation of professional competencein the use of communicative-game technologies of teachingthe German language in institutions of secondary education,tasks and content are indicated. The main professionalcompetencies of future teachers, which are necessary for theimplementation of communicative-game teaching of the Germanlanguage in a new Ukrainian school, have been formulated,in particular, professionally oriented methodological skills:to intensify the educational activities of students in the classroomand in extracurricular work in the German language byintegrating communicative and game activities; to providea motivational, content and procedural basis for foreign languagecommunication of students through their participation in varioustypes of game activities; apply a personal-activity approach tolearning and optimal communicative-game techniques, takinginto account the goals of the formation of German-languagecompetence at different stages of training; to select andmethodically competently apply communicative-game techniquesin accordance with the goal of teaching, as well as professionalcommunicativeskills: organize effective German-languageinteraction of students, model and manage communicative-gameactivities of students in German. The experience of conductinglectures and practical exercises of the elective course is highlighted,the sequence of the formation of professional competenceof future teachers in the use of communicative-gametechnologies for teaching the German language in a newUkrainian school at the proposed stages of practical training isdemonstrated, examples of professionally oriented tasks androle-playing games for the formation of appropriate professionalcompetencies are given.

Methodological bases for the formation of professional competence of future art specialties teachers

The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.

Theoretical Aspects of the Formation of Digital Competence of Future Vocational Training (Service Sector) Pedagogues in the Process of Professional Training

The article analyzes the European standards for the evaluating digital competence, which are an important tool for increasing the level of digital competence of specialists in the field of education. The purpose of the article is to substantiate the essence and importance of forming the digital competence of future vocational training (service sphere) teachers in the process of professional training. Methods. The authors use general scientific research methods as analysis, synthesis, generalization and systematization of scientific literature. The results. To define the concept of digital competence, the various approaches and terminology used in modern scientific and pedagogical literature have been studied. The semantic content of the concept of digital competence is a leading sign of digital literacy, and characterizes the skills of working in the information and communication environment, and its socio-cultural component (relevant values and personal experience). The effectiveness of information and communication technologies (ICT) is positively influenced by the informatization of the education system, which contributes to the formation of professional competencies of future teachers. One of the defining components of professional competence is the vocational training (service sector) teacher’s digital competence, interpreted as one of the key qualities and skills for effective, informative and systematic use of ICT in their activities, indicating the teacher’s mobility, modernity and competitiveness. Currently, there is a growing demand for education professionals with non-standard thinking and the ability to promote modern content in education. Conclusions. The main attention in the article is focused on the prospects of development of this competence in future specialists in the specialty «Vocational education (Service secrtor)». The authors highlight the structure of the formation of digital competence of future vocational training (service sector) teachers in the process of professional training, namely: digitalization of the educational process, improving efficiency and transformation of interpersonal communication.

Технология микрообучения: эффективный инструмент формирования и оценки профессиональных компетенций будущих учителей

The purpose of the study – to explore the possibility of modernizing the traditional form of university education through the integration of micro-learning technology and traditional lecture classes. The article discusses the effectiveness of the use of micro-learning technology as a tool for the formation and evaluation of professional competencies of future foreign language teachers. The scientific novelty of the study lies in the fact that it proves the effectiveness of using micro-learning as a means of implementing the principle of activity-based learning and activating the role of students in the educational process. As a result of the qualitative analysis of the conducted micro-lessons, the skills of future teachers were identified, which by the time of the end of the course of the methodology were sufficiently formed, and those that still needed to be improved. Thus, it was proved that micro-training is an effective tool for monitoring and evaluating the level of professional competence of future teachers.

Формирование профессиональной компетентности будущих педагогов в процессе обучения в вузе

The purpose of the study is to reveal the specifics of the formation of professional competencies of future teachers in the conditions of the educational environment of the university. The article analyzes the definition of "professional competence" in the works of researchers. The conclusion is justified that professional competence is the basic characteristic of a specialist, which determines his ability to solve professional goals and tasks of various levels of complexity. The existing educational standards of higher professional education place high demands on the quality of professional training of future teachers. The scientific novelty lies in the development of criteria for assessing the formation of professional competence of future teachers and testing the methodology on the basis of the Amur Humanitarian and Pedagogical State University. As a result, the main problems associated with the interpersonal interaction of the future teacher with students, their parents, and other teachers are identified; difficulties in creating software and methodological support for the educational process; lack of organizational skills; difficulties in using information and communication technologies when conducting classes within the framework of pedagogical practice, etc.

FORMATION OF CARTOGRAPHIC COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY IN STUDYING DISCIPLINES OF FUNDAMENTAL TRAINING

The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is outlined. The article also outlines a vision of the role of maps and cartographic knowledge for the modern needs of mankind, the constant expansion of the range of knowledge about the current possibilities of modern cartographic science, as well as the ability to transfer their knowledge, skills and abilities to students. It substantiates the necessity of formation of cartographic competence as a component of professional competence of future teachers of geography, which occupies an important place in the formation of future teachers of geography as a professional. The article considers the works of domestic and foreign authors, who studied in their works the formation of professional competencies of future teachers and, in particular, cartographic competence in the training of future teachers of geography. Based on these studies, the article establishes the features of the formation of cartographic competence of future teachers of geography in the study of basic training disciplines and the importance of forming cartographic knowledge, skills and abilities that will be extremely important for future teachers of geography in their future careers. It characterizes the process of formation of cartographic competence of future geography teachers during the study of fundamental training disciplines in a higher education institution, in particular in the first semester of the first year of study.
 Keywords: professional competence, cartographic competence, professional training, educational practice, map, cartography, future teacher of geography, disciplines of fundamental training.

FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS

present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.

Justification of the possibility of using an electronic portfolio to assess the level of development of professional competence of future teachers

Justification of the possibility of using an electronic portfolio to assess the level of development of professional competence of future teachers

Creating a Collaborative Environment in Primary School Classes

In the current context of educational content renewal, there are increasing demands on the competence of future teachers. Reforms in secondary education also require changes in the vocational education of future teachers. The relevance of improving the professional competencies of future teachers is also conditioned by the integration of national education into the global educational space. In this article the essence of such definition as “collaboration”, some features of organization of collaborative learning environment in the integral pedagogical process of the university are considered. The efficiency of creation of collaborative educational environment for revealing potential possibilities and professional competences of future teachers is revealed. The main emphasis is made on the importance of the facilitator's position in the organization of students’ collaborative activities. The influence of collaborative environment on the success of future teachers is justified.In the age of rapid development of knowledge-intensive technologies and comprehensive expansion of the information space, there is an urgent need to develop the spiritual and moral qualities of the individual, because in the realities of modernity there is a separation and isolation of a person from society, a crisis of spiritual development, the problem of lack of humanity is raised acutely, there is an alienation of young people from national and cultural values. In this connection, the society faces urgent tasks of development and preservation of human capital on the basis of renewal of the content of education, rethinking of its new humanitarian paradigm.

Implementation of activity approach in formation of professional competencies of future teachers of new Ukrainian school (on the example of the discipline «Current Issues of Innovative Development of Education»)

Implementation of activity approach in formation of professional competencies of future teachers of new Ukrainian school (on the example of the discipline «Current Issues of Innovative Development of Education»)

ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ УЧИТЕЛІВ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ У ПРОЦЕСІ ПЕДАГОГІЧНОЇ ПРАКТИКИ

The article in the process of analysis of philosophical, scientific and pedagogical literature reveals the requirements of the New Ukrainian school for teacher training,namely: the formation of a new type of teacher, the need to have good training, which depends on certain personality traits, possess qualities (have organizational skills, be fully developed, optimistic, have a love of life, develop sensitivity, treat people humanely and think creatively). It has been found that the modern teacher must constantly work on himself, learn quickly, master new technologies, change instantly to meet the fleeting demands of society. It is gradually ceasing to be a source of knowledge, and should teach the younger generation to organize the process of learning The purpose of the study was to determine the professional competencies of future teachers of the New Ukrainian School during pedagogical practice. The research was carried out in the interdisciplinary space of humanities. To achieve this goal, theoretical research methods were used – general scientific: analysis, synthesis, classification, comparison, comparison and generalization; specific scientific: study of legal documents for the training of teachers, terminological analysis of scientific and pedagogical literature to compare different approaches to solving the problem of research, system-structural method to clarify the relationship and interaction of structural elements of pedagogical practice. As a result, it was found that the main professional competencies of future teachers, which are formed in the process of pedagogical practice, include: the implementation of long-term and current planning of the content of all types of work; definition and realization in interrelation of developing and educational tasks, use of various receptions of psychological and pedagogical action taking into account individual features of children; reasonable choice and application of methods, forms and techniques during classes. It was revealed for the first time that the professional training of future teachers of the New Ukrainian School should be aimed at developing the ability to learn independently, self-improvement, because he is expected to be professional in his activities, responsible and creative attitude to his work. It is in the process of practice that contradictions between the available and necessary stock of knowledge are revealed, which acts as a driving factor of continuous self-education.

Some Aspects Of Improving The Professional Competences Of Future Teachers

This article discusses in detail some aspects of improving the professional competencies of future teachers in the process of continuing education. Enriched with suggestions and feedback.

On the issue of forming professional competencies in the preparation of bachelors of the direction 44.03.03 «Special (defectological) education» in inclusive practice

The on-going processes of modernization in education are aimed at increasing the level of professional competence of a modern resource teacher's personality, at creating conditions for the realization of the intellectual and creative potential of all participants in the educational process. At present time an inclusive approach in education is becoming increasingly important; accordingly, the importance of the professional competence of future teachers is objectively increasing competitiveness. Based on the key, basic and special levels of professional readiness of young specialists, the prospects for the development and improvement of the field of Correctional Pedagogy begin to occupy dominant positions in special education. The problem of the research lies in the disclosure of topical issues of the formation of professional competencies of students in the direction of «Special (defectological) education» in the conditions of inclusive practice. The purpose of the study is to determine the main professional competencies of students enrolled in the defectological education, taking into account the inclusive approach in teaching. The research methods used are analysis, synthesis, generalization. The experimental base is SEI HE MO «Moscow State Regional University». The research results: the concepts of «professional competence», «inclusive pedagogical practice» have been disclosed; three main blocks of professional competencies of resource teachers (key, basic, special), the nature of their implementation in the conditions of inclusive practice have been identified. Key conclusions are the following: the formation of students' professional competencies (key, basic, special) is an indisputable guarantee of successful development in the process of inclusive pedagogical practice of diagnostic, design, organizational, communicative abilities of a person; key competencies determine the analysis and synthesis of one's own pedagogical activity, basic competencies determine the knowledge, skills and abilities used in working with disabled children, special ones - reflect the professional readiness of future specialists in the implementation of a special correctional educational process.

К вопросу о формировании и развитии профессиональных компетенций студента - будущего учителя истории

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.

Системный подход как один из основных подходов при формировании профессиональной компетентности будущих социальных педагогов

This article is devoted to identifying the systematic nature of pedagogical phenomena and the degree of preparation for the professional activities of future social teachers. The purpose of this study is to analyze various approaches and reveal the main components in the formation of professional competence of future teachers: unity of theory and practice, transition of educational to educational and professional activity (quasi-professional activity), use of reproductive and active methods (problem lectures, discussions, analysis of pedagogical situations, design of content and forms of activity of students, psychological training), presence of motivational and value attitude (entertaining, motivational and problem situations), readiness to perform professional.

University preparation of graduates of pedagogy to act as an early childhood education teacher. Self-assessment of Polish, Czech, Slovak and Ukrainian students

ABSTRACT In the survey conducted among graduates of pedagogical faculties of four universities: in Poland, the Czech Republic, Slovakia and Ukraine, differences were found in the self-assessment of professional competence acquired in the course of studies. This study contributes to future deliberations, emphasising the importance of curricular and systemic changes, i.e. moving away from the system of teacher education in the 3 + 2 model (3 years of undergraduate studies /BA/ + 2 years of graduate studies /MA/). The right to exercise the teaching profession should be vested in a person with a uniform master’s degree programme. The findings point to the need to develop tools to assess the professional competence of future teachers. The interview or the job interview itself does not fully reflect the real skills for the profession. For example, pedagogical talent and personality predispositions of candidates for teachers are not examined. This survey is of great importance for educational authorities, as well as for the design of teacher education programmes and for school teachers across Europe. It concludes by calling for greater control and selection in the recruitment of students of pedagogy, in particular pre-school and early school education.

Developing and evaluating professional competences of students specializing in pedagogy

The article is devoted to the problem of developing professional competences of future teachers of foreign languages during the pedagogical internship while studying at the university. In connection with a constant rise in qualification requirements for the teaching staff of educational institutions of various levels, it is necessary to develop an efficient model for training future specialists in the educational field, enabling high-quality training for the sound solution of modern professional problems. The main professional educational program is focused not only on the quality and volume of acquired knowledge, skills and abilities, but also the level of competency development. All educational disciplines are aimed at developing both general and professional competences; however, it is the pedagogical internship organized during the study at the university that allows evaluating the level of their development in the context of professional activity, to identify possible gaps in professional and pedagogical knowledge, skills and abilities, to identify ways to overcome them. The aim of the research is to develop an efficient model for building professional competences of future specialists in the field of teaching foreign languages during pedagogical internship. The study revealed that such a model should include determining the aims of internship, developing its work program containing all the necessary information about the internship, holding an introductory conference with students, a detailed analysis of all the points of an intern’s individual assignment, explaining the requirements for reporting documentation, methodological support and controlling students during the internship, stocktaking exercise with a clear assessment procedure. The key indicator of the success of pedagogical internship is the level of development of professional competences of future specialists.