Professional Competence Of Future Teachers Research Articles

Digital Didactics as a Condition for the Formation of Professional Competencies of a Future Teacher.

The subject of the research is to study the role and influence of digital didactics on the process of formation and development of professional competencies of future teachers. The article is devoted to the study of the possibilities of digital didactics, which contributes to the personal and professional self-affirmation of the personality of a future teacher, the formation of his professionally significant competencies. The research focuses on the analysis of methods and approaches to the integration of digital technologies into the educational process, as well as on evaluating their effectiveness in the context of training qualified teachers. The purpose of the study is to identify and systematize the main aspects of the use of digital didactics in the educational process aimed at the effective formation of professional competencies of future teachers. In the learning space of digital didactics, technologies such as inverted learning, cloud technologies, gamification (the introduction of computer and video games), game situations, etc. are prioritized. In addition, such principles as the principle of motivation for independent student activity, the principle of introducing the level from easy to difficult and exciting, the principle of focusing on specific results, the principle of adaptability and others are important. The results of the study can be used in universities and colleges to optimize training courses for future teachers, as well as to improve the quality of professional training of teaching staff in the context of digitalization of education.

Effectiveness of case study method in teacher preparation in Kazakhstan

Relevance. The research is relevant as it evaluates the effectiveness of the case study method in developing professional competencies of future teachers in Kazakhstan, where this approach is underutilized. It addresses a gap in the current teacher training system by comparing the case study method with traditional teaching approaches and providing evidence for its potential benefits. Purpose. The purpose of this article is to evaluate the efficacy of the case study method in nurturing the professional competencies of prospective teachers enrolled in the �Foreign Language: Two Foreign Languages� educational program. Additionally, the study seeks to compare the effectiveness of the case study method with conventional teaching methods and put the developed cases to the test. Methodology. The research relied on empirical methods to assess the participants� initial and final levels of professional competence. Results. In the course of the pedagogical experiment, the case study method was employed to introduce the revised �Educational Psychology� course content. The aim of the course is the theoretical and practical mastery of knowledge about the psychology of educational activity, the relationship between learning processes, teaching, training, and education, as well as the formation of scientific psychological thinking, professional knowledge, and skills of future specialists in the field of educational psychology. Conclusions. Using the case study method in teacher training enhances professional competencies and increases motivation for learning. Research shows significant improvement in competencies among those taught using this method compared to traditional education. Keywords: higher education; future teachers; professional competencies; interactive technology; practice-oriented focus

Practical aspects of evaluating individual components of professional competencies of future teachers

Practical aspects of evaluating individual components of professional competencies of future teachers

Организационно-педагогические условия формирования общепрофессиональных компетенций будущего педагога в процессе освоения дополнительных образовательных программ

The article considers the organisational and pedagogical conditions of formation of general professional competences of a future teacher in the process of mastering additional educational programmes. The author reveals the essence and content of the conditions through the formation of motivational interest in students, ensuring the integration of basic and additional educational programmes, early involvement of students in pedagogical activities. The solution of the problem of formation of general professional competences of the future teacher is considered possible within the framework of implementation of quasi-professional approach in training, which is integrated in the educational environment of the university as a set of methods and techniques of training, forms, means aimed at the formation of pre-professional mobility of students. This approach is possible through the integration of additional courses (electives, studios, creative workshops, clubs, etc.), the introduction of interactive methods, group training and research activities, practices with different purposes as a foundation for laying the basic general professional competences of future teachers. Pedagogical conditions are a necessary component of the process of professional training of students. They should be taken into account in the organisation of the pedagogical process, which will further ensure a high level of adaptation to professional activity.

Development of professional competence of future mathematics teachers in the HEI educational process

Relevance. The importance of this study is due to the evolution of modern education towards excellence and the need to constantly monitor the relationship between teacher�s self-education, knowledge culture, professional training and social requirements. For that reason, it is important to use modern approaches and methods to prepare a mathematics teacher. Purpose. The purpose of the study is to describe and diagnose the methodological and technical features of teacher training, to determine the level of competence of mathematics teachers in their work, their ability to use self-education techniques and the main methods of theoretical and methodological preparation for students' educational activities. Methodology. Typical methods used in research on this topic � analysis, classification, reasoning, synthesis and comparison of approaches � make it possible to identify and highlight key areas for improving the professional training of future teacher. Results. The study examines methods for developing students' competence, analyses the literature, determines the components of mathematics teacher competence, highlights the functions and levels of development, provides the structure of the highest levels of teacher professional competence, determines the content of professional competence of a future mathematics teacher, presents models for the development of methodological knowledge about the professional competence of students and improving educational culture, diagnoses problems, related to the professional competence of students. Conclusions. Professional development is an ongoing, cyclical process because professionalism requires continuous enhancement. The advancement of this process largely depends on an environment that encourages self-development. A key objective in the professional training of mathematics teachers is to cultivate professional competence. This competence reflects students' readiness to apply both theoretical and practical knowledge in science and education, as well as their ability to enhance and refine their qualifications. The study indicates that the professional competence of a future teacher encompasses several aspects: motivational, cognitive, operational, creative, and reflective. Keywords: mathematics teacher; educational process; quality of methodological training; methodological knowledge; methodological culture; professional competencies

Development of professional competence of future mathematics teachers in the HEI educational process

Relevance. The importance of this study is due to the evolution of modern education towards excellence and the need to constantly monitor the relationship between teacher�s self-education, knowledge culture, professional training and social requirements. For that reason, it is important to use modern approaches and methods to prepare a mathematics teacher. Purpose. The purpose of the study is to describe and diagnose the methodological and technical features of teacher training, to determine the level of competence of mathematics teachers in their work, their ability to use self-education techniques and the main methods of theoretical and methodological preparation for students' educational activities. Methodology. Typical methods used in research on this topic � analysis, classification, reasoning, synthesis and comparison of approaches � make it possible to identify and highlight key areas for improving the professional training of future teacher. Results. The study examines methods for developing students' competence, analyses the literature, determines the components of mathematics teacher competence, highlights the functions and levels of development, provides the structure of the highest levels of teacher professional competence, determines the content of professional competence of a future mathematics teacher, presents models for the development of methodological knowledge about the professional competence of students and improving educational culture, diagnoses problems, related to the professional competence of students. Conclusions. Professional development is an ongoing, cyclical process because professionalism requires continuous enhancement. The advancement of this process largely depends on an environment that encourages self-development. A key objective in the professional training of mathematics teachers is to cultivate professional competence. This competence reflects students' readiness to apply both theoretical and practical knowledge in science and education, as well as their ability to enhance and refine their qualifications. The study indicates that the professional competence of a future teacher encompasses several aspects: motivational, cognitive, operational, creative, and reflective. Keywords: mathematics teacher; educational process; quality of methodological training; methodological knowledge; methodological culture; professional competencies

Mechanisms for the formation of empathic culture of students of pedagogical and medical universities

The relevance of this study is caused by the insufficient methodological development of the mechanisms and methods for the empathy formation among students of pedagogical and medical universities, which is an important professional competence of future teachers and doctors. The empathic culture of teachers and doctors is an integral part of the personal culture, a component of profession skill that requires purposeful formation and development. The purpose of the study is to theoretically substantiate and experimentally test the mechanisms of formation of the empathic culture in students of pedagogical and medical universities. The main research method is based on the selected diagnostics: 1. The method of diagnosis of communicative control (M. Schneider); 2. Assessment program of non-verbal communication (A.M. Kuznetsova); 3. Methodology ‘Balanced Emotional Empathy Scale’ (A. Mehrabian, E. Epstein). Results. In the profession of a doctor and teacher, we have demonstrated that empathy is an important professional quality. The majority of students of pedagogical and medical universities showed average levels of empathic culture. Emotional and activity channels of empathy are more developed among teachers, and cognitive channels are more developed among physicians. Practical significance. The results of the study can be used in the professional training of students of pedagogical and medical universities.

Developing mechanisms for implementing the educational potential of subject training for future teachers

Introduction. With the return of upbringing to the global educational space, which is becoming virtual and highly uncertain, the problem of developing mechanisms for realizing the educational potential of subject training for future teachers is urgent. The study aims to scientifically substantiate and design such mechanisms. Materials and methods. The following research methods for theoretical and predictive substantiation of the problem were used: analysis of scientific literature on pedagogical problems; historical-structural, biographical, monographic methods; designing algorithms for implementing educational mechanisms. Results. The main directions of “launching” the aforementioned mechanisms were identified: selecting the subject material; improving the lesson structure; organizing communication and interaction. Two groups of mechanisms were presented: psychological and pedagogical (interiorization, motivational choice, stimulating emotional experiences and emotional saturation, pedagogical support for motivating future teachers to educational activities), and scientific and methodological (scientific support of subject training of the future teacher by modeling pedagogical conditions, pedagogical training laboratory, introducing pedagogical training principles, stimulating forms of independence and activity of the future teacher in subject training and in organizing practices). Conclusion. The data obtained can be used to design and implement the educational potential of subject training for future teachers. Thus, education at a pedagogical university will be aimed at ensuring the professional competence of future teachers in a set of interrelated elements that allow practical implementation of the planned set of teacher actions focused on social activity, self-knowledge, and positive activities in studying disciplines related to personnel training.

FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF UPCYCLING TECHNOLOGY

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

Formation of Ukrainian phonetics and its teaching methods in educational institutions

The article analyzes the genesis of the phonetic system of the Ukrainian language, the methods of its teaching, substantiates the significance of the historical processes of the formation of phonetics in the formation of professional competences of future teachers of Ukrainian literature. It was found that the more productive stages of the study of the phonetics of the Ukrainian language, the methods of its teaching in educational institutions were: the borderlands of the 19th-20th centuries; 20s-30s of the 20th century; times of independence of Ukraine. Approaches, methods, technologies of teaching phonetics are traced. The periods of the origin of the language, which are hypothetically oriented by linguists on chronological aspects, are visualized. The approaches and principles on the basis of which the formation of phonetics and phonetic linguistic didactics of the Ukrainian language took place were studied: retrospective, historical, sustainable development, dynamic, "membership of the body of knowledge" (according to K. Tyshchenko). The oldest sound changes described by M. Zhovtobryukh in the monograph "History of the Ukrainian language" were analyzed and summarized. Phonetics". The results of the analysis are presented as a phonetic case "Facts from the history of native language phonetics: the oldest sound changes, their national uniqueness."

Дуальное обучение в профессиональном педагогическом образовании: опыт реализации и перспективы

Abstract. We consider issue of methodological support for dual training in teaching academic disciplines of the professional cycle while training future teachers. We define dual training in teacher education as an organizational and content system of professional and social and cultural interaction of educational institutions, creating conditions for the practice-oriented formation of the personality and professional competencies of future teachers, is given. The experience of introducing dual training in a pedagogical college is analyzed within the framework of professional training in specialties 44.02.02 “Teaching in primary grades” and 44.02.05 “Correctional pedagogy in primary education”. Students' ideas about the role of dual education in professional training have been studied, the most effective forms of interaction between students and practicing teachers have been identified, as well as the main difficulties in the implementation of dual education. The study shows a high level of motivation for future teachers to implement dual education and its promise as a form of organizing the educational process. Using the example of the interdisciplinary course “Theoretical and Methodological Foundations of the Class Teacher’s Activities”, we determine the principles for the development and implementation of dual learning mechanisms, show specific methodological methods for implementing dual learning through a system of practical classes, classroom teaching practice, independent study work, and final certification of students, and the main forms of interaction with school teachers in the educational process.

Development of Additional Professional Competencies of Future Teachers in Terms of Social Partnership

The article reveals conceptual approaches to the creation of a model for developing advanced competencies of future teachers on the example of a social partnership project with the “Panorama TVˮ regional publishing house, part of the “Media Pressˮ joint stock company. It describes the mechanics of the implementation of a joint student project related to the release of the children’s periodical “Umnyashkiˮ, dedicated to introducing young citizens of Saint Petersburg to the history of urban areas through entertaining tasks and game exercises by the student community of the Institute of Childhood of Herzen State Pedagogical University of Russia. The text of the article describes the key stages of the student project communityʼs work on the issues of the journal, provides examples and types of tasks, reveals the ways of the project team interaction. Conclusions are drawn about the importance of involving the Universityʼs social partners in the process of training future teachers in order to develop and build additional competencies that allow taking into account the needs of the regionʼs education system, the challenges of the teaching profession, advancing demands to improve the effectiveness of professional activity of a specialist in the field of modern childhood.

Enhancing the professional competencies of future teachers through practice in schools

Enhancing the professional competencies of future teachers through practice in schools

Content of the pre-service teachers’ professional training for using communicative and game technologies in teaching a foreign language to primary school students

The article examines the content of the selective professionally oriented course “Communicative-playing technologies of early foreign language learning” for students of the fourth year of the 014 Secondary education specialty, its goal is formulated - the formation of future teachers’ professional competence in the application of communicative-playing technologies of foreign (German) learning languages in primary school. The knowledge of the theoretical foundations of early learning, which are necessary for future teachers to apply communicative-playing technologies in foreign language learning in primary school, is specified: knowledge of the peculiarities of foreign language acquisition by younger schoolchildren, the dynamics of the development of age-related psychophysiological features of younger schoolchildren, which contribute to or hinder the study of a foreign language, methods application of basic communicative-playing techniques. The professional competences of future teachers are determined, in particular, the ability to use communicative-playing technologies taking into account the cognitive capabilities of pupils and the peculiarities of their learning a foreign language at various stages of primary school, the ability to activate the educational activity of students in foreign language lessons through the use of communicative-playing technologies; the ability to provide a motivational, substantive and procedural basis for pupils’ foreign language communication through participation in various types of game activities, the ability to model and manage students’ communicative-playing activities in German.

Implementation of the forum-theater technology in the development of professional competencies of future teachers

This paper presents the analysis of significant trends in the development of professional competencies of future teachers in accordance with current regulatory documents (Professional standard "Teacher", FGOS VO 3++). The author considers the potential of the technology of developing learning, in particular the technology of the forum theater, defines its essence, purpose and objectives, and also presents the results of the study implementation during the experiment. The experimental base was made up of 2nd year bachelor students in the field of training "Pedagogical Education". The paper presents quantitative and qualitative results of the development of professional competencies of future teachers, as well as methodological recommendations for the implementation of forum-theater technology in the conditions of higher pedagogical education. In accordance with the relevant documents regulating the content of the educational process, the author has selected the most significant professional competencies, without which the effective implementation of the professional activity of a teacher is not possible. The author describes the technological and substantive basis of the forum-theater technology, identifies the purpose and stages of its implementation, identifies the professional competencies of future teachers, the development of which this technology is aimed at. The specifics of the technology implementation are determined, taking into account the stage embodiment of the developed material. The educational results of future teachers are revealed considering the Federal State Educational Standard and by immersing students in the professional proposed environment of professional activity.

Models of formation of professional competence of future teachers

The aim of the work was to develop and determine the effectiveness of the model for building future teachers’ professional competence. The aim was achieved through the use of calculations of the efficiency coefficient, the coefficient of practical effectiveness, the Cohen’s kappa coefficient. It was established that the interactive approach, which was used before the beginning of studies among 15% of students, enabled obtaining a higher level of their knowledge. The traditional education system made it possible to achieve a high level of knowledge among 31% of students. The development of a model for building professional competence of future secondary school teachers provided for the use of non-standard approaches and digital technologies (Coursera, Prometheus). It was found that students showed a high quality of material presentation (3.41) and a lower level of organization of the educational process (0.91) during teaching practice. The results contributed to highly effective knowledge of ecology, informatics, pedagogy/educational methodology acquired by high school students. It was determined that 62% of students developed high professional competence skills. The practical significance of the work is the developed system of future teachers’ professional competence through the introduction of non-standard approaches. The prospects of the research may be related to the provision of options for increasing the level of professional competence for future teachers of secondary and higher educational institutions.

FUTURE TEACHER’S FORMATION OF PROFESSIONAL COMPETENCIES IN THE PROCESS OF MULTILINGUAL EDUCATION IN MODERN CONDITIONS

Currently, higher education institutions are facing new challenges, the purpose of which is to provide highly qualified specialists who have mastered not only professional knowledge, but also ready for intercultural communication in a multilingual world, independent problem solving, teaching subjects in two or more languages. For teacher training, we need a multilingual multicultural environment, design and implementation of new technologies. This article discusses the interpretation of the concepts of "competency " and "competence ", as well as the diversity of the proposed structures. The practical significance of the work is that the results obtained allow us to offer teachers of pedagogical universities scientifically -based recommendations for the formation of professional competencies of future teachers in the process of multilingual training.

TECHNOLOGIES FOR DEVELOPING PROFESSIONAL COMPETENCE OF FUTURE VISUAL ARTS TEACHERS THROUGH PAINTING

This article describes the content and essence of the technologies for developing the professional competence of future teachers of fine arts through painting

Механизмы оптимизации и обновления содержательно-методической подготовки будущих учителей начальных классов

The article presents a structural practice-oriented model of preparing a future teacher for an active professional activity, taking into account the educational standards of primary general education, based on practical forms of educational activity, provided with a high level of theoretical knowledge and possession of the methodology and technologies of self-knowledge. The model embodies the original scientific and methodological support for the process of professional training of future teachers at Kazan University, the system priority of which was the realization of the student's personal capabilities through interactive methods of his cognitive, communicative and axiological activities. Scientific and methodological support is considered as an applied empirical mechanism for optimizing and updating the content and methodological training of future teachers who are capable of creative organization of the process of teaching younger students, of effective adjustment and development of basic educational programs in elementary school. The information-logistical approach has become the leading one in the study of the problem, which is important in conditions when the content of education is shifting from memorization to the search, selection and comprehension of information, and teacher training is carried out in an environment that provides an integrated perception of experience, allowing him to be included in the advanced design of the content of education. The article describes a system of interrelated practice-oriented activities, determined by the dynamics of content modules, the conditions for their implementation and evaluation criteria, aimed at developing the professional competencies of future teachers, improving their qualifications and professional skills in obtaining personal, meta-subject and subject results. The original scientific and methodological support for the process of professional training of future teachers offers interactive methods that represent innovative and unique tools for designing the learning process and predicting its effectiveness, allowing you to most accurately determine the advantages and problems of the real educational process of teacher training when testing new technologies and teaching methods. The implementation of the proposed scientific and methodological support expands and actualizes the resource content of the educational process through empirical research based on the study, analysis and generalization of real innovative pedagogical experience.