Professional Competence Of Future Teachers Research Articles

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.

Strengthening common European values in the system of Ukrainian pedagogical education in the conditions of war

The article deals with the peculiarities of the functioning of the education system in Ukraine in the conditions of the full-scale invasion of Russia into Ukraine, which led to the threat of non-compliance with a number of European values. The authors emphasize that currently Ukrainian higher pedagogical education is forced to solve tasks caused by the war, namely the organization of the educational process using blended and distance formats of learning in the reconstructed higher education institutions which were destroyed; creating a physically and psychologically safe educational environment for all the participants of the educational process, proper functioning of temporarily relocated institutions of higher education. Thus, the article describes the case of Bogdan Khmelnytsky Melitopol State Pedagogical University, which was temporarily relocated to the city of Zaporizhzhia due to the occupation of the Melitopol city. The aim of the article is to determine the role of generally accepted European values in the professional training of future teachers of foreign languages in the conditions of the armed aggression of the Russian Federation against Ukraine. The authors reveal in detail the essence of key European values and characterize their impact on the formation of professional competence of future teachers of foreign languages. The article provides a detailed description of the training course “Strengthening the EU common values through the policy of multilingualism in the education and training of future teachers”, which was developed by university teachers as a part of the Jean Monnet Module course. The authors emphasize that learning on this module will help students to get closer to European values and in future promote the need for their dissemination among students of general secondary education institutions.

Організаційно-методичні умови розвитку професійних компетентностей майбутніх учителів предмета «Захист України»

The scientific article presents ways to increase the level of professional competences of future teachers of the subject «Defense of Ukraine» during their studies in higher education institutions. The characterological nature of the organization of the educational process according to the organizational and methodological conditions of higher education institutions according to teachers with different teaching experience and the specifics of disciplines has been established. The presented organizational and methodological conditions of future teachers of the subject «Defense of Ukraine» in structural integrity generate effective implementation of the educational-content, educational-methodical and pedagogical-technical components of the model of formation of readiness for future professional activity. The main functionality of the organizational and methodological conditions of the specialty «Defense of Ukraine» should ensure the effectiveness of the educational goal of the subject on the basis of current legal acts, taking into account modern dynamic changing processes in the Armed Forces of Ukraine, combat experience in military operations, technical and shooting novelties in the military industry. The importance of training future teachers «Defense of Ukraine» provides in general to overcome the current problematic field of attractiveness of the subject in educational institutions and personnel training in matters of national security and defense of our country. All this will form the degree of implementation of new military-pedagogical knowledge and skills in future teachers of the subject «Defense of Ukraine», will create a systematic educational system in important subject areas (study of the military-historical and normative-legal foundations of state formation and defense of one’s country; will generate motivational interest of pre-conscription age to the popularization of the military cause; will create the assimilation of new knowledge on civil protection of the population; the correct algorithm of actions for the provision of pre-medical assistance; know the tactics of combat operations; understand the scales of maps and the basics of military topography) of military applied skills and skills for the successful assimilation and conducting of training sessions with of this subject.

Implementation of a practice-oriented approach to the formation of professional competencies of future teachers

Implementation of a practice-oriented approach to the formation of professional competencies of future teachers

THEORETICAL ANALYSIS OF THE CONCEPTUAL PRINCIPLES OF PROFESSIONAL AND PEDAGOGICAL COMPETENCES OF FUTURE TEACHERS OF VOCATIONAL EDUCATION

The article is devoted to the theoretical analysis of the conceptual foundations of the problem of formation of professional and pedagogical competencies of future teachers of vocational education. The relevance of diagnostics of the levels of formation of key competencies among future teachers of vocational education in the context of the new standard of higher education is substantiated, and an analysis of scientific research on the outlined problem is carried out.
 Competence characterizes the specialist's ability to realize their human potential for professional activity. Competence of a specialist with a higher education is the desire and willingness to realize one's potential (knowledge, skills, experience, personal qualities, etc.) for successful productive activity in the professional and social sphere, being aware of its social significance and personal responsibility for the results of this activity. activity, the need for its constant improvement. The article analyzes the concepts of "competence" and "competency", defines the essence of the concepts "competent" and "competence approach". The problem lies in the large number of definitions and the lack of a generally accepted one.
 In addition, the article analyzes the regularities of the functioning of the higher education system, considers the problem of criteria for determining pedagogical competencies. In the context of the formation of the professional competence of the future teacher of vocational education, its components are defined; the professional and pedagogical competencies specified among the program outcomes of study according to the new standard of higher education are explained. The essence of the formation of professional and pedagogical competence in the process of educational and cognitive activity according to the new standard of higher education is revealed. The content of evaluative competence, the essence of evaluative skills of a teacher of vocational education was analyzed, and the specifics of modular training were revealed. The need to develop a new toolkit for assessing the competencies of future specialists, teachers of vocational education is substantiated.

PROBLEM OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: DOMESTIC CONTEXT OF RESEARCH

The article, based on the analysis of scientific sources and the results of author’s own research, considers the problem of professional training in general and highlights the features of professional training of future teachers of mathematics in particular. It has been established that today there is a wide range of research on the solution of above-mentioned problematic issue, in particular, there is no ambiguity regarding the definition of the professional training of the future teacher. Ukrainian scientists consider professional training as: a purposeful process; a system of corresponding measures; a system of professional training; the goal and result of activity; the acquisition of professional education, as a set of special knowledge, abilities and skills already acquired by a person, as well as a personal achievement on the way to the formation of readiness for the realization of personality in the future professional activity. It was found that the essence of the concept of "professional training of a teacher" should be specified by the peculiarities of pedagogical activity, thus the differences in subject specialization should be accounted for, and, among the priority tasks of professional training, the formation of professional competence in future mathematics teachers is defined. The analysis carried out made it possible to formulate the following: the professional training of a future teacher of mathematics is a purposeful, specially organized educational process that ensures the achievement of the appropriate level of pedagogical and mathematical (subject) knowledge, abilities, skills, as well as the development of personal qualities of future specialists with the aim of forming in them a professional competence. In the structure of professional competence of future teachers of mathematics, key, basic and specialized subject competences, as well as mathematical, methodical, communicative, informational and psychological-pedagogical components are highlighted. It is substantiated that only a high level of development of each component can ensure the formation of professional competence of future specialists. It has been established that due to the modernization processes in education, special importance is now attached to methodical competence, which includes the teacher's assimilation of new methodical and pedagogical ideas, approaches to teaching mathematics. However, at present, all aspects of the problem cannot be considered to have been finally solved. Prospects for further research are outlined in the development of theoretical and methodological foundations of professional training of future teachers of mathematics in the conditions of graduate education.

Executive Functions in the Context of Professional Competencies of Future Teachers

This paper focuses on the scientific analysis of the interrelationships between executive functions and the professional competencies of future teachers. The research aims to reveal this relationship by measuring the interaction styles of future teachers (organiser, helping, understanding, leading to responsibility, insecure, dissatisfied, reprimanding, strict), didactic competencies (planning and preparing lessons, lesson implementation, classroom climate, diagnosis and evaluation, self-reflection), teaching styles (manager, knowledge-oriented, goal-oriented, supportive) and the level of their executive functions (planning, time management, organising, emotional regulation, behaviour regulation). The most significant findings are the moderate relationship between the executive functions and the interaction styles of the teaching adepts and between the executive functions and the didactic competencies of the teaching adepts. We found no statistically significant relationships between executive functions and teaching styles.