Professional Competence Of Future Teachers Research Articles

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.

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.

ТЕОРЕТИКО-ПРАКТИЧЕСКИЕ АСПЕКТЫ РАЗВИТИЯ ЭМОЦИОНАЛЬНО-НРАВСТВЕННОЙ КУЛЬТУРЫ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА

In modern society, priority is given to the cognitive development of children and, as a rule, there is no practical implementation of purposeful work in the field of emotional and moral development of preschoolers. Consequently, the integral, harmonious development of the personality is disturbed. Obviously, in the modern social and cultural environment, a purposeful approach to the emotional and moral development of the younger generation is required. The emergence in science of relatively new concepts of "emotional and moral education (ENV)" and the associated "emotional and moral development (ENR)" (OV Girfanova, VV Zaboltina, NA Kornienko, etc.) is able to find ways to optimize traditional moral education and development. These categories are associated with the actualization of the child's need for empathy and are based on a closer connection between the emotional and cognitive components. In the period of preschool childhood (sensitive 5-6 years), the foundation of emotional and moral development is laid: moral consciousness (knowledge of norms and values); emotional assessment (moral emotions and feelings); internal position of the child (moral self-regulation and behavior). This work concretizes the concept of "emotional and moral development" (EMD). Emotional and moral development is a pedagogically controlled process that is inextricably linked with the personal development of children in general, their socialization, the introduction into the world of culture - the culture of world perception, self-expression. The article actualizes the problem of professional competence of future teachers of preschool educational organizations in the field of development of emotional and moral culture in older preschool children. The adult's role as an escort is very important and responsible. The future of the child as an empathic personality or non-empathic personality depends on the educational influence of adults, on what qualities will be formed. The conducted research is aimed at an attempt to solve important problems of vocational education.

THE MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF ART AND AESTHETIC CYCLE OF PROFESSIONAL TRAINING

The article reveals the model of professional competence formation of the future teachers of art and the aesthetic cycle of specialized training in institutions of secondary education. The integral model forms a construct with interconnected blocks: target, conceptual, substantive, procedural, and effective. The structural components of the model are established: components, principles, approaches, organizational and pedagogical conditions, criteria, and levels formation of professional competence of future teachers of art aesthetic cycle of specialized training. The most effective forms, methods and means of formation of professional competence of the future teachers of art and the aesthetic cycle of profile education are identified. The content of the artistic and aesthetic cycle of educational profiling environment is clarified.Keywords: model, professional competence, future teacher, artistic and aesthetic cycle, specialized training.

Tools and Methods of Formation of Professional Competence of Future Teachers of Computer Science and Information Technologies

This article analyzes the process of effective use of methods and tools aimed at building professional competence in the process of professional competence, qualification requirements for modern professionals, training of teachers of computer science and information technology.

ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ В ПРОЦЕСІ РОЗВИТКУ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

In the context of increasing attention to the training of future professionals outlines the special urgency of the problem of professional competence of future music teachers, which includes the ability of individuals to acquire knowledge and skills in art education institutions, to form personal qualities and values ​​and value orientations required for professional activity. social requirements. The level of professional competence of a music art teacher reflects the degree of his readiness for music-educational work in a secondary school, is a prerequisite for the effectiveness of pedagogical activities, a kind of link to improve intellectual and practical experience, finding effective ways to improve pedagogical skills. in the conditions of an educational institution of artistic direction the development of professional competence occurs during the study of both general and special (for example, block of disciplines: history of foreign music, history of Ukrainian music, solfeggio, harmony, polyphony, analysis of musical forms, basic musical instrument, choral studies and choral arrangement, choral class and practical work with the choir, choral conducting and reading of choral scores, solo singing) disciplines. The formation of knowledge and skills is a prerequisite for the formation of professional competence of the future teacher and involves mastering a set of special knowledge in theoretical and performing (instrumental, vocal and conducting and choral) disciplines. Thus, the basis of professional competence of the future teacher of music art is special (general pedagogical, conducting, instrumental, vocal, performing, musicological, research), social and personal training. One of the effective and relevant ways to develop the professional competence of a music teacher is interactive technologies. In accordance with the Law of Ukraine «On Education» and the requirements of the competence approach, mastering interactive technologies has become one of the main conditions for teaching art subjects by teachers of secondary schools. A number of authors note that as a result of the use of interactive technologies there is an actualization of intellectual reserves and capabilities of students, replenishment of knowledge of theoretical and generalizing nature, deepening and expanding the individual semantic context in working with educational material. Thus, in the article the author defines the role of the use of interactive technologies in the process of forming the professional competence of the future music teacher. The author argues that interactive technologies are based on the principles of interaction, student activity, reliance on group experience, mandatory feedback, which have a wide range of developmental, educational and reflective functions. The use of interactive technologies in the training of future teachers of music allows to stimulate creative, cognitive activity of the teacher-musician, to focus the teacher on self-development and self-affirmation, thereby developing his professional competence.

The model of development of a professional competence of future teachers on the basis of a personality-centered approach

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

FORMATION OF PROFESSIONAL COMPETENCE IN FUTURE TEACHERS

The relevance of the stated research topic is determined by the urgent importance of the formation of professional competencies of future teachers in the process of their education in higher pedagogical education, as a factor that determines the success of their further professional activities. The aim of the article is to study the peculiarities of the formation of professional competencies of future teachers and to determine the main criteria that influence this process. At the same time, the authors took into account both the stage of students’ education in universities and their pedagogical practice in schools. The leading methodological approach in this research work is a combination of methods of systematic analysis of the process of formation of competence of the future teacher at the stage of his education in higher education, with analytical study of prospects for professional competence of future teachers in the process of direct entry into the profession and gradual mastery. pedagogical skills. The results of this research clearly demonstrate the importance of forming professional competence in future teachers at the stage of their education in higher education, in terms of understanding the basics of the teaching profession and creating future teachers the right level of motivation to perform their professional duties in the future. The results and conclusions of this research are of great practical importance for future teachers who learn the basics of professional skills at the stage of higher education, as well as for employees of the education system interested in improving their own professional competencies.

Возможности интерактивных технологий в формировании профессиональных компетенций бакалавров по направлению подготовки 44.03.05 «Математика», «Информатика»

The introduction of interactive educational technologies into university practice is an urgent task, the solution of which must be considered as a necessary and sufficient condition for improving the quality of training in the pedagogical education system of the Russian Federation. Interest in this problem is due to the often unjustified use of modern software and hardware in the educational process, which results in partial or complete loss of students’ skills in verbal communication, socio-communicative control, and adequate self-esteem. We aim to form a new approach to the development of professional competencies of future teachers, which is based on the principles of consistency, providing high-quality pedagogical education. The methods of analysis of the problems of formation, development and improvement of professional competences of students of pedagogical universities are used; systematization of factual and empirical data on the problem of introducing innovations into pedagogical practice. Generalization of the experience of using interactive educational technologies in the system of training specialists with higher professional education confirms the feasibility and necessity of introducing innovations into university pedagogical practice. Developed recommendations for the formation of tools for improving the professional competencies of future teachers, can be recommended for use in order to expand the framework of managing the educational process at the university.

Professional competencies of future teachers in the field geographical education: essence, specifics, technology formation

Professional competencies of future teachers in the field geographical education: essence, specifics, technology formation