Professional Development Of Future Teachers Research Articles

Formation of professional competence of future specialists in philology during the end-to-end practice

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

Analysis of the results of experimental research of professional development of the future teacher of labor education and technologies in technologies

The article is devoted to the analysis of results of experimental research of professional development of future teachers of technical education and technologies in the process of independent work. The dynamics of levels of professional development after the formative stage of experimental research is shown.

SIMULATION OF THE PROCESS OF PROFESSIONAL DEVELOPMENT OF THE FUTURE TEACHER OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF INDEPENDENT WORK

In the article reveals the content of the structural and functional model of professional development of future teachers of labor training and technology. To visualize the specific goals, ways and results of professional development of future teachers of labor training and technology in the process of independent work, a modeling method was used, which is based on the principle of analogy and provides the opportunity to study a real object not directly but through consideration an object similar to it, that is, its model. The method of experimental research «pedagogical modeling» is revealed as the initial stage of process design, which involves creating conditions to achieve the goal, determining the stages and components of this process, developing strategies, forms, methods, tools, technologies of professional development and more. The structural-functional model is based primarily on the social order based on the expected results of the future teacher of labor training and technology for continuous professional development by means of independent work throughout life. Given the specifics of the process of professional development of future teachers of labor education and technology in the process of independent work, in our opinion, we must take into account the model of future professional activity, the structural elements of which we include taking into account the social order theoretical and methodological block (purpose, conceptual principles, methodological approaches, principles); procedural-semantic block (structural components, strategies, forms, methods, means) with an interactive development program and diagnostic-effective block (criteria, indicators, levels), focused on the preparation of future teachers of labor training and technology for continuous professional development by means of independent work during life. Also, in the article defines and theoretically substantiates the pedagogical conditions for ensuring the success and efficiency of the studied phenomenon, which ensured the continuity, efficiency and reliability of the process. Key words: model, modeling, professional development, future teachers of labor training and technologies.

ПРОФЕСІЙНИЙ РОЗВИТОКМАЙБУТНЬОГО ВЧИТЕЛЯ:КОМПЕТЕНТНІСНИЙ ПІДХІД

Introduction. The article reveals modern trends to educational process in course of future teachers training aimed at improving the quality and efficiency of the professional component on the basis of the competency approach. In the context of European chall-?nges, modern professional development of future teachers, requires specific approaches to designing the trajectory of self-determination and self-identification within the profession. The need of reforming the educational and qualification disciplines (courses) of higher school, which should be focused on the operation of knowledge and their critical thinking has been proved; the learning dynamics, the development of personal abilities and talents of students, the ability to take responsibility and be ready to teamwork have been substantiated. The overview of external and internal sources of professional development of future teachers in the context of reforming the training of future teachers has been presented.Purpose. Analysis of external and internal factors of professional development of future teachers based on the introduction of a competency-based approach for higher education. Results. The level of professional development of future teacher is a combination of theoretical knowledge, practical skills, methodical creativity and personal qualities of a specialist, which largely ensures the appropriate level of effectiveness of his pedagogical activities. The fulfillment of the tasks set before education will be provided under the condition of reforming the construction of approaches to the training of future teachers, expansion, enrichment and continuity of profe-?sional development. Methods. Analysis, synthesis, abstraction con-cretization, systematization, modeling, generation. Originality. The authors have analyzed internal and external factors of professional development of future teachers, the influence of the level of self-awareness of the specialist (I-concept) on the prospects of quality professional self-improvement or the creation of psychological barriers to success in the profession. Conclusion. The concept of «professional development» of future teacher has been specified as valuable attitude of pedagogical staff and their stable motivation to master knowledge, skills, practical use, the need for self-improvement; mastery of technologies for formation of students' basic values within the basis of European society. The activation of the need of specialists for self-improvement; mastery of technologies for the formation of basic values of European society in higher education have been outlined.

PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD

Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience

PERSONAL AND PROFESSIONAL DEVELOPMENT OF FUTURE EDUCATORS IN THE PROCESS OF EDUCATIONAL PRACTICES

The article highlights the features of content and technology support of personal and professional development of future teachers in the process of educational practices. Abovementioned ideas are presented here in an anthropological dimension. Personal and professional development of students is shown as a process aimed at modelling the personal and professional qualities of future teachers, ability and willingness for development and self-development. Specifics that have been named are for producing new ideas and practices based on acquired knowledges for creation own trajectory of professional development. The value-personal, search and research, reflective components and the 21st century skills are defined as important components of personal and professional development of students. The exploration describes empirical results of research on the formation of abovementioned components in students of specialties «Preschool education» and «Primary education» before their practices. It has been found that future teachers strive for personal and professional development however they don’t have enough skills to plan their actions of self-development. According to the empirical results of this study the scientific and pedagogical staff of Department of Pedagogy and Psychology of Pedagogical institute of Borys Grinchenko Kyiv University developed programs and recommendations for the organization of educational practices. The article describes the content, forms, methods of development of components of personal and professional development of students in the course of educational practices conducted in the preschool and primary school institutions in Kyiv. The essence of such interactive forms as: a roadmap, reflection, a blog, an individual portfolio of personal and professional growth is revealed. The proposed forms of work contribute to the students’ willingness to evaluate the results of their professional activity, to form the ability to work as a team and alone, to be openminded to the opinions of others in educational space, to find new ways of solving pedagogical goals, etc. The empirical results of the study show the positive dynamics of students’ development in value-personal, search and research, reflective components and 21st century skills in the course of proposed forms of work. This testifies to the effectiveness of the created content and technology support for the development of components of personal and professional development of students in the process of educational practices.

Евристичні методи формування художньо-образного сприйняття майбутніх учителів музичного мистецтва та хореографії

На основі вивчення наукових праць і наявного педагогічного досвіду розробленні евристичні методи навчання, спрямованні на формування художньо-образного сприйняття майбутніх учителів музичного мистецтва в процесі фахового навчання у вищому педагогічному навчальному закладі. Використання евристичних методів у процесі формування художньо-образного сприйняття студентів факультетів мистецтв педагогічних університетів здійснювалося комплексно під час проведення музично-педагогічної практики майбутніх учителів музичного мистецтва та хореографії зі школярами. Серед ефективних евристичних навчальних методів виокремлені: методи активізації сприйняття учнів на уроках музичного мистецтва; метод розуміння причинно-наслідкових зв’язків; метод відповідних вирішень творчих завдань; індуктивний метод встановлення причинно-наслідкової залежності вибору навчального матеріалів для залучення школярів до пластичного інтонування та використання навчальної наочності; метод вироблення емоційно-оцінних реакцій на сприйняття мистецьких творів та ін. За наявних умов передбачена ефективність використання евристичних методів навчання у процесі формування художньо-образного сприйняття студентів факультетів мистецтв педагогічних університетів та в їх майбутній музично-педагогічній діяльності.

Analysis of the Opportunities of the Prometheus Platform for the Professional Development of Future Teachers

Analysis of the Opportunities of the Prometheus Platform for the Professional Development of Future Teachers

Factors Facilitating Teacher’s Professional Competence Development

The objective of the article is to further study the concept “teacher’s professional competence” as well the ways of its formation. The research was conducted among the students as prospective teachers, and teaching staff of Yuriy Fedkovych Chernivtsi National University. The analysis of the research helped prove the essential role of some factors in the professional development of future teachers. In particular, such factors as knowledge of the teaching subject, knowledge of effective teaching methods and skills to implement them, the importance of teaching practice, the personality factor, teacher’s self-education were singled out. Therefore, the paper aims to outline a few ideas on how to ensure the implementation of the above-mentioned considerations. We also dwell upon the impact of the human behavior on the process of foreign language learning and teaching. That is why knowledge about affective factors is consequential in the academic process and using some interactive methods can also help lower the affective filter. Types of motivation and ways to enhance it are described in the paper too.

Psychological and Pedagogical Conditions for the Future Physical Education Teachers Training in the Educational Process of the New Ukrainian School

The article presents the theoretical substantiation of the implementation of pedagogical innovations aimed at increasing the efficiency of the New Ukrainian School. It sets the task of scrupulous analysis, awareness and comprehension of the circumstances on which the effectiveness, success, quality of education depend on. The pedagogical conditions under which their implementation is possible in the preparation of future Physical Education teachers are determined by the authors. They note that the results of the long-term scientific and pedagogical research during the pre-diploma practice of graduate students convincingly testify that the professional development of future teachers and scientific and pedagogical workers are linked inseparably. There are situations that stimulate the teachers of psychological and pedagogical disciplines for a self-development during the introduction of psychological and pedagogical conditions: the self-improvement of their own competence, the methodically competent selection of professional-practical tasks, and the work on research projects. The pedagogical conditions and other aspects of this article concern both the main subjects of education, although they are aimed, viewing the goal and objectives, mainly for the training of future Physical Education teachers. The effective professional development of students requires taking into account the social, individual and characterological characteristics of each individual. The learning system should develop the students’ ability to comprehend, study, analyze, make informed decisions, take into account different options for solving practical problems. The stimulation of the professional teachers’ activity involves the creation of such circumstances and the psychological atmosphere, when their active creative activity achieves high results, satisfies their personal and social needs, which leads to the formation of positive motives in their professional and pedagogical activity. The article presents the theoretical substantiation and methodology of physical education features in the educational process in pre-school educational institutions, the formation of physical health and cultural skills that have a positive effect on physical development, emotional state of children, diverse classes.

Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

ІДЕЇ В. О. СУХОМЛИНСЬКОГО В КОНТЕКСТІ РОЗВИТКУ ОСВІТНЬОЇ СКЛАДОВОЇ ФАХІВЦІВ ПЕДАГОГІЧНОЇ ГАЛУЗІ

The article analyzes the pedagogical heritage of V.O. Sukhomlynskiy, which is a treasury of knowledge, ideas and views on the professional formation of specialists in the pedagogical branch; outlines the relevance of his ideas for modern approaches to the development of teacher's professionalism in the context of building up the educational component of human fund; the dependence of professional pedagogical personnel growth on requirements and tendencies of society development is revealed. The author reveals theoretical principles and methodical aspects of the teacher`s educational component in the creative heritage of V.O. Sukhomlynskiy. The role of his ideas in the professional development of future teachers and pedagogues-practitioners has been determined, their effectiveness in the conditions of development of the New Ukrainian school, the reform of the national educational network. It is revealed that in his scientific work the characteristics of multi-dimensional determinants, which influence the growth of the educational component of pedagogical personnel, are widely represented. Through the prism of the ideas of the outstanding schoolmaster, the professional activity of teachers is considered as an important factor in the formation of the specialists` educational component in the pedagogical field. The requirements of V.O. Sukhomlynskiy for professional qualities of teachers are highlighted; also it is outlined his approaches to improving the quality of teacher training for educational activities. It was determined that V.O. Sukhomlynskiy constantly emphasized the power of the mechanism laid down in the teaching and educational process of educational institutions in relation to the formation of state qualitative human resources. Therefore, it is logical that in his research the issue of increasing the educators` professionalism is actively covered. A large number of his work is aimed at finding ways to develop the educational component of teaching staff, since it is the teachers who have the potential to create and develop the educational component of the individual. The results indicate that in the context of modern reforms and transformations of the Ukrainian educational environment, the most expedient and pedagogically justifiable is the way of implementation of time-tested viable ideas of schoolmasters, in particular V.O.Sukhomlynskiy. Studying and using the specialists of the pedagogical industry into the practice of his invaluable experience will allow us not only to develop the national educational environment, but also to be competitive in the world market of educational services.

Зміст практичної педагогічної підготовки у закладах вищої освіти України та США: компаративний аналіз

The article is devoted to the problems of the practical teachers' training organization of future experts on teaching specializations. At the present period in the development of higher education pedagogy a lot of works of scholars and practitioners are devoted to the problems of teaching practice, such as: its role in the formation of prospective teacher's personality, the history of its development in the system of pedagogical education, the structure and content of the practical teachers' training, ways of its improving and take into account foreign experience in its organization. But the question of the practical training optimization of future experts and redistribution of time between the theoretical and practical training in favor of the second remains relevant. Organizational and methodological fundamentals of the teaching practice in higher education establishments are analyzed. Its role in the system of professional development of future teacher is revealed. The structure and content of teaching practice, the experience of its implementation over the last 50 years, the changes having taken place in the current conditions of pedagogical higher education transformation into the two- tier education system (the first (Bachelor) level and the second (Master) level) are analyzed. Characteristics of the teaching practice organization at higher education institutions of the USA and its structure and content are emphasized The experience of Professional Development Schools of future experts as a new model of the teachers' training in the context of pedagogical higher education reformation is provided.

Dispositional factors of personality professional development of the future teachers of physical education and sport

Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

Эстетические потребности как средство профессионального развития будущего учителя музыки

Эстетические потребности как средство профессионального развития будущего учителя музыки

ПЕДАГОГІЧНА САМОЕФЕКТИВНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ: ФАКТОРИ ТА ШЛЯХИ ФОРМУВАННЯ

The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.

An Examination of External Influences and Internal Issues Challenging Teacher Education Today

Today’s educators are not solely content experts, but reflective practitioners competent in theory and complex learning processes. They are obligated to construct classrooms to meet the diverse needs of each child within a culture of global competition and increased levels of accountability. Prior studies amplify a necessary focus on preparing teachers capable of meeting the needs of each student from day one on the job. However, a myriad of obstacles facing teacher preparation identified throughout research provide clear direction for additional attention. The following is an investigation of external influences and internal issues that challenged the current model of teacher preparation programs. Insights may serve to inform teacher educator research and support programs in the professional development of future teachers.

Peculiarities in Construction of Future Teachers’ Professional Training Content in the System of Multilevel Pedagogical Education in Canada

AbstractThe article deals with the peculiarities of future teachers’ training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers’ training content are the standardization of multilevel pedagogical education content, Canada’s focus on multilevel teachers’ education in professional development of future teachers, establishing optimal scientific balance between disciplines of different cycles, theoretical and practical units (modules), interdisciplinary guidelines for Canadian teachers. Teaching methods oriented at obtaining professional training by future teachers in Canada, including selected methods of preparation for practical activities and methods of creative thinking, have been emphasized. Based on research and analysis of reference-encyclopedic sources it has been found out that changes in Canadian society in the late 19th-21st centuries led to new demands and duties of teachers set out in the standards of their professional evaluation. It has been determined that the development of the Canadian system of teacher education in terms of multilevelness is targeted at training future teachers competitive in the labour market.

Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students’ posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students’ perception about adapting their lessons, as well as on their critical assessment in analysing their teaching.

La importancia del aprendizaje reflexivo en el Practicum de Magisterio: una revisión de la literatura

<p>En el periodo de prácticas cobran vida los conocimientos que el futuro docente ha recibido tanto en su etapa de socialización como alumno, como gracias a los planes de estudios de su titulación. Este periodo supone un primer acercamiento a los centros escolares, siendo crucial para desarrollar las competencias profesionales que habrán de afrontar en su labor profesional. En este artículo se presentan las características principales de la práctica reflexiva y de los modelos de formación reflexiva para la formación inicial del docente, en su periodo de prácticas, como vehículos capaces de despertar el sentido de las experiencias personales que se vivieron como alumno, la conducta ética, el interés por sembrar unas correctas habilidades interpersonales y el interés por la formación permanente a lo largo de la carrera profesional, entre otras. Partimos, por tanto, de la premisa de que la formación inicial ha de orientarse hacia la comprensión de la realidad que tiene lugar en las aulas, trabajando en la línea de mejorar los procesos de enseñanza/aprendizaje, aspecto que indefectiblemente pasa por analizar, examinar, observar y reflexionar sobre lo que el educador hace y el modo en que lo hace. Haciéndolo así, creemos estar en condiciones de formar a profesionales de la enseñanza capaces de enriquecer su práctica pedagógica al evaluarla y revisarla continuamente, combinando actitudes de apertura de pensamiento, responsabilidad e ilusión por la profesión y, en consecuencia, formando profesionales competentes a la hora de ofrecer una enseñanza de calidad. </p>