Professional Pedagogical Competence Research Articles

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

Psychological Determinants of Professional Pedagogical Competence in the Continuing Qualification of Teachers (Educational Reflections on Lifelong Learning)

Psychological Determinants of Professional Pedagogical Competence in the Continuing Qualification of Teachers (Educational Reflections on Lifelong Learning)

ПОЛІЛОГ У СИСТЕМІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ОСВІТИ

The social demand of the Ukrainian society at the present stage is determined that the specialist in the education field should be prepared for the effective performance of their professional functions and full participation in all spheres of life of a multicultural society, which involves the study of the problem on the development of the polylogical communication ability of future teachers. This skill is a necessary reason for successful socialization, full involvement in future professional activities, including the contacts in the international professional spheres. The publication enlightens the importance of polylogue implementation as a form of speech activity (native and foreign), which combines the components of dialogic and monologic speeches during the educational process organization in the higher educational establishment, necessary for the moulding general and professional competencies of the future primary school teacher, respectively to the requirements of legal acts: the Law of Ukraine "On Education", the professional standard for the professions "Teacher of primary classes of a general secondary education institution", "Teacher of primary education (with a diploma of a junior specialist)", State Standard of Primary Education. The work focuses on the usage of the polylogue in the process of implementing the communicative-activity approach in the system of training specialists in primary education field by means of interactive teaching methods, in particular, the debate game, discussion and the project method. The authors substantiate the didactic potential of the polylogue as a synthetic form of speech activities, regarding the achieving the main goal of future teachers’ language learning (native and foreign), which involves effective communication in oral and written language forms, the use of language for the purpose of intercultural communication in the dialogue of cultures and civilizations of the modern world. It has been proven on the basis of the analysis and generalization of the experience of teachers of verbal disciplines in the Municipal Higher Educational Institution “Lutsk Pedagogical College”, in regard to the use of interactive educational technologies, the effectiveness of the project method, educational debate game, in the system of forming general and professional pedagogical competences, primarily native and foreign language communicative competence while teaching students of higher educational institutions in Ukraine.

Activities of a Foreign Language Teacher and Professional Pedagogical Competence

Activities of a Foreign Language Teacher and Professional Pedagogical Competence

On Individual Style of Pedagogical Activity of a Lecturer of Social and Humanitarian Disciplines of a University

In this article, on an interdisciplinary (at the intersection of philosophy, psychology, pedagogy) basis, the individual style of pedagogical activity of a teacher of social and humanitarian subjects in higher education is studied. It is substantiated that the essence of the individual style of pedagogical activity of a teacher of social and humanitarian disciplines is subjectively perceived anthropology, reflexivity and interpretability. These qualities, logically, should have unconscious (Jungian Self) and existential (in the logic of M. Heidegger refers to DaSein) roots, and does not refer to the Jungian person. A person may include professional competencies that are not used in other activities. It is shown that the personal nature of social and humanitarian knowledge is as follows: firstly, since the anthropological turn, the human personality has been put in the basis of this field of knowledge, and secondly, even if these sciences are engaged in the study of the facts of reality, but their specificity lies in the interpretation, which is personal, subjective, and thirdly, the individual nature of human perception of culture and spirituality. It is concluded that, contrary to the conclusion that can be drawn from the scientific literature, the teacher's personality is not identical to the profession - professional interest arises in connection with its essence (Self, existence, DaSein), which is reflected in the individual style of pedagogical activity, while essence is not equivalent to professional pedagogical competence. It is also necessary to clarify that the article does not mean every empirical teacher of social and humanitarian disciplines, but one who, firstly, is a fairly competent specialist in this field of knowledge, and secondly, perceived the values of social and humanitarian knowledge as his own. personal, thirdly, has a personal predisposition (introvert) to the social sciences and humanities.

MOTIVATION THROUGH GAME TECHNOLOGIES IN TEACHING MATHEMATICS

Modern requirements of the state educational standard of the latest generation require professional pedagogical competence from the teacher. This directly depends on the purposeful use of pedagogical technologies by the teacher. Game technologies occupy a leading place among pedagogical technologies in shaping students as worthy individuals capable of self-development and self-education. The article pays special attention to business games among gaming technologies, their role in the formation of competencies in the subject of mathematics is noted. An example of the use of business games in the development of a particular topic is given from a fragment of the lesson. With the help of gaming technologies, the performance of students during the month was analyzed, and their dynamic growth was shown using a diagram.

Features of professional pedagogical competence english teacher

Today, the worldview trend in Ukraine is the active integration of scientists into the educational community, in the context of which there is a need to provide qualified specialists with a high level of English-language professional competence. The point is to improve the level and quality of training of specialists in higher education institutions of Ukraine who are able to professionally solve the problems facing the State and are able to protect its interests. The purpose of the article is to substantiate the features of the professional pedagogical competence of an English teacher. It has been found that the development of English language competence is a key condition for the training of a competitive specialist. In today's society, specialists with English language skills and abilities are more maneuverable and successful in the current legal environment. Such teachers effectively carry out extensive work activities, while being socially adapted at all times, and are in great demand among specialists in the international community. However, the issue of English language competence in the professional training of English teachers is still not sufficiently studied. The article presents a model of the key components of the English teacher's pedagogical competence, which is determined by the composition of such components as information, communicative, productive, autonomization, moral, psychological, subject matter, social, mathematical competence and personal qualities of the teacher. The article analyzes the qualitative language training of students on the use of modern educational technologies (multimedia technologies, information and communication, Internet resources in the context of forming students' audience competence), which involve the use of telecommunication and information technologies, in particular, in working with educational computer programs for learning foreign languages and using Internet resources.

PROJECTIONS OF THE ACADEMIC PROFILE OF THE PEDAGOGUE AS A SPORTS ANIMATOR

One of the modern challenges facing society is finding ways to counteract hypodynamia. This article discusses the ability of educational institutions to enrich the forms and means of extracurricular physical activity through sports-animation practice, in order to stimulate the active participation of adolescents and increase the volume of their motor activity. Presented is the regulatory conditioning for the formation of professional-pedagogical competence for the realization of sports-animation activity. The authors justify the fact that maximising the engagement of the free time of the younger generation will regressively affect its activities with negative health dependencies.

ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT

The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situations of his/her professional pedagogical activity. It has been established that ethical competence as a basic component of professional pedagogical competence of foreign language teacher reflects his/her spirituality and morality, internal culture, the ability to act in accordance with the norms of pedagogical ethics and to take adequate moral decisions.The components included in the model of ethical competence of foreign language teacher are defined, namely: ethical knowledge, communicative skills, psychological position, moral and psychological qualities. The article states that the process of ethical competence formation of foreign language teacher goes through several stages and is a synergistic result of three important components of the educational process: socio-cultural, subject and professionally subjective.The formation of ethically competent teacher is a socially significant problem. The success of education system humanization, the improvement of general culture in society, and the prospects for the development of modern human depend on the solution of the problem mentioned above. Ethical development of a teacher is a continuous process of personal and professional growth, which involves raising of moral awareness level, carrying out professional reflection and formation of the system of attitudes towards the subjects of educational process in accordance with the norms and rules of pedagogical ethics. It was defined that unformed ethical competence leads to ethical and pedagogical errors in pedagogical activity and, accordingly, negatively affects educational process as a whole.

Features of teacher’s reflection: Connection with personal and professional value orientations

Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.

Development of Professional-Pedagogical Competence in the Field of Hygiene and Health Education

The development of knowledge and skills in hygiene and healthy living is most efficiently carried out during the primary school age. The necessity of teaching science-based and systematized information comes to the fore, in order to lay the foundation of student’s healthy lifestyle. Such need together with being sensitive to the normative changes in the field of health education and professional-pedagogical competences, leads to a greater demand of proper academic training of teachers-in-training. The goal of this study is to analyze the degree of development of skills, knowledge and professional competence in the field of hygiene and health education of future primary school teachers. The main methods that are used are didactic testing, pedagogical observation, resolving of cases. The results show that after specialized training, the knowledge and skills as well as the abilities to organize a learning process tailored to the hygiene and health requirements of all participants – students in Pre-school Education and Primary Education Majors, are at a satisfactory level.

Професійна підготовка асистента вчителя до роботи в умовах інклюзивної освіти

The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the following signs: a positive attitude to teaching; professional and pedagogical orientation of the individual; availability of psychological and pedagogical abilities; system of psychological and pedagogical knowledge, skills and abilities; moral personality traits; independence and creativity in solving professional problems. In the article we noted that the future teacher, who carries out his own professional activity in an inclusive education, plays an important role, because he must not only carry out a high level of educational process, form a child with special educational needs a set of necessary competencies, but also provide assistance in social adaptation, establishing contacts with the outside world, people around. The essence of the concept and the structure of the teacher's assistant's readiness for professional activity in the conditions of inclusive education are determined. It is noted that the professional training of the future assistant teacher of work with children with special needs is an extremely important issue in today's conditions. The essence of the concept and the structure of teachers' readiness for professional activity in the conditions of inclusion are determined. It is proved that the combination of professional pedagogical socio-civic, general cultural, language-communicative, psychological-facilitative, entrepreneurial and information-digital competence allows to carry out high-level pedagogical activity in the field of inclusive education and self-awareness in the profession.

Analyzing a monitoring study on professional-pedagogical competency levels in lecturers of professional disciplines from technical universities

Analyzing a monitoring study on professional-pedagogical competency levels in lecturers of professional disciplines from technical universities

INTRODUCTION OF INNOVATIVE APPROACHES TO NATURAL SCIENCE AND PRACTICAL-PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS

This article analyzes and characterizes innovative approaches used in training of future physical education teachers. Modernization of education enhances the training and education of a specialist of high quality and competence, who is capable of creating knowledge and finding the ways of self-accomplishment in the conditions of continuous integration of Ukraine into the European educational space. Strengthening of young people health potential, providing a differentiated approach to different age groups of children, foreseeing their needs and motivation for physical development and self-improvement depend on a physical culture specialist.We have developed an integrated system of medical and biological education as well as revealed the ways to implement the principle efficient combination theoretical knowledge and practical implication. Professional and practical, humanitarian and socio-economic training occupies a prominent place in the modern training of future physical culture specialists. This issue defines the value of professional activity. Thus, we made an attempt to construct the content of integrated natural science subject and built a thorough logical and didactic structure which will assist to support knowledge advancement in accordance with the new achievements of the disciplines of the natural science cycle; it also strengthens the relationship between the fundamentals and professional education targets; ensures variability and alternativeness, humanization and democratization of the educational process; boost the improvement of natural science education and establish a sustainability of sports-specialized training. This study identifies the main directions, factors, indicators and criteria for intensifying student learning while using innovative and information and communication technologies.This study is based on current modern ideas of philosophical interpretation of human values in the context of vocational education, education of a healthy generation which actualizes the humanitarian significance of natural sciences and opens wide opportunities for interdisciplinary and transdisciplinary integration in training and achieving high sports results. We have proved the effectiveness of scientific and professional-pedagogical competence which is provided by creating an innovative educational environment. This environment is characterized by openness and autonomy, information availability and integration, flexibility and synchronization, multi-vector trajectory and creativity. Due to the use of innovative approaches in the training of future physical education teachers’ cognitive activity, creative thinking and professional curiosity, innovative technologies of physical education are mastered much better, and what is most important, the professional competencies of natural science teachers, teachers-innovators are developed. We have proved that the concept of training new types of physical culture specialists requires mastering the multi-cycle creative work activity when a teacher starts finding new principles and ideas to develop and implement new technologies based on maximum of variations of ways for processing knowledge and its practical implementation. We recommend that physical culture program should be taken into account in the aspect of its correlation with previous and subsequent disciplines while planning the educational process in secondary education. Furthermore, it is relevant to adjust the content of the discipline being studied in order to prevent educational material from coping and repeating. The integrative approach is the most predictable and necessary, we will see the solution of the problem of integration in a close combination of natural science with sports-specialized training. Natural science disciplines should include professionally target knowledge, be focused on teaching methods and education. This approach assimilates professionally target disciplines through the principle of joining theory with practice, thus boosting knowledge in professional and pedagogical activities.

ATTITUDES TO THE APPLICATION IN PRACTICE OF THE SPORTS-ENTERTAINMENT COMPETENCE OF THE EDUCATOR

Introduction: This article examines and analyses the need for the formation of professional-pedagogical competence for the realization of sports-animation activities in an educational environment. The opinion of current pedagogues and competent persons (experts in the field of physical education, sports animation and pedagogical area) have been studied, as well as the change in the attitudes of students from pedagogical specialties, as a result of training, on the application of the sports-animation competence of the pedagogy in and out of professional pedagogical practice.
 Methods: The empirical method used is a survey applied to 291 persons. The results obtained are subject to processing and statistical analysis by the methods of quantitative analysis of survey data – Van der Waerden test and Z-test. The concordance coefficient has been calculated – to determine the degree of consistency in the expert assessment and the main empirical characteristic, – as a well as the arithmetic mean.
 Findings and results: The results show high values of the indicators characterizing the opinions and attitudes of the surveyed persons both in the direct professional-pedagogical activity and on its realization beyond the vocational-pedagogical practice (within leisure time) and confirm the existence of grounds and real needs from the formation of professional-pedagogical competence for the implementation of sports-animation activities in an educational environment.

EXPERIMENTAL VALIDATION OF THE DEVELOPMENT LEVEL OF A PROFESSIONAL-PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

The paper presents the stating stage of the pedagogical experiment in which the levels of the development of a professional-pedagogical competence of primary school teachers have been studied. We used the following research methods: observation, conversations and testing. Diagnostic blocks of a professional-pedagogical competence of primary school teachers were identified: theoretical-methodological and psychological-pedagogical training. The total number of the participants of the pedagogical experiment was 1960 people, including 960 people in an experimental group and 952 people in a control group, besides 48 teachers-experts from pedagogical universities were involved. Statistical results of the interviewing were summed up taking into account the number of questions, the highest possible number of points received for the answers to the questions, and the total number of points according to the level of a block development that was evaluated. We state that as far as the level of a theoretical-methodological training is concerned (knowledge and skills of theoretical principles of a professional-pedagogical activity; knowledge and skills of the use of the methods of a professional pedagogical activity; knowledge of the history of the development and a current state of the achievements in a professional-pedagogical activity), big amount of primary school teachers corresponded to a sufficient level. This can be explained with teaching the subjects of humane and fundamental training at pedagogical universities. The results of the experiment have shown that the process of the development of a professional-pedagogical competence of primary school teachers requires the improvement, it becomes possible with providing the readiness of an individual for distance education; the organizational-technical support of distance education; the teaching-methodological support of distance education; the organization of the process of distance education on an individual basis; a continuous psychological-pedagogical support of distance education; a system improvement of the qualification of distance education organizers.
 Keywords: professional-pedagogical competence, experimental group, control group, primary school teachers, university teachers, pedagogical experiment, distance education, diagnostics.

Особенности организации обучения в Академии ФСИН России при взаимодействии педагога и курсантов с помощью информационно-коммуникационных сетей

The article describes specific features of the organization of training at the Academy of the FPS of Russia in the interaction of a teacher and cadets in the context of restrictions on contact work associated with countering the spread of the new corona-virus infection. The aim of the work was to substantiate the effectiveness of using the algorithmic method for the formation of sustainable skills in the implementation of the educational process through the use of distance technologies. The methodological framework of the study was made up of analysis, synthesis, induction, systematization and generalization. The study was carried out throughout a year at refresher courses and classes conducted by employees of the Department of Mathematics and Information Technologies of Management of the Academy of the FPS of Russia. As a result, it was found that to maintain the quality of education at a proper level, it is necessary to develop the computer literacy of teachers, familiarize them with modern innovative pedagogical technologies and features of their application; expand the variety of methods, forms and means of teaching used in the interaction of a teacher and students through information and communication networks. Conclusions are made about the importance of combining organizational, information-technical and methodological measures to improve the professional competence of the teaching staff and ensure the proper quality of education when switching to e-learning. The fact of maintaining the quality of education at the Academy of the FPS of Russia at a proper level was confirmed by the commission of experts, which in 2021 conducted an accreditation examination in relation to the educational programs implemented. The described experience will be useful to the teaching staff of educational organizations of the Federal Penitentiary Service of Russia. Key words: information technology, computer literacy, professional pedagogical competence, distance learning technologies.

Structure of professional pedagogical competence of a future english teacher

The article discusses the professional and pedagogical competence, structure and foundations of the future English teacher. There are also comments on the content, technological and personal basis, types of competence. In particular, according to the curriculum of higher education, the period of thirteen weeks of pedagogical practice provides an opportunity to work for a temporary period as an independent trainee coach - an English teacher. The spiritual development of the student and the study of English affect not only his consciousness, but also his spiritual experiences, which ultimately contribute to his formation as an expert in the field.

Developing the intellectual and social capital of universities for sustainable development: innovative competence of the teacher and knowledge management

Intellectual and social capital is becoming an important economic resource for the development of an organization and a country. Universities that represent education, science and innovation are increasingly focusing on improving the intellectual and social capital of workers and organizations. The purpose of the article is to identify the features of the increment of the innovative potential of the university for the development of the intellectual and social capital of the organization as an economic resource for the sustainable development of the university in the era of the Internet and the knowledge society. The study found that in order to increase the intellectual and social capital of an organization, it is necessary to create a special innovative environment for interaction, discussions and trainings at the interdepartmental and interfaculty level of staff and students. The development of the intellectual potential of employees can be ensured through the improvement of the innovative competence of teachers and students. This competence is proposed to include information on knowledge management, knowledge flows, diffusion of innovations,etc. Innovation competence will help to give not only a certain economic effect through the creation of new innovative products or educational services based on cooperation of scientists from different directions, but also strengthen the professional pedagogical competence of teachers.

РОЗВИТОК ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ФАХОВИХ ДИСЦИПЛІН ТЕХНІЧНИХ ЗВО В УМОВАХ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The article presents a theoretical analysis of postgraduate teacher education as a factor in the development of professional-pedagogical competency of lecturers of professional disciplines from technical universities. It justifies the scientific-pedagogical literature and regulatory documents on the issue of postgraduate education. It clarifies the definition of postgraduate teacher education in the works of Ukrainian and foreign researchers (B. James, A. Kuzminskiy, N. Protasova et al.) and offers the author’s interpretation of this concept. It shows that the component of postgraduate education is advanced training, which is seen as the acquisition of new or improvement of previously acquired competencies within a certain professional activity. Also, the article highlights the fact that professional development aims to compensate for gaps in the basic technical or pedagogical training and provide with modern knowledge and technologies. At the same time, it justifies the role of advanced training in the development of professional-pedagogical competency in lecturers of professional disciplines from technical universities. In this regard, it describes a professional programme of advanced training of research and teaching staff. The programme, called “Developing Professional-Pedagogical Competency in Lecturers”, is implemented by the Pedagogy and Innovative Education Department at Lviv Polytechnic National University in the context of advanced training of research and teaching staff from this very institution. The article shows that its implementation is aimed at developing the structural components of professional-pedagogical competency of lecturers from technical universities. The author of the article defines these components as follows: cognitive-intellectual, personal-motivational, functional-technological, social-communicative and reflexive-regulatory. The article concludes that it is essential to improve the professional-pedagogical competency of lecturers of professional disciplines from technical universities under the reforms in higher education and the development of new types and spheres of professional-pedagogical activity. It is important to note that an effective tool for developing this competency is the system of advanced training, designed to ensure the dynamic development of the educational system in Ukraine.