Professional Preparation Of Future Teachers Research Articles

Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan

This study provides a critical review and assessment of the problems of enhancing the research activity at a Kazakhstani pedagogical university that prepares future teachers. The aim of this study is to provide a rationale for the relevance of scientific and methodological support for increasing the research activity of teachers at pedagogical universities through the systematic integration of practitioner action research into professional practice. The value of action research is related to the change in and improvement of the professional practice of teachers based on the convergence of practice-oriented science and science-oriented practice. This work is in response to the gap in the professional preparation of future teachers, particularly in terms of developing research competencies and equipping future teachers with knowledge about action research. This is in marked contrast to in-service teachers who have been exposed to action research through the whole country’s ongoing reform of teacher education. Using a large survey of academic staff, the paper identifies the key factors influencing the research activity of university teachers. The findings from the survey and the narrative review suggest a willingness and openness to new ways of working among staff, which would make it possible to increase the research activity of university teachers themselves by integrating non-formal forms of research such as action research into their practice.

PREPARATION OF FUTURE PRIMARY TEACHERS CLASSES FOR ASSEMBLY AND STRUCTURING EDUCATIONAL AND COGNITIVE TASKS IN READING LESSONS

The problems of professional preparation of future teachers of initial classes are explored in the article. The question of drafting and application o f educational-cognitive tasks is lighted to work of students with the texts of textbook on the lessons of reading.

Formation of students’ readiness for leadership of pupils’ artistic-and-creative activities at the fine arts lessons

The study reveals the content and essence of students’ artistic-and-creative activity in classes of fine arts. It has been found such activities are a process of creating new, original artistic images, and, at the same time, it is activities for the perception and experience of artistic phenomena through their aesthetic evaluation. Characteristic features of such activity are following: 1) positive motivation, artistic orientation, bright interest, emotional uplift, 2) purposefulness of emotional and figurative kind, special artistic-and-creative disposition; 3) realizing ideas about the subject and analysis of the depicted things that based on visual images; 4) mastering the results of demonstration by the teacher of technical methods, formation of ideas about the image; 5) the presence of an appeared image arising at the beginning of the work, hereafter it is correcting and clarifying during the process of its material embodiment; 6) adequate self-assessment of the result. It has been shown the formation of such experience is dynamic phenomena and can be characterized by means of three stages. The stage 1 is mastering the holistic picture of the world, the experience of artistic practice by students. The next stage 2 is gaining individual experience of artistic creativity, development of guidelines for aesthetic perception of artistic phenomena and objects. Yet another stage 3 is the use and expansion of students’ own artistic experience, the formation their artistic-graphic competences. It has been determined the leadership of pupils’ artistic-and-creative activities by the artist-teacher puts into via pedagogical planning, organizational support, adjustment, analysis and evaluation of results. It has been seen the readiness for leadership of the students’ artistic-and-creative activities at fine arts lessons is a complex integrated personal quality which can be differentiated into motivational, gnostic and praxiological components. It has been substantiated the formation of these components should be a natural process of professional development of future fine arts teachers. The formation of readiness for leadership of the students’ artistic-and-creative activities in future teachers of fine arts is arranged by means of the creation of certain pedagogical terms in the educational process. Among them: ensuring the integrative systemic variety of professional preparation of future teachers of fine arts, the unity of psychological and pedagogical, and special artistic training; development of professional competencies of a teacher of fine arts, pedagogical and artistic mastery; implementation of a step-by-step process of shaping students’ artistic-and-creative activities.

PROFESSIONAL PEDAGOGICAL POSITION AS A COMPONENT OF THE TRAINING OF A FUTURE TEACHER OF PEDAGOGICAL EDUCATION

The meaning of the professional-pedagogical position and its role in the realization of tasks for professional preparation of future teachers are described in the article. Components of the pedagogical position: motives, instructions, relation to the pedagogical activity are substantiated here. Recourses and mechanisms of forming professional position are also defined here. It is substantiated that the position of the teacher is the integral characteristic through which it is possible to analyze both features of the teacher's personality and his activity. The main component that indicates the peculiarities of the formation of a professional position – a system of ideas about the profession and a positive attitude to it.

ТРАНСФОРМАЦІЙНІ ЗМІНИ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ У КОНТЕКСТІ ВПРОВАДЖЕННЯ ІДЕЙ КОНЦЕПЦІЇ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

During preparation of future teachers basic attention must be spared to forming of willingness to design and conduct lesson (employment) in the conditions of variants of modern primary education; to incarnate the ideas of pedagogics of partnership, sanctified to the child, create a psychologically-comfort atmosphere. The analysis of pedagogical theory on issue of professional preparation of future teachers to the design of lesson in the conditions of variants of primary education allows distinguishing mutually constrained her constituents: didactics, methodical and technological. The theoretical review of problem allowed to imagine the process of professional preparation of future teachers to the design of lessons in the conditions of variants of primary education as a capture of successive mutually constrained activity an algorithm from planning of lesson, choice of him resource providing, constructing of model and reflection of the realization pedagogical concept. The improvement of professional preparation of future teachers to the design of lesson in the conditions of variants of primary education headed for forming for the students of professional competence. The methodological basis of this process was the introduction of such scientific approaches: axiology, personality orientated, competence, creative. Updating of preparation of future teachers to the design of lessons in the conditions of variants of primary education occurred sequentially by the stages: preparatory, operation-effective, personality-reflection. As a result of the pedagogical experiment we concluded to the conclusions, that with the aim of forming for the future teachers of primary school of willingness to design and conduct lesson (employment) the teachers of methodical and pedagogical disciplines have it is balanced to combine a theory and practice in maintenance, to determine the volumes of independent work, using the task of the oriented to practice character; ability to work with the special educational and methodical literature, including electronic (textbooks, manuals, methodical recommendations); use of interactive technologies of studies. Keywords: preparation of future teachers of primary school, design of lesson, preparation of future teachers to the design of lessons in the conditions of variants of primary education.

Historical backgrounds of the development of foreign language education in Ukraine in the context of preperation of future coaches

Modern tendencies of European integration and progressive development of the world community, recognition of a foreign language as a guarantor of the formation of human culture, expansion of intercultural interaction in the educational sphere, strengthening of the worldview, intellectual and communicative functions of a foreign language, review and accentuation of the sub- objective tasks of foreign language education to master the culture of another country through the language of its native speakers – all these have identified the urgent need to overcome methodology, content and technological support of foreign language education, theoretical reasoning of basic concepts and categories in this area. The solution of this problem poses special demands to the quality of pedagogical education, as it is the teacher of the humanitarian specialties who determines the effectiveness of the preparation of youth for intercultural communication in the educational field.
 One of the possible ways of solving this problem is critical over thinking and creative usage of the historical experience of developing foreign language education of future teachers of humanitarian specialties at pedagogical universities of Ukraine since the mid-XX till the beginning of the XXI century. The peculiarities and significance of this period in Ukraine are determined by the important transformation processes in the professional preparation of future teachers of humanitarian specialties and pedagogical education in general, as the European integration processes in education have intensified the reformation of foreign language education, the development of conceptually new approaches to its practical implementation.
 Historiographical analysis gives reasons to confirm that scientific and pedagogical sources have accumulated information on various aspects of the development of foreign language education for future teachers of humanitarian specialties at pedagogical universities of Ukraine in historical retrospective. However, the information which is provided in these studies does not systematically cover the dynamics, stages, and major trends of solving the problem of the development of foreign language education of future teachers of humanitarian specialties at pedagogical universities of Ukraine (mid-XX - early XXI century).

FORMATION AND DEVELOPMENT OF UKRAINIAN PROFESSIONAL EDUCATION OF THE FUTURE TEACHERS OF THE ELEMENTARY SCHOOL

The article touches upon the problems of organization and semantic direction of professional education of elementary school teachers on the territory of Ukraine at the time of Russian Empire and the Soviet period. The specifics of degree education of future teachers is defined: the way of formation, development, factors, which cause their changes.The periodization of this process, created by O. Shkvyr is suggested. The role of famous people of the past time in formation and development of fundamental preparation of teachers is mentioned. For example, M. Lomonosov, who suggested to create a special pedagogical educational institution , developed and substantiated mandatory requirements towards practical activity of teachers; K. Ushynskiy , as the author of the first systems of preparation of folk school teachers , recommendations concerning organization of the teachers' seminarium activity and the content of future preparation of folk school teachers. Some aspects touch upon the experience of educational institutions, where professional preparation of teachers for elementary school took place, are also described in this article. Legislative documents and scientific- pedagogical literature, which illustrate the state and content of professional preparation of future teachers of the elementary school on different stages of the society development , are analyzed. Key words: a teacher of the elementary school, content of education, a period, professional preparation, development, formation, degree education.

ДОСВІД ІНТЕГРАЦІЇ ІСТОРИКО-ПЕДАГОГІЧНОГО ЗНАННЯУ ЗМІСТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СУЧАСНОГО ПЕДАГОГА

On the modern stage of development of pedagogical theory and practice ahistorical and pedagogical component is in maintenance of professional preparation of future teachers, as a rule, present person. Indeed from recent pores there is a tendency to the exception of educational object “History of pedagogics” as a separate educational component from the curricula of preparation of bread-winners of higher education. But historical and pedagogical material is entered to the course of general pedagogics and, usually, used for legitimizationof pedagogical position of teacher or formal review of that, how an idea developed about that or other pedagogical higher or process. Thus an address to the historical and pedagogical context often carries informing character especially, that, unfortunately, does not assist to development of the pedagogical thinking and becoming of pedagogical world view of future teachers. Thus there is a fully appropriate problem of integration of historical and pedagogical knowledge in maintenance of professional preparation of future teachers, question of creation of space for a question of creation of space is for a pedagogical dialogue in relation to logic of historical development of theory and practice of education, motive forces and determinants of historical and pedagogical process, his intercommunication with the economic, political, cultural evolution of society, mechanisms of becoming and development of important pedagogical traditions. The article is sanctified to the problem of integration of історико-педагогічногоhistorical and pedagogical knowledge in maintenance of professional preparation of future teachers; labours of home and foreign scientists, practical teachers-workers are analysed in relation to cognitive, heuristic and prognostic potential of historical and pedagogical knowledge, his role and place in the structure of modern pedagogical education; essence and features of quest technology of studies are reflected; possibilities of her introduction are outlined in the educational process of preparation of bread-winners of higher education; the example of historical and pedagogical quest and algorithm of work with him of teacher and students are offered during the study of pedagogical disciplines

Теоретичні засади професійної підготовки майбутніх учителів основ здоров’я у ЗВО

Health is the main value of life, it occupies the highest level in the hierarchy of human needs. A significant place in the article is devoted to the disclosure of the meaning of the concept of health by various scientists. An analysis of which showed that there are four basic aspects of health, namely the spiritual aspect of health, the mental aspect of health, the social aspect and the physical one.A holistic approach to understanding the essence of health and related concepts, allows us to determine more adequately and productively its role in the professional training of teachers in the relevant direction and form an appropriate outlook for future specialists. Preserving and strengthening the health of the future generation is the main goal of the work of teachers in the fundamentals of health, despite the fact that in the public consciousness the preservation of health is considered to be the prerogative of medicine. Also in the article special attention is paid to the program of the school subject "Health basics", its main concepts, structure and content. A considerable place in the article is taken professional preparation of future teachers of bases of health in Institutions of higher learning through theoretical principles. Trade education of future teachers of bases of health means preparedness of them as specialists to education for the schoolchildren of the valued attitude toward life and health own and to other people, desire to conduct the healthy way of life. A teacher of bases of health, from one side, is the carrier of base knowledge about a health, healthy way of life, from other, - by the subject of the educationally-educator process sent to maintenance of health of schoolchildren. Present time requires from the future teachers of bases of health of more integrated psychological and pedagogical and medical biological knowledge for effective organization of health and elucidative work. Сonsequently professional preparation of future teachers of bases of health in the context of our article was examined, as becoming of future specialist of the marked speciality on the basis of mastering of totality of the special knowledge from maintenance and strengthening of health of student's young people, abilities and skills, sent to encouragement of students to conduct the healthy way of life, and also forming professionally of meaningful qualities, experience and norms, behaviors that provide a capture health safe competences as a factor of effective professional activity of future teacher basis health. The article reveals the process of improving the content of vocational training for future teachers of the basics of health through the saturation of programs and courses with the latest knowledge on the basics of health. In the context of the professional training of specialists in accordance with the direction, the main subject competencies are disclosed and identified, taking into account the specifics of the subject.

Роль методу моделювання в розробці системи формування критичного мислення майбутніх учителів початкової школи

The concept of simulation and model are thoroughly considered in the article. On the basis of analysis of scientific literature it is identified that simulation is the technique of intermediated study of phenomena and objects and it is directly connected with the definition "pedagogical simulation". It is marked that simulation is based on the concept of "model". Determination of this concept is thoroughly exposed in dictionaries (definition and philosophical) and also in scientific researches (К. Bataroiev, S. Honcharenko, О. Dakhin, І. Kulchytskyi, P. Sikorskyi, D. Stechenko, H. Shandryhos, V. Shtoff). It is made the conclusion that the analysis of concept determinations of "model" brings us to such generalizations: model is an artificially made pattern for something; model has a characteristic of the system; because of the analysis of the system determination of information becomes possible about its elements and acquiring of new knowledge about the investigated object. It is presented the classification by the method of model implementation (after А. Viedienov). The traditional components of the model of professional preparation of future teachers are exposed. Attention is accented on the point that simulation as a method plays a key role in development of the system of critical thinking forming in the process of professional preparation of future teachers of primary school.

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

Особливості реалізації синергетичного підходу в професійній підготовці майбутніх викладачів

Особливості реалізації синергетичного підходу в професійній підготовці майбутніх викладачів

КАФЕДРА ПЕДАГОГІКИ ТА МЕТОДИКИ ПОЧАТКОВОЇ ОСВІТИ НА ШЛЯХУ МОДЕРНІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ (40-РІЧЧЮ ФАКУЛЬТЕТУ ПОЧАТКОВОЇ ТА МИСТЕЦЬКОЇ ОСВІТИ ПРИСВЯЧУЄТЬСЯ)

In the article the importance of work of Department of Pedagogics and Method of Primary Education is exposed on a way to professional growth of teacher in the context of modernization of educational process of primary school. The authors’ attention is accented on maintenance, forms and methods of work of department of pedagogics and method of primary education in feasible preparations of students of speciality “Primary education” in accordance with the operating state educational documents ratified by Department of education and science of Ukraine. The effective ways of high-quality professional preparation of future teachers of initial classes, which depends on many components – standardization, maintenance are reflected in the article, technologies of studies and others like that. The article outlined that the teaching staff of department constantly perfects itself in the field of educational process, realizing only a high professional and scientifically-methodical level that can provide high-quality preparation of students to future professional activity of New Ukrainian School which is actually. It is accented on a volumein, that a department traditionally supports close connections with the organs of management and establishments of formation of Ukraine and after a cordon. Within the framework of conferences, scientifically-methodical seminars, trainings, classes of master round tables are conducted, the pedagogical reading, methodical seminars get organized, methodical weeks and others like that. To this purpose lectures, seminars and practical employments, educating measures, submit and opened, majority from which is conducted at an audience created on the faculty of primary and artistic education of research Laboratory of pedagogical innovations, which entered into Association of laboratories of pedagogical establishments of higher education of Ukraine. A conclusion is done, that department of pedagogics and method of primary education working – creates, initiates, modernizes, modernizing – is successfully advanced, such labour symbolizes the bright pedagogical searches, pedagogical achievements and skilfully diffuses front-rank pedagogical experience.

Practice-Oriented Direction of Professional Preparation of Future Teachers of Primary Education in the Context of European Integration Processes

The article reveals the essence of practice-oriented training of future teachers of primary education on the basis of the implementation of contextual learning technology. An express analysis of the phenomenon of pedagogical thinking was made, certifying that it personifies the level of development of mental, cognitive, creative, and research abilities of the future teacher of primary education, his operational and technological skills, which consist in finding solutions to any problem situation; in shaping pedagogical thinking of future teachers of primary education a special role was played by pedagogical situations that were solved with the help of practice-oriented tasks (pedagogical tasks). In the process of experimental learning, we specifically modeled pedagogical situations that were solved using a system of practice-oriented tasks represented by three groups: general pedagogical, didactic-methodical, and reflexive-design. No less important for the development of pedagogical thinking of future teachers of primary education during practical and laboratory classes was the use of interactive teaching methods, namely: brainstorming, discussion, debate, various types of training, etc. The active introduction of contextual learning technology, based on the practice-oriented activity of teachers, first of all, influenced the formation of a new pedagogical thinking and provided for an understanding of the value-attitude to the future profession, and an awareness of one’s own capabilities that determine professional growth paths.

As tecnologias de informação e comunicação na formação inicial de professores do 1º ciclo do ensino básico – fatores constrangedores invocados pelos formadores para o uso das tecnologias

O artigo apresenta os resultados de uma investigação que se materializa no campo das práticas de formação inicial de professores do 1.º ciclo do ensino básico. Pretende dar a conhecer as representações sobre os fatores que atuam como barreira ao uso e promoção das tecnologias de informação e comunicação (TIC) na preparação profissional dos futuros professores para o uso pedagógico das TIC. É um estudo descritivo interpretativo, centrado nos formadores de duas instituições públicas de Ensino Superior em Portugal que formam professores. Para atender ao objetivo foram realizadas vinte entrevistas semidiretivas. Para além dos constrangimentos ao nível do currículo de formação, as evidências apontam para a dificuldade de os futuros professores passarem pela experiência de observar e experimentar exemplos de uso das TIC devido, em parte, ao défice de conhecimentos/formação dos próprios formadores na área e às crenças e atitudes manifestadas que atuam como barreiras à promoção do seu uso.

Učitelé škol v nové roli „tvůrců“ školního kurikula

The paper deals with a new role of the teacher – designer of the school curriculum – for which most of our teachers are not properly prepared (due to the timing of the curricular reform). From the analysis of the school educational programmes, and also from the experience of working with teachers participating in the designing of these, the author points to some difficulties which might occur here. Also, a narrowed complex of competences is defined of the future teacher as a designer of school curricular programme, with regard to the above mentioned difficulties. The paper suggests certain remedies directed into the professional preparation of future teachers, which should improve their ability to become successful designers of the school curriculum.

Підготовка до вчителювання у Полтавському інституті шляхетних дівчат (1818–1917 рр.)

The subject of the author’s investigation – the essence of education in Poltava Institute of Noble Maidens that during 1818–1917 was prepairing ladies for pedagogical activity. Great attention the author concentrated on the tendencies in the system of education in Russian Empire at the beginnning of the ХХ cent., that influenced greatly on the establishment of provincial institutions of noble maidens. It is stated that tha aim of the Institute of Noble Maidens was firstly in providing education for future wifes and mothers, in confirmation of religious and moral principles. It is generalized that the content of education in the Institute was composed from such components: social-mental; philological; natural-mathematical; specialized; estetical-labor.The results of the investigation stated that forming of the level of professional preparation of future teachers eas provided thanks for high level of skills of the teachers of russian literature of the Institute of М. Іzvolenskiy, І. Dobrotvorskiy, L. Borovikovskiy, S. Steblin-Каміnskiy. The author stresses that during the investigation period there was the development, deepening of the essence of pedagogical education in the institution due to establishing of such educational subjects as pedagogics, didactics, partly methods of teaching. The author proves that the special move in woman education after 1861 was the establishment of pedagogical classes where there was practice of future teachers. That gave the possibiliity to increase the number of teachers which were not enough ineducational system of Russian empire generally and Poltava region in particular.

Professional preparation of students of social pedagogy in the Czech Republic

This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of the current curricula in social pedagogy study program and thus strengthen the independence of the profession which has undergone a specific development in our country. BIP questionnaire was used to obtain data.

ACTUALISATION OF THE PROBLEM OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF FINE ARTS IN CONDITIONS OF MODERN EDUCATIONAL SPACE

The author raises the issue of professional training of future teachers of fine arts. The attention is paid to organisation of professional preparation of future teachers of fine arts in conditions of the contemporary educational environment

The Competition Of Pedagogical Skills As A Means Of Determining The Level Of General Pedagogical Competence Of The Prospective Teachers

The article acquaints with maintenance and method of lead through in the general lines of university competition of pedagogical trade as to the mean of professional preparation of future teachers.