Professional Self-improvement Research Articles

Structure of readiness of future bachelors of physical therapy, occupational therapy for physical rehabilitation of preschool children

On the basis of normative documents regulating professional activity, it is generalized that the professional functions of a specialist in physical therapy, occupational therapy are to organize work to restore impaired body functions by means of physical rehabilitation, including technical and biotechnical, primary disease prevention and physical recreation. Based on the theoretical analysis of regulations and research results, the concept of "professional readiness of future specialists in physical rehabilitation and occupational therapy for physical rehabilitation of preschool children" as a specific ability of the individual to effectively perform specific types of rehabilitation based on knowledge, skills, abilities and aspirations to professional development and self-improvement. This phenomenon is perceived in the unity of the three components. The cognitive component provides a set of knowledge on physical therapy and methods of its implementation, professionally oriented disciplines, individual rehabilitation techniques and means of rehabilitation of preschool children, which are the basis for analyzing a specific professional situation and building individual rehabilitation programs. The activity component involves the ability to use methods of physical rehabilitation of preschool children; mastery of methods of organizing physical rehabilitation activities with preschoolers, planning tasks and ways to solve them in future professional activities; ability to analyze and design the process of professional activity. The personal component presupposes the presence of intellectual, ideological and professional values and motives for physical rehabilitation of preschool children; striving for self-development and self-improvement; ability to build relationships within a professional environment characterized by different value systems; interest and positive attitude to the physical rehabilitation of preschool children.

Development of professional competence of present and future teachers under the conditions of transformational processes in education

Currently, the modern education system is in the process of transformation processes. One of thedirections of reforming the education system in Ukraine should be directed at improving the level ofprofessional competence of teachers, their knowledge, skills and abilities. The purpose of theacademic paper is to study approaches to the formation of professional competence of present andfuture teachers under the conditions of transformational processes in education. The followingscientific methods have been used in the academic paper, namely: methods of theoretical analysis anddescription – in order to reveal the theoretical and methodological aspects of the development ofteachers’ professional competence in the conditions of transformational processes in education;methods of grouping, comparison and synthesis - to consider the features of the development ofprofessional competence of teachers in Canada and Ukraine. In Canada, the development ofprofessional competence of modern teachers involves the preparation of an exam by educators, whichwould certify the high level of their effectiveness. Intercultural competence-based teaching methods,introduced at higher educational institutions in Canada, have a positive effect on the formation ofprofessional competences of future teachers. In Ukraine, the key directions for improving the level ofprofessional competence of both present and future teachers should be professional selfimprovement,which is achieved through purposeful self-educational activity. The professionalactivity of a teacher should include love for children, pedagogical foresight, knowledge of the subjectof activity, pedagogical tact, innovative scientific and pedagogical thinking. The development ofprofessional competence is a dynamic process of assimilation and modernization of professionalexperience, which leads to the development of individual professional qualities, the accumulation ofprofessional experience, which involves continuous development and self-improvement. Theprofessional competence of teachers allows not only applying basic knowledge and skills, but it alsoforms the ability to carry out practical activities in specific professional situations; it provides creativeJournal for Educators, Teachers and Trainers JETT, Vol. 11 (1); ISSN: 1989-9572 58solutions to professional problems and makes it possible to easily navigate in a professionalenvironment and possess a culture of work. The formation of teachers’ professional competenceshould be carried out on the basis of the general provisions of the system approach and the use ofother scientifically sound approaches.

MODERN REALITIES OF THE STATE OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SOCIAL SPHERE SPECIALISTS

The basis of modern educational policy is the quality of higher education. It is higher education that contributes to the solution of a set of tasks aimed at forming the personality of a competent specialist, focused on lifelong learning, constant personal and professional self-improvement. Attention is being increased to the general moral-legal development of the individual as well as to the professional-ethical. The objective level of professional training is determined by the formation of professional and personal qualities. It is obvious that not only the amount of knowledge, skills and abilities, but also the synthesis of competencies, practical experience and professional-ethical qualities are an indicator of a thoroughly and comprehensively trained specialist. Therefore, a modern social worker is not only to demonstrate the necessary skills, knowledge and abilities, but also to acquire values in order to prevent and treat social diseases of people of all ages. The State Sectoral Standard for Social Workers Training in higher education institutions defines among the main general requirements in the field of social work: the ability to adhere to ethical principles and standards of social work; the ability to identify ethical dilemmas and contradictions in the professional sphere, to use means of supervision to solve them. Thus, the formation of professional and ethical competence is the basis of professional training in higher education institutions. The aim of the article is to study the state of formation of professional and ethical competence of future specialists in the social sphere in the educational process of higher education institutions. Research methods used: survey and diagnostic methods (questionnaires, conversation, testing, interviews, diagnostics) – for identifying the state of formation of professional and ethical competence of future social professionals. The obtained results allow us to state that the modern system of training of specialists in the social sphere at the present stage is quite slowly reoriented from reproductive education to competence-oriented innovative education. The results of research in this area lead to the following conclusions: the formation of professional ethics of future specialists in the social sphere is unsystematic, and this is seen as a problem in the formation of the main components of professional and ethical competence; most future specialists in the social sphere need concrete and effective assistance in forming the main categories of morality that form the foundation of professional and ethical competence; most often teachers focus on how students learn the content of the discipline, rather than on the formation of professional and ethical skills, personal and moral qualities, which are the key components of professional and ethical competence; teachers mainly use traditional educational technologies, which does not motivate students to the subjectivity of the educational process in higher education institutions.

ФОРМУВАННЯ ТВОРЧО-ВИКОНАВСЬКИХ НАВИЧОК МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА В ПРОЦЕСІ ІНСТРУМЕНТАЛЬНОЇ ПІДГОТОВКИ

The level of professional qualification of a music art teacher is especially evident at the stage of creative and performing activities, when the synthesis of pedagogical and creative-performing components of activity allows to achieve the artistic influence of musical art on the individual. Analysis of the activities of music teachers of different levels of skill reveal the unity of pedagogical and creative- performing aspects of skill, their equivalence and complementarity in achieving teacher interaction with students. It is extremely important to reveal the original features of the national musical art (performance, creativity), education in the context of all the real preconditions, trends, factors of their development. There is a growing interest in theoretical and methodological issues of pedagogy and performance in each of the professional music fields. Improving the instrumental and performing training of young professionals, their active involvement in the system of pedagogical activity is a complex dialectical process, which is manifested in various forms of performing skills. The most important component of a musician's professional development is perfect musical and performance training. Various aspects of this process (physiological, psychological and pedagogical, etc.) are studied in the works of Yu. Bay, V. Bilous, E. Yorkina, E. Gurenko, M. Davydov, V. Knyazev, V. Razhnikov, V. Samitov, G. Tsypin etc. Important didactic principles of music teacher's knowledge development are the young teacher's own creative, aesthetic and professional self-improvement, supplementing the personal information and methodological base, creating an individual mobile system of effective pedagogical knowledge and skills that meet specific tasks. Attending concerts of academic music, opera and musical-dramatic performances, etc. (together with students, colleagues, independently); instrumental music, group singing; acquaintance with new musical works of various forms, genres, styles; training and performance as a performer (performers) at local, regional and other conferences, festivals, concerts, performances, etc. actively contribute to the creative self-improvement of the music teacher.

Technology for successful training in vocational education

One of the leading directions in the development of vocational education in the context of modern educational paradigm is humanization, focused on students’ personality, taking into account its needs and characteristics in the development of professional competence. Humanization is closely related to the implementation of a personal approach that promotes individualization of educational process, which in turn allows each student to be included in active cognitive activity. The search for means and methods of training students who meet modern requirements has led to the demand for implementation of successful learning technology in vocational education. The technology of successful learning in vocational education contributes to the creation of conditions in which the student's self-expression becomes more comfortable due to experiencing a state of joy and satisfaction from the results achieved. The purpose of the article is to review the experience of implementing technology of successful learning at a pedagogical university. The article reveals the essence of the concept of "technology of successful learning", its features and impact on the training process of students of vocational schools. The study allowed us to establish the impact of implementation of successful learning technology on student motivation. In the process of research, the level of motivation of students to study professional and pedagogical courses was established. The main motives of students are revealed. The study presented several dozen motives, among which, after conducting a statistical analysis, professional, educational, cognitive and prestige motives were highlighted. Comparison of the results at the beginning and end of the study revealed an improvement in indicators, an increase in students' motivation to study courses. The wide possibilities for the implementation of successful learning technology make it possible to form a need for a deeper study of the content, for self-organization and professional self-improvement of students.

Future masters of psychology training for professional activity in the conditions of non-formal education

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

ПРОЄКТУВАННЯ МОДЕЛІ ОСВІТНЬО-КОМУНІКАТИВНОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ УЧИТЕЛІВ-ФІЛОЛОГІВ ЗВО

he article is devoted to the design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions and substantiation of the essence of functions used in the study of the application of innovative technologies in professional activities. The aim of the article is to characterize the semantic principles of designing the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. Achieving the goal involved the use of a number of methods: general – analysis, synthesis, abstraction and generalization, which made it possible to design a model of educational and communicative environment for the training of teachers of philology of higher education institutions; structural-logical analysis – allowed to outline the functions of the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. In addition, the article outlines and analyzes the main scientific sources on this issue. The article characterizes the content principles of designing a model of educational and communicative environment of professional training of teachersphilologists of higher education institutions, formation of professional competence, readiness of future teachers-philologists for professional activity, professional self-improvement and development, formation of integration knowledge and prognostic skills. The practical significance of the research lies in the development and design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. As a result of the research, we came to the following conclusions that designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions involves creation of the optimal conditions for teaching language and literature; stimulation of speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence and cross-cultural communication; ability to conceptually model information; expansion of knowledge space taking into account individual styles and learning strategies. We see prospects for further development of this thematic area in the implementation of internal and external system communication, coordination of communicative and pedagogical actions, recording and adjusting learning outcomes.

ЗАОХОЧЕННЯ ЯК МЕХАНІЗМ ВПЛИВУ НА ПРОФЕСІЙНЕ САМОВДОСКОНАЛЕННЯ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ

Recently, the importance of international cooperation in education, the use of the best practices of higher education institutions in the European Union, the development of pedagogical skills and professional activities to organize the process of foreign language teaching has been growing, so the issue of encouragement as a mechanism of influence on the professional development of foreign language teachers is relevant. It is noted that organization of higher education in the European Union has both much in common and in different. It is stated that the professional development of foreign language teachers in the European Union is a dynamic and continuous process that lasts throughout their activities. An important place is given to the motivation of teachers to self-improvement in order to achieve the highest level of professionalism. Teachers’ self-improvement allows them to deepen their professional competence by understanding the social and cultural dimensions of education, based on their own needs and requirements of society. It is determined that any culture finds its unique reflection in the language, as well as in the study of the cultural heritage of the people, which is enshrined in their language as a reflection of the spiritual world of humans and their culture. It is emphasized that an important role in the motivational process of encouragement as a mechanism for influencing the professional selfimprovement of foreign language teachers is played by the current system of encouragements in each European Union country. Encouragement systems reflect both the professional activity of an individual and the historical development of the country. Encouragement is a positive stimulating effect on the needs, interests, consciousness, will, behavior of foreign language teachers, as well as on the results of their work. Encouragement arouses the interest of the individual in obtaining certain social benefits and is used in cases of achieving results in own professional activities. Encouragement is used for successful performance of professional duties, important tasks, long-term work and is a mechanism of influence on the development of professional self-improvement. The analysis of scientific works on the problem under research shows that in the European Union countries national educational traditions are combined, that the motivational process for self-improvement depends on individual characteristics, age, pedagogical experience, scientific degree, position and is encouraged by the relevant stimulating moral (expression of gratitude, rewarding with certificate of appreciation, etc.) and material (rewarding with a gift, additional payments, financial awards, grants, etc.) systems of payment for work. The system of additional payments is non-uniform not only in the universities of different European Union countries, but also within a specific higher education institution. Teachers can be nominated for state awards for outstanding merit to the country. State awards are the highest form of recognition for high merit in the development of education, science, economy, culture. State awards are established exclusively by the laws of each country.

Шляхи формування мотивації до професійного самовдосконалення майбутніх учителів фізичного виховання

The article reveals the ways of forming motivation for professional self-improvement of future physical education teachers. It was found that the professional self-improvement of the future specialist is due to the motivational direction, ie the presence of a set of aspirations and conditions that guide him. Exploring the problems of physical self-improvement of students - future teachers of physical culture identified the following most significant incentives for professional self-improvement: incentives for self-knowledge: awareness of the personal significance of self-improvement; awareness of the need to increase responsibility to oneself; awareness of the problems of self-realization; incentives for self-determination: the opinion of significant others; interest in the subject; interest in self-improvement; incentives for self-government: the ability to objective self-esteem; ability to master the new; ability to use opportunities; incentives for self-realization: habit; high level of knowledge; incentives for self-improvement: high results; social recognition; mastering effective methods of self-improvement. The directions of influence on the process of development of motives of professional self-improvement are revealed: formation of positive motivational attitudes to professional self-improvement; formation of strong knowledge, skills and abilities in work on professional self-improvement; actualization of the needs of professional self-improvement in students in the process of organizing their cognitive activity. Integration classes dominate over all others in terms of the level of influence on the development of motivational and value spheres, on pedagogical attitudes to pedagogical activity, on the development of consciousness and self-awareness, formation of pedagogical experience, internalization of which leads to higher level of social activity and responsibility.

The Impact of Education Informatization on the Process of Engineering Educators’ Professional Becoming

<p>W artykule podkreślono wpływ informatyzacji edukacji na proces przygotowania zawodowego inżynierów-pedagogów o profilu komputerowym. Potwierdzono, że informatyzacja edukacji odgrywa obecnie rolę społeczno-kulturowego mechanizmu wpływu na kształtowanie się aktywnego, pełnego inicjatywy, mobilnego specjalisty w dziedzinie edukacji zawodowej. Ustalono, że wzrost i złożoność informacji społecznej, gospodarczej i zawodowej wymagają od inżyniera-pedagoga o profilu komputerowym umiejętności szybkiej i skutecznej adaptacji do nowych warunków na rynku pracy. Aktualizuje to społeczne zapotrzebowanie na celowe kształtowanie u przyszłych inżynierów-pedagogów o profilu komputerowym kompetencji informacyjno-komunikacyjnych, które zakładają osiągnięcie samodoskonalenia zawodowego, samookreślenia i samopozycjonowania.</p>

Forming of Information Competence as a Precondition of Academic Integrity: the Role of the Library of Higher Education Institution

The article analyzes the interdependence between the formation of students’ information competence and the enhancement of the culture of academic integrity in the educational environment. It is important to form students’ information competence not only for education but also for professional formation, self-improvement and solving of life problems in the personal sphere has been actualized. The changeability and dynamism of the information technology world, the rigorous demands of the labor market and the expectations of employers dictate the need to master by future specialists with universal knowledge, skills, personal qualities, such as professional mobility, adaptability, ability to quickly acquire new knowledge, certain orientation in the web environment and information space, which implies complex formation of information competence. The consequences of underestimating the formation of students’ information culture at the national level (for education and scientific communication in particular, and for the successful formation of the information society in general) are emphasized. The need to introduce an information culture integrated with the basics of academic writing into educational process as a compulsory discipline is underlined. The factors of promoting the formation of a moral educational environment and the rooting in it of the basic values of academic integrity are analyzed. The necessity of shifting the emphasis from the fight against plagiarism in student works to developing measures to prevent this phenomenon and enhance the information and academic culture of students is substantiated. The role and opportunities of the higher education institution’s library in creating an information space in which adherence to standards of academic integrity is undeniable value are shown. The newest interactive forms of library work and ways of presenting educational content taking into account the features of “clip-thinking” of the modern generation, such as gamification, simulation and interactive games, web quests, video lectures and more are considered.

Occupational stress and ways of coping with this phenomenon in the opinion of pedagogy students

The increasing interest of scientists in the issue of occupational stress indicates that the phenomenon is becoming more and more widespread globally. Extensive research indicates that, due to the character of stress sources that contribute to occupational burnout, employees in the sector of social services are most likely to experience the syndrome. This sector of employees includes nurses, doctors, therapists, police officers and teachers. The current socio-political situation in our country – particularly the politicization of the educational system, the radical reforms that have led to additional obligations and responsibilities, the requirement of continuous skill enhancement and professional self-improvement – undoubtedly contribute to an increasing level of dissatisfaction amongst teachers. This article is devoted to qualitative research designed to learn the opinions of Pedagogy students on stress-inducing work factors in the teaching profession as well as ways of coping with organisational stress. The results of the research indicate that respondents identify work-related stress sources as various factors related to working environment, educational reform and the socio-political situation. These factors include teachers’ low social status and inadequate pay, changes introduced by the educational reform that imposed additional tasks and obligations, and resulted in a vague occupational role for teachers and job insecurity. Further stress-inducing factors include students’ behavioural issues and challenges, and lack of motivation to learn, as well as parents’ inappropriate approach, especially their demanding attitude, antipathy and a lack of cooperation between parents and schools. Other stress factors include work overload and bureaucracy, unfavourable working conditions and obstacles to professional growth and development. As far as stress-coping strategies are concerned, future teachers propose remedial actions such as searching for information and direct efforts to solve the problem satisfactorily. Moreover, they choose strategies designed to regulate emotions and tension. The results of the research instil optimism as the Pedagogy students are able to use adaptive coping strategies in the area of relations and mutual interpersonal communication between teachers and their students, which is particularly desirable in the teaching profession. What is more, the ability to relax and relieve stress helps a person to think rationally and deliver better-quality work, which is especially important in this socially valuable profession.

THE ESSENCE AND CONTENT OF THE CONCEPT "READINESS OF FUTURE PHYSICAL THERAPY SPECIALISTS TO IMPLEMENTATION OF PHYSICAL AND HEALTH TECHNOLOGIES IN PROFESSIONAL ACTIVITY"

The leading role in addressing public health belongs to physical therapy specialists, the purpose of professional activity of which is the comprehensive restoration of the functional state of the person by means of physical and health technologies. Mastering such technologies is one of the components of the professional training of these specialists in the process of educational activity. The article is devoted to the theoretical substantiation of the content of the "readiness of future physical therapy specialists for professional activity" concept as a whole and the application of fitness and health technologies in their professional activity, in particular, which is to acquire relevant vocational and professional knowledge of psychological, pedagogical and medical-biological direction, as well as the skills needed to perform successfully the functions and solving problems in the process of implementation of physical and health activities working with different age and nosological groups; the essence of physical and health technologies is revealed and their role in the professional activity of the future physical therapy specialist is determined. It has been found out that physical exercises and their complexes, which are used in various forms of physical and health technologies, are the main means of influencing the body’s functional capabilities in order to prevent malfunctions, improve health and maximize the recovery of impaired functions of the human body. Formation of professional readiness is an integral part of the comprehensive training of the future specialist. Formation of professional readiness is an integral part of the comprehensive training of the future specialist. In our study the essence of the concept "readiness of future physical therapy specialist to implementation of physical and health technologies in professional activity" is interpreted as a "complex dynamic personal formation that provides ongoing implementation of physical and health professional activity and includes mastery of special education and related physical means, techniques and methods of their use", thus, we assume that the psychological qualities required by a physical therapy specialist are the basis of professional self-improvement. According to the results of the survey, the training of the future physical therapy specialist to implementation of physical and health professional activity should be carried out using the latest technologies, methods, educational innovations, the domestic and foreign experience. Prospects for further research are to substantiate the structure of the formation of future physical therapy specialists to implementationof physical and health technologies in professional activity.

THE FEATURES OF STUDENTS’ INTRODUCTION INTO THE UNIVERSITY EDUCATIONAL PROCESS

The article analyzes students’ adaptation to the socio-economic conditions, new education systems at university, as well as personal processes related to forming professional competence. The peculiarities of students’ attitudes to university training were examined with the survey conducted among students. The revealed peculiarities of university training were related to characteristics of the students’ personal, psychosocial and professional development. Students’ main activities include their professional training, self-affirmation, intellectual development, moral and physical self-improvement. The conclusion is made that it is important to ensure the link between general and professional education, socially useful work. The centre of cognitive interest is thinking, so, the problem-based learning, which activates students’ mental activity, has a positive effect on their emotional sphere. Such intellectual feelings as a feeling of something new, curiosity, surprise contribute to students’ mental activity. If there is a space for manifestations of intelligence, students become active; boredom appears if there is no place for intelligence. Anyone can give an example, when it was difficult to reproduce the content of a listened lecture, a read book or a watched movie, because mental activity was not encouraged. The peculiarity of cognitive interest lays in an individual’s desire to delve into the essence of cognized objects. From this point of view, a cognitive interest can become a motive for learning, which is the basis of students’ positive attitudes to higher education, to knowledge that, in turn, evokes positive experiences of mental work with a constant desire to obtain deeper knowledge on some learned subjects. Existing cognitive tasks that require a person to be active, exploratory or creative are important prerequisite for appearance of cognitive interest.

Meta-theory of modern pedagogical knowledge: Innovation, professional development

This article deals with some aspects of modern pedagogi- cal knowledge, in particular with the role of meta-theory in innovati- ons. The innovation is viewed through the prism of meta-theory as the ability to a new, reflexive, constantly updated knowledge; openness to innovative changes on the grounds of critical thinking; development of creative abilities; ability, readiness and ability to continuous professional self-development and self-disclosure. The general understanding of “meta- theory” has been explored as a complex term used to identify such systems, which in turn is applying to describe or to research other systems. The innovative development of higher education is in the article one of such sy- stems, which is based on the professional self-improvement of subjects of the educational process and disclosed with the help of the reflexive system of meta-theory of philosophy. The methods of terminological analysis, ab- straction, idealization, formalization and generalization are used. It was found out that innovative development of higher education is based on pro- fessional self-improvement of subjects of educational process and disclosed with the help of reflexive system of meta-theory of philosophy. It is proved that innovative processes in high school can not be considered without the self-improvement of the personality, gaining global significance.

Motivation readiness of future software engineer’s professional self-improvement and prospects of its formation in college cloud environment

Innovative technologies have an impact on the countries socioeconomic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.

Сущность и специфика профессионального самосовершенствования учителя начальных классов

Сущность и специфика профессионального самосовершенствования учителя начальных классов

Self-development in the context of forming the future teacher’s pedagogical skills

Self-improvement is especially important component of educational activity of teachers in light recognitions not the subject - object, and the subject - subject interaction of a teacher and a pupil and also the declaration and also the Convention of the UN principles of continuous education (education throughout life) when not only a separate lesson, a semester or even completely study at school / HEI is only a separate fragment, and a person has to “learn to study” during this time. The purpose of the article is in theoretical justification of self-development in the context of forming the future teacher’s pedagogical skills. The main ways of self-improvement of physical culture future teacher is the complex of internal personal requirements (need for physical, intellectual, spiritual, professional self-improvement) which are implemented in concrete types of external and internal (psychological) activity: self-checking, self-organization, self-training, self-education, and so forth. In modern understanding the pedagogical skill is a state and a certain level of personality of a teacher, a dialectical combination of his personal and professional qualities, which allow high-quality achievement of partial and general pedagogical aims. The pedagogical skill - the ability to creatively solve pedagogical problems during physical culture classes, to organize educational process with the involvement of high culture, professional knowledge, physical skills and etc. on the basis of competent, active and personality-oriented approaches, deep pedagogical knowledge, experience, wide outlook, personal culture, creativity and pedagogical tactics in the projection on the personality of physical culture teacher. At the same time the pedagogical skill is the relatively completed process, therefore when diagnosing the level pedagogical skill should be oriented to a teacher’s sufficient level with the corresponding experience.

УПРАВЛІННЯ САМОСТІЙНОЮ РОБОТОЮ МАЙБУТНІХ ВЧИТЕЛІВ В ПРОЦЕСІ НАВЧАННЯ ІНФОРМАТИКИ З ВИКОРИСТАННЯМ СИСТЕМ КОМП’ЮТЕРНОЇ МАТЕМАТИКИ

Самостійна робота студентів є основною та однією з важливих форм організації освітнього процесу у вищій школі, а тому й потребує особливої уваги. З іншого боку, підготовка фахівця, здатного до самостійного професійного самовдосконалення впродовж життя є вимогою сучасного швидкозмінного інформатизованого суспільства. Одним з методичних напрямів вивчення самостійної роботи студентів є дослідження питань управління нею. Адже характерними ознаками самостійної роботи студентів є їх самостійність за умови опосередкованого спрямування, оперативного та систематичного контролю, навчально-методичного супроводу з боку викладача. Стаття присвячена дослідженню дидактичних можливостей використання програмних засобів комп’ютерної математики стосовно управління самостійною роботою майбутніх вчителів в процесі навчання інформатики, зокрема чисельних методів. Для аналізу було обрано наступні безкоштовні програмні засоби, що отримали високу науково-методичну популярність, як серед вітчизняних так і закордонних дослідників: програми-розв’язувачі Gran1, Gran-2D; обчислювальна система знань Wolfram|Alpha, хмаро орієнтована система комп’ютерної математики SageMathCloud. Окрім того, розглянуто використання мови програмуванням Python, що вважається простою і легкою для навчання та містить потужні засоби для виконання наукових та інженерних розрахунків. Подано основні напрямки застосування в курсі чисельних методів розглянутих програмних засобів, а також методи, що покладені в основу виконання деяких команд програмних засобів. Особливості управління самостійною роботою студентів розглянуто на прикладі навчання курсу чисельних методів математики, який відрізняється сильними міжпредметними зв’язками, а також навчання якого сприяє розвитку творчо-дослідницьких умінь майбутніх вчителів. Наскрізно розглянуто приклад розв’язування задачі інтерполювання функції, як одного з найбільш розповсюджених методів для отримання поліноміальних наближень в курсі чисельних методів. Запропоновані програмні засоби можуть використовуватись на різних етапах управління самостійною роботою майбутніх вчителів в процесі навчання чисельних методів.

Autism Spectrum Disorders in Sarawak: An Overview and Analysis of Educator Awareness, Training, Development Opportunities, and Challenges

ABSTRACT This research attempts to construct a picture of the current professional situation concerning educators in Autism Spectrum Disorder (ASD) amelioration in Sarawak, Malaysia. Data was collected through interviewing ASD educators from licenced special needs education establishments, then analysed for recurring trends. Findings revealed that although there is a visible need for educators, there appears to be very little in the way of guidelines, recognition, support, and career opportunities for these practitioners. Backing from a literature review suggests that an industry standard in terms of remuneration, certification, and a regulatory body may assist with educator retention and training. However, difficulty in securing opportunities for professional self-improvement in this field has resulted in unique and divergent educator development, demonstrated by a history of self-reliance and adaptability as service providers due to necessity. This study examines the gaps in service for ASD individuals through the experiences of ASD educators in Sarawak. It highlights the distinct need for more research in the field for this locality in order to pinpoint and amend its weaknesses. Further study would be valuable for not only the developing urban areas here, but due to shared cultural aspects, also have implications for rural areas and surrounding developing nations.