Professional Training Of Teachers Research Articles

ЗАСТОСУВАННЯ СМАРТ-КОМПЛЕКСІВ У ПІДГОТОВЦІ МАЙБУТНІХ ВЧИТЕЛІВ

The article revealed the features of smart education as a leading concept for the development of professional training of prospective teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment, were characterized. The main principles of smart education and the features of using smart technologies were defined. The authors substantiated the peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and the war in Ukraine. The functions of the smart system (site management system) and the smart complex in the process of studying the disciplines of the pedagogical cycle, their content and technological components were determined. The possibilities of smart complexes for students and teachers in the educational process of training prospective teachers were described. The criteria of smart complexes were singled out, among them: automation, sequence, assessment, real-time data collection, self-organization. The main advantages of smart complexes were determined, including: instant response to external changes, openness; expansion due to the integration of new functionality; easy access to educational material, mobility; ensuring compatibility between software for different operating systems; lack of dependence on time and place; constant updating of the content, the possibility of self-control and assessment of students’ knowledge. The authors considered the distance learning systems for creating smart complexes for studying the disciplines of the pedagogical cycle in the process of training prospective teachers. The results of the students’ survey on the use of smart complexes in the educational process were analyzed. Based on the obtained results, the advantages of smart education were determined: time saving, clarity, efficiency of use in distance learning conditions, etc., and the problems of using smart technologies in the educational process were described. The ways of further research work on the introduction of smart education into the educational process of pedagogical higher education were outlined.

Professional training of teachers in Kyrgyzstan at the current stage

Relevance. In recent years, professional pedagogical education in Kyrgyzstan has undergone a series of changes. The dissolution of the Soviet Union brought alterations in the educational systems that existed in former Soviet republics. The relevance of this article lies in the need to analyse the establishment and evolution of pedagogical education in the country�s higher educational institutions.Purpose. The objective of the study is to define the concept of professional teacher training at the current stage, as well as methods to enhance their qualifications.Methodology. The following methods were employed in the research: analytical, comparative, synthesis, systematisation, and generalisation.Results. The results showed that primary attention in devising an effective education system for future teachers should be paid to the functioning of relevant universities and departments. There�s a need to revisit outdated teaching methodologies, adapting them to contemporary realities such as online education and the use of modern technologies in pedagogical practice. Moreover, the efficiency of the educational process is closely related to the character, creative abilities of the teacher, their cultural awareness, and socialisation. Additionally, the question of a teacher�s status in modern society is pertinent. Analysing pedagogical practices of other countries indicates that teachers therein rightfully enjoy special respect and hold a prestigious position in society. Kyrgyzstan should adopt a similar approach, granting educators certain privileges at the national level.Conclusions. The findings can be beneficial for specialists in the field of education, institutional leaders, government administration bodies, and all those interested in issues of professional teacher training at the present stage.

Possibilities of using the legacy of Turkic philosophers in the development of the professional personality of future teachers

Relevance. Modern education is a necessary element of society and culture, capable of preserving the socio-cultural features of the country, promoting the development of youth, their integration into traditional culture, helping the younger generation to choose a lifestyle according to the public values. The study covers one of the urgent problems of professional training of future specialists based on Kazakh values, which originate from the legacy of Turkic scholars. Moreover, the study provides some methods, means, and forms of using the legacy of Turkic scholars in the professional training of pedagogical specialists in higher educational institutions of the Republic of Kazakhstan. Purpose. The purpose of the study is to identify the level of use of the legacy of great scholars in the professional training of teachers in higher educational institutions. Methodology. In the course of the study, the following methods are used to solve the tasks and verify the initial assumptions: general logical methods and techniques, theoretical cognition, empirical research, a systematic approach to historical, pedagogical, and logical analysis, generalisation and analysis of pedagogical experience; modelling of pedagogical processes; pedagogical design. Results. The study focuses on the ideas contained in the legacy of the great Turkic scholars on educating the personality of a specialist. The model of the professional personality presented in their writings is considered from a theoretical standpoint. Some effective combinations of world trends with elements of Kazakh ideas in the professional development of future specialists are established. Conclusions. The study determined the level of students' knowledge of Kazakh ideas in the content of academic disciplines, their use in practice. In addition, the study attempted to develop this knowledge through the organisation of various forms of education.

Environmental education as part of the training of future biologists at the university

Relevance. The relevance of this study is determined by the development of environmental and pedagogical competence in the training of future biology teachers in higher education institutions. The man-nature relationship must be introduced into the education system as a priority in the hierarchy of values, a component of the versatile development of the individual.Purpose. The purpose of this study is to discover ways and create methods for the development of environmental competence, which require environmental education and orient biology students towards a rational relationship between humans, nature, and the profession of a biology teacher.Methodology. Identification of organisational and methodological conditions contributes to the formation of environmental and pedagogical competence in the process of professional training of future biology teachers. The leading method of study is a pedagogical experiment.Results. The experiment revealed ways to develop environmental and pedagogical competence of students of biological specialities, educational programme - "Teacher Training in Natural Science". The main environmental components of the competence are identified and the motivation for the development of the competence stated in the subject is substantiated. The materials of the study are of practical value in the education system preparing future biology teachers in higher education institutions, through environmental education both for students and educators. Their students live in the modern world, in this regard, the conditions of the environment in which they live will depend on their training.Conclusions. The effectiveness of such studies depends not so much on the identified range of challenges outlined in the methodological literature, but rather on the teacher's internal position in the professional activity of promoting students' environmental literacy.

Continuous training of teachers from the perspective of inclusive education at the European level: models and particulars

The continuing professional training of teaching staff is an essential process in the field of education, with a direct impact on the quality of education. The article presents some models of continuous professional training of teachers belonging to the educational systems of Italy, Spain, Great Britain, Denmark and Germany. In these countries, major changes occurred in the field of inclusive education, which led to the reorganization of teacher training systems. The present study includes information on the decision factors that determine the training needs and training plans for teachers, the benefits offered to teachers who participate in training courses, as well as measures to facilitate teachers’ participation in the courses.

Teaching professional competence in preschool education

The article clarifies the theoretical foundations of the content of the teacher's professional competence; we will single out the types of professional competence of the educator in the context of readiness to work in the environment of the preschool education institution, on which the maturity and formation of the specialist are based in professional activity. At various stages of our research, the following general scientific research methods were used: theoretical and empirical. The professional competence of the educator in the context of readiness to work in the environment of the preschool education institution was studied, its main components were substantiated; the skills that the teacher's professional competence should include are listed; the stages of formation of professional competence of future educators are shown. In accordance with the modern educational conditions of the formation of the professional competence of the teacher, the structure of the system of professional training of teachers of preschool education institutions is considered. During an experimental study (we surveyed students of pedagogical specialties), we discovered the effectiveness of using Wiki-technologies for the formation of the professional competence of an educator in the context of readiness to work in the environment of a preschool educational institution.

FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the problem of developing information and technological competence of future computer science teachers in the context of modern challenges of society and in the process of their professional training. It is stated that the modernization of higher pedagogical education requires changing the requirements for the professional activities of teachers through the important direction of modernizing the new Ukrainian school of informatization because the introduction of computer technologies into the school work system requires professional information technology competence among teaching staff and, in particular, computer science teachers, which actualizes the problem of professional information technology training of computer science teachers in the context of transformational changes in modern higher pedagogical education. The pedagogical conditions that ensure the effective formation of information and technological competence of a future computer science teacher are substantiated. They include the focus of the content of the theory and practice of training future computer science teachers on the formation of motivation for such a process; creation of a modern educational and information environment based on traditional and innovative forms and methods of conducting classes, extracurricular activities and independent work. The professional information technology competence of a future computer science teacher is understood as their ability (readiness) to solve professional information technology problems; the totality of these tasks is determined by modern directions of professional information and technological activity of a modern computer science teacher. It is noted that the information and technological competence of a modern computer science teacher presupposes the ability to solve the following professional tasks: professional tasks in the field of pedagogical management (tasks of an organizational, administrative, communication, and gnostic nature), determined by information technology activities within the school information space; professional basic pedagogical tasks determined by information and technological activities related to the organization of education for general school students using computer technologies; professional tasks associated with teaching information technology and computer science to secondary school students, as well as with the implementation of the information technology activity of a computer science teacher, determined by new state educational standards. It is concluded that the information and technological competence of a computer science teacher determines their ability to solve professional problems in situations of direct teaching activity and presupposes the presence of didactic knowledge and skills to effectively use modern technical means and computer technologies to achieve the goals of secondary school education, in particular, variable use of working methods with electronic sources of information when solving problems of professional growth; independent study of new software products, determining the feasibility of their use in solving problems of professional growth; comprehensive interaction with Internet services and resources to implement professional development; implementation of information retrieval; use of Internet resources in self-educational activities; variable use of standard software for recording the results of self-educational activities

An Interview-Based Study of the Factors Influencing the Quality of Professional Training of Science Education Graduates

The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents, and the birth of Science Education majors is an important link in the cultivation of scientific literacy. Based on the grounded theory, we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices. The factors are “social factors,” “individual career choice factors,” “campus resources,” “employment advantages,” “professional self-development,” “teacher factors,” “planning for further education and employment,” and “student motivation.” This study analyzes the interaction between the influencing factors, constructs a theoretical model of the influencing factors of the quality of Science Education professional training, explores the problems of the training process of Science Education majors and employment dilemmas, and puts forward corresponding suggestions.

Gulden Yespolova

Relevance. The relevance of the study is that in the primary grades, science is most demanding for pupils, due to a lack of interest in the subjects. Stimulating curiosity for scientific knowledge and enhancing students' competence is possible through the professional training of teachers. Purpose. The purpose of the study is to explore and examine the concept of research competence of primary school students in the content of renewed education to enhance the quality of learning activities through the implementation of innovative forms of learning. Methodology. The study utilized modern scientific methods, including sociological, functional, and survey approaches to examine the impact of the renewed education system on the younger generation and the formation of research competence in it. Results. Although innovation education is now at its height, its popularity in the Republic of Kazakhstan is still relatively new and gaining in significance. While state-provided resources support the development of research competence, educators play a pivotal role in advancing modern teaching methods. Project-based learning, practical exercises, and collaborative activities are integral components of the program, aligning with the trend towards open learning. However, challenges persist as some educators perceive curiosity as obstructive, and variations in student attitudes influence the development of research competence. By cultivating emotional engagement and employing activating methods, educators enhance student motivation and interest, facilitating the acquisition of research skills. Conclusions. The practical significance consists of overcoming the difficulties of the learning process by implementing research competence in the content of the renewed education through classroom and extracurricular activities, experiments and appropriate cognitive methods during the educational process. Keywords: research competence; innovative technologies; primary grades; renewed education; pupils

Peculiarities of Professional Training of Future Teachers for Innovative Educational Activities in an Intercultural Environment

The European integration policy of Ukraine, the “New Ukrainian School” Concept, and the institutional documents adopted for their implementation simultaneously motivate and aim the national education system at the implementation of the competence paradigm and the professional training of future teachers who are ready to live and work in an extremely globalized, intercultural and dynamically changing world. to perceive it between culture and variability as essential components of one’s own way of life. That is why the main attention in higher education should be paid to the issue of overcoming conservatism in approaches to educational activity, existing stereotypes of pedagogical work and the thinking process of all subjects of the educational process. Only an inherently innovative education and an appropriately trained teacher can raise a young person who is able to live according to modern laws and taking into account the development trends of an intercultural society. The new Ukrainian school needs new approaches to learning, which are based on the principles of partnership pedagogy, moving away from the authoritarian model.

The Development Path of College Physical Education Informationization Based on Modern Teaching Theory

Abstract The rapid development of the Internet has injected new thinking into modern physical education teaching, making the informatization construction of physical education teaching a pivotal way to break the traditional teaching limitations and give full play to the function of physical education. Based on the modern teaching theory, this study analyzes the informationized teaching mode of physical education in colleges and universities and the availability of teaching resources. Adopting principal component analysis method, combining KNN-ADPC clustering algorithm and introducing K nearest neighbor idea, this paper aims to explore the key factors affecting the effect of sports informatization teaching in colleges and universities. The sports informatization teaching in specific colleges and universities is selected as a research case, and the fuzzy qualitative comparative analysis method is used to conduct an in-depth study. The study results show that students’ sports cognition and teachers’ professionalism are essential requisites affecting the effectiveness of sports informatization teaching, with the consistency of the two being close to 0.9. The effectiveness of sports informatization teaching is mainly affected by the third configuration, with a coverage rate as high as 83.4%, in which teachers’ professionalism is proved to be the most critical influencing factor. The conclusion of the study points out that to effectively enhance the development of physical education informatization teaching, the professional training of teachers and the cognitive ability of students in sports should be strengthened, as well as to improve the physical education teaching environment and to create a positive physical education cultural atmosphere.

Factors of academic success of future teachers: innovation, leadership

The article presents the results of a study of the phenomenon of academic success of future teachers. A brief theoretical review of relevant English and Ukrainian-language scientific works on the studied problem is made. Based on the content analysis of scientific works, own practical experience, responses of the students involved in the focus groups, the author concludes that the essence of the phenomenon of academic success of students is the academic success of students. According to the author, the academic success of future teachers is the process and goal of obtaining education in a higher education institution, which is manifested in the educational and professional qualifications specified in the document on education; it is the level of professional competence based on the mastered professional competencies (hard skills) and skills necessary for a successful career (soft skills). An attempt is also made to substantiate the feasibility of implementing innovations and leadership in the professional training of teachers as factors of academic success of students. The study has highlighted the need for a thorough study of the system of factors of academic success of future teachers to improve the quality of university education outcomes.

TEACHER’S PROFESSIONALIZATION UNDER MARTIAL LAW IN UKRAINE

The article examines the professionalization of teachers in the context of unforeseen situations, in particular the war of the Russian Federation against Ukraine. It is concluded that martial law in Ukraine has affected the priorities of teacher professionalization, as the priorities in the mission and professional activity of the teacher have changed. In the article, the professionalization of a teacher is considered as a process aimed at developing such qualities as adaptability, stress resistance, flexibility, creativity, critical thinking, and provides for such teacher training that provides awareness of a wide range of social needs and challenges to the country, society and the teacher generated by the war, equipping the teacher with knowledge, technology, new competencies that allow him to work, maintain and improve the quality of education in the conditions of uncertainty. Two priorities in the teacher's mission are highlighted: preserving the generation that will further shape the future of Ukraine (professional activity and professional training of teachers should be considered through the prism of preserving the health and lives of children and youth); ensuring the maximum resource of the teacher's own state for professional activity. The challenges to the professionalization of teachers under martial law are analyzed, in particular, the acquisition of new competencies, primarily digital, overcoming the educational losses of students, mastering new forms and methods of teaching in the virtual space (remote, correspondent, mixed, hybrid, mobile, etc.), mastering the technologies of creative development of students, in particular, the expansion of educational and creative tasks to increase the psychorehabilitation effect of the educational process.

Formação de profissionais da Educação: impactos políticos e sociais da relação entre orientador e orientandos na Pós-Graduação

Abstract This article is a reflection on the close relationship between research and the training of Education professionals. Its aim is to highlight that research in postgraduate studies affects society in all aspects, especially in Basic Education. Therefore, the training of new researchers by mentors is a key component for the development of science in the country. Given this perception, the topic needs to be explored and investigated because the relationship between mentor and mentee constitutes the heart of postgraduate studies, and its outcomes impact everyone, as evidenced by the data from Inep presented in the article. It’s important to consider that postgraduate studies, by generating science and training professors in Higher Education who train new teachers, should not be overlooked. I emphasize that the presented formulations here demonstrate my position in teaching, my political action, in which historical knowledge is the vector of communal life. Therefore, it is crucial to debate the relationship between mentor and mentee in postgraduate studies because that’s where I believe essential discussions should take place.

Дуальное обучение в профессиональном педагогическом образовании: опыт реализации и перспективы

Abstract. We consider issue of methodological support for dual training in teaching academic disciplines of the professional cycle while training future teachers. We define dual training in teacher education as an organizational and content system of professional and social and cultural interaction of educational institutions, creating conditions for the practice-oriented formation of the personality and professional competencies of future teachers, is given. The experience of introducing dual training in a pedagogical college is analyzed within the framework of professional training in specialties 44.02.02 “Teaching in primary grades” and 44.02.05 “Correctional pedagogy in primary education”. Students' ideas about the role of dual education in professional training have been studied, the most effective forms of interaction between students and practicing teachers have been identified, as well as the main difficulties in the implementation of dual education. The study shows a high level of motivation for future teachers to implement dual education and its promise as a form of organizing the educational process. Using the example of the interdisciplinary course “Theoretical and Methodological Foundations of the Class Teacher’s Activities”, we determine the principles for the development and implementation of dual learning mechanisms, show specific methodological methods for implementing dual learning through a system of practical classes, classroom teaching practice, independent study work, and final certification of students, and the main forms of interaction with school teachers in the educational process.

Theoretical and methodological justification of the future teacher's professional training based on a collaborative environment

Theoretical and methodological justification of the future teacher's professional training based on a collaborative environment

ПРИМЕНЕНИЕ СКАФФОЛДИНГА В ПРОЦЕССЕ ОРГАНИЗАЦИИ УЧЕБНОЙ ПРАКТИКИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The relevance of the study is due to the need for professional training of future foreign language tea chers who are confi dent in their abilities and strive for self-develop ment. A senior mentor can play a signifi cant role in their development, providing timely support, guidance and sharing his experience with future teachers. The purpose of the study is to substantiate the feasibility of using scaffolding during students’ educational practice, ensuring that students receive support and assistance from the teacher in the learning process, as a result of which students increase their level of independence when performing more complex tasks. The novelty of the study is presented as the development of specifi c educational tactics in the preparation of future teachers based on the use of scaffolding principles: provide support and guidance at the beginning, gradually cede their role to the student, allowing him to independently cope with tasks and draw conclusions.

THE PROJECT METHOD AS A BASIS FOR DEVELOPMENT THE CREATIVE PERSONALITY OF FUTURE TEACHERS

The article examines the main characteristics and stages of the formation of the project method as a pedagogical technology; identifies the features of the implementation of this method in the process of professional training of future teachers as conditions for their creative development. The directions of research on the levels of creative development of the individual in the process of project activity are indicated. The article is intended for students, teachers and teachers of higher education.

АКТУАЛЬНОЕ СОСТОЯНИЕ И ПРОБЛЕМЫ ФОРМИРОВАНИЯ ИКТ-КОМПЕТЕНТНОСТИ ПРЕПОДАВАТЕЛЯ СОВРЕМЕННОГО ВУЗА

The article actualizes the issue of developing ICT competence of a modern university teacher in the context of an exponential increase in the influence of digital technologies on the construction of a digital state and society in Russia. The results of the study of didactic preferences and difficulties of university teachers when using digital tools in the educational process are presented. The purpose of the study was to determine the level of development of ICT competence of teachers at modern universities. The research tools, along with theoretical methods (analysis, generalization, systematization), included empirical methods (questionnaires, quantitative and qualitative analysis). The opinions of 169 teachers from five Russian universities in the Northwestern, Central and North Caucasus Federal Districts were analyzed. The novelty of the study lies in the study of the level of ICT competence of teachers in order to determine further steps to improve the professional training of higher education teachers. The data obtained during the study indicate that for the effective functioning of a modern university teachers need to strive to master ICT competence at a high level. The results of the study will be useful to methodologists, teaching methods specialists, teachers, students and graduate students of Russian universities in order to study and develop the educational potential of digital technologies in relation to various profiles of training future specialists.

Professional training of future educators for the organization of health care for young children: methodical aspects

The article is devoted to the methodological aspects of the problem of professional training of students of specialty 012 Preschool Education of the first (bachelor's) level of higher education in the organization of physical education and health care of young children. The quality of professional training of future teachers is determined as an important criterion of the state and effectiveness of the modern system of preschool education The basics of technology of professional training of bachelors of preschool education, ways of forming intellectual, practical skills of students are considered. The mechanisms for improving the quality of professional training of future educators in health-preserving activities in early childhood groups are determined. The difficulties that arise for future educators in the organization of physical education and health protection in early childhood groups are identified. The ways of solving the tasks defined in the article are proposed. The factors influencing the increase of motivation for the effectiveness of students' learning activities in the process of preparation for health-preserving activities in early childhood groups are determined. The importance of the developmental nature of the teacher's interaction with young children in the organization of physical education is substantiated. The necessity of forming in future educators an understanding of health-saving activities as a process of strengthening and shaping children's health and the process of instilling healthy lifestyle skills is substantiated. It is determined that the methodological tools (problem-based lectures, operational and business games, subject-subject interaction, creating a situation of success, etc.) are an important factor in increasing the motivation for the effectiveness of students' learning activities