Technologies In Professional Activities Research Articles

УПРОВАДЖЕННЯ ЦИФРОВИХ ТЕХНОЛОГІЙ У ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ ХУДОЖНЬОГО ПРОФІЛЮ

У статті висвітлено результати аналізу досвіду впровадження цифрових технологій у професійній освіті. З`ясовано, що стрімкий розвиток штучного інтелекту в усіх сферах життєдіяльності людини обумовлює використання цифрових технологій в освітньому процесі закладів вищої освіти та закладів професійної (професійно-технічної) освіти. Представлені цифрові технології у повній мірі реалізовують завдання, що сприяють підготовці фахівців професійної освіти, які будуть конкурентоспроможними на ринку праці. З`ясовано, що цифрові технології, які запропоновано нами, а саме синхронне та асинхронне навчання, мобільне навчання, «хмарне» навчання» та змішане навчання є ефективними сучасними цифровими технологіями, що створює достатні умови неперервного формування та розвитку цифрової компетентності майбутніх педагогів професійного навчання художнього профілю. Результати впровадження цифрових технологій, вказують на їхні переваги: доступність, зрозумілість та візуалізація інструментарію, багатофункціональність інструментарію, наявність системи управління навчанням як окремого студента, так і групи студентів, створюються умови для формування вміння здійснювати комунікацію між студентами та педагогами, неперервна online та offline підтримка.У процесі проведення експерименту виявлялися відмінності між рівнем цифрової компетентності на початковому етапі (констатувальний етап) та поточним рівнем – контрольне оцінювання зміни рівня цифрової компетентності (формувальний етап). Результативність зрушень у рівнях цифрової компетеності майбутніх педагогів професійного навчання художнього профілю університету та коледжу в умовах розробленого середовища оцінювалася за такими критеріями: знанням теоретичного матеріалу (використання цифрових технологій в професійні діяльності), умінням розв’язувати професійні задачі в електронному форматі (розроблення навчально-методичних електронних засобів, їх використання в освітньому процесі; розроблення електронних тестів, додавання домашніх електронних завдань, наповнення електронного журналу; проведення електронних уроків під час практики тощо), застосуванням набутих знань в умовах традиційного освітнього середовища (очна, дистанційна чи змішана форма навчання) та в умовах електронного середовища. На основі означених критеріїв було проведено оцінювання рівнів цифрової компетентності майбутніх педагогів художнього профілю університету та коледжу за такими рівнями: високий, середній та низький.

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ КЕРІВНИКІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ПЕДАГОГІЧНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ: РЕЗУЛЬТАТИ ЕКСПЕРИМЕНТУ

The article is devoted to the results of the pedagogical experiment, checking the effectiveness of the Optional course "Formation of preparedness of future managers of general educational establishments to use innovative pedagogical technologies in professional activities". Quantitative and qualitative indicators of the data obtained during the study showed a positive impact of the proposed optional course on the formation of preparedness of future managers of general educational establishments to use innovative pedagogical technologies in professional activities. The article highlights the results of a study conducted among students of the second level of higher education, specialty 073 "Management", educational program "Management of the educational institution". The study used a questionnaire to determine the level of knowledge about innovative pedagogical technologies of future managers of general educational establishments (author’s development), a questionnaire to study the abilities of the individual to creative self-development (I. V. Nikishyn) and a questionnaire to determine the motivation of vocational training V. G. Katasheva. The generalized dynamics of levels of preparedness of future managers of general educational establishments to use innovative pedagogical technologies in professional activities before and after formative experiment in the form of diagrams is presented. In order to assess the statistical significance of the dynamics of changes in the levels of preparedness of future managers of general educational establishments to use innovative pedagogical technologies in professional activities and to assess the differences between the indicators of control and experimental groups as a results of experimental work, the methods of mathematical statistics was used – Pearson criterion χ2 ("chi-square test").

TYPES OF READINESS OF SPECIALISTS IN PHYSICAL THERAPY AND OCCUPATIONAL THERAPY FOR THE USE OF HEALTH-PRESERVING TECHNOLOGIES IN THEIR PROFESSIONAL ACTIVITY

The article considers the types of readiness of specialists in physical therapy and occupational therapy to use health-preserving technologies in professional activities, which are determined by: scientific knowledge about the nature, patterns, features, principles, purpose, objectives and content of work to restore public health and implement such technologies. The main indicator of the effectiveness of specialist training is the psychological, pedagogical, professional, practical, social, personal and physical readiness of a specialist in physical therapy and occupational therapy to work to restore the health of the socio-component of our society. It is shown that the main property of a specialist in physical therapy and occupational therapy is a generalized ability to think pedagogically, which implies that the teacher has analytical, prognostic, design and reflexive skills. Features of both practical and professional readiness of the specialist are external (subject) skills, which include organizational and communication skills. The main types of readiness (professional, personal, psychological, physical, social, pedagogical and practical) of specialists in physical therapy and occupational therapy to use health technology in professional activities are described; the peculiarities of use in working with patients when compiling rehabilitation programs based on the International Classification are indicated. functioning, limitation of life and health, which aims to define a unified and standardized language and schemes for describing health and health-related conditions, which introduces the definition of the components of health and some related to health, components of well-being (in particular, such as education and work). This classification has moved away from the classification of "disease consequences" and has become a classification of "health components". The components of health determine the components of health, while the "consequences" focus on the impact of disease or other health conditions on the end result. The international classification of functioning, limitation of life and health is not nosologically oriented, but takes into account changes in health without regard to the facts, at the time of the examination. This classification is focused not only on the severity of the consequences of diseases, it for the first time emphasizes the adaptive and compensatory capabilities of the body, the importance of maximum involvement of people with special educational needs in public life, which deal with physical therapists and occupational therapists activities.

Contextual technologies used in the process of foreign language professional training of future foreign language teachers

Having determined at the previous stages of our research the state of readiness of future foreign language teachers to use information technologies in their professional activities, we came to the conclusion that it is necessary to make some changes in the educational process in order to improve the training of students. Thus, the purpose of our further work is to test the methodology developed by us in practice. Source for us were the following provisions: formation of readiness of future foreign language teachers for using informational technologies in professional activity should be continuous, i.e. it is necessary to involve students from the first to the last course and note the contents of educational disciplines, pedagogical practices, NIRS; in the process of training of future foreign language teachers to use informa-tion technologies in professional activities necessary orientation to the object of professional activity of teachers of a foreign language and its features. In order to develop organizational, stimulating and managing skills for future teachers when learning to communicate in a foreign language, we offered students to study such issues as: the possibilities of information technologies for organizing communication in pairs and small groups using role-playing games (based on simulation programs); the role of information technologies in the formation of communicative, linguistic and instrumental motivation when learning a foreign language; teaching monologue and Dialogic writing in a foreign language using information technologies; the main aspects of verbal communication activities of students using information technologies.

Подготовка студентов к педагогической деятельности в контексте информатизации дидактических систем

We prove the necessity of “Information technologies in professional activity” discipline inclusion in the content of block reflecting the concept of didactic systems informatization as the actual content directed to formation of the competences necessary for graduates pedagogical activity. Taking into account the current stage of education informatization, along with traditional sections, there is a need to include an internal module associated with the design of differentiated courses that meet the modern principle of building the content of education using formalized methods and involving automated systems. We present the technology of teaching students to design differentiated content based on the basic principles of integrated technology. We give the characteristic of integral technology of training in relation to university practice. The content of the block is presented in the context of the main forms and methods of developing learning within this technology. Emphasis is placed on active and interactive teaching methods that allow the most effective individual and group work on the final project. Universality of the offered training technology and the developed automated complex make possible their use in higher education institution student’s system preparation in various directions.

Formation of IT Competences of Future Mechanical Engineers

Modern trends in the development of manufacturing industries impose new requirements on engineers. Due to the rapidly deepening trends in the digitalization of mechanical engineering, one of the main requirements for the successful professional activity of technical specialists is the possession of tools in the field of information technology. The work highlights the directions of development of mechanical engineering, which define IT-competences of engineers: automation of production and management of product life cycle, use of IT in design and production, growth of demand for “smart” machines. The prospects for the development of it infrastructure in the industry are outlined. On the basis of the analysis, a new content of the discipline “Information technologies in professional activity” of the basic part of engineering training aimed at the formation of popular it competencies is proposed. The main sections of the discipline are: the basics of algorithmization and programming, programming elements in Python, development and integration of software modules in automation systems, the basics of mathematical modeling, the basics of simulation. In the conditions of mass application of information technologies, transition to digital production, the use of the project method is seen as extremely promising in order to obtain a high-quality training result. The discipline provides for the implementation of the project, which includes tasks in a number of sections. Project assignments vary depending on the direction of training and the level of training of students. The structure of the content of the project work is presented in two versions: the work in the CAD-system, including the use of API; the execution of tasks in different sections with a division by level of complexity. It is proposed to divide the time allocated for the study of the discipline between sections on the basis of expert evaluation. Approbation for a number of areas of bachelor’s training in the Department of mechanical engineering. Examples of projects implementation by students are given.

THE ESSENCE AND STRUCTURE OF INTERACTIVE PEDAGOGICAL TECHNOLOGIES

The article deals with the theoretical aspects of the essence, structure of interactive pedagogical technologies and the basics of future teachers’ of preschool educational institutions formation readiness to use interactive pedagogical technologies in their professional activity. It appeared that there is no single educational structure for interactive pedagogical technologies. The author states that the use of interactive pedagogical technologies in the educational process of pre-school educational institutions is provided with the direct implementation in the educational pedagogical activity with children of preschool age of the structure of interactive pedagogical technologies offered to us, which acquires such properties and states that provide the possibility of an efficient education management. Provision of educational services for future preschool teachers is accompanied by a multifaceted component of this educational process. This is due to the fact that the effectiveness of obtaining a vocational education by future teachers of preschool education is mostly personal (increase of social status, development of cognitive competences, ability to self-realization, retraining and professional growth, relevant material status, etc.), which is useful for the development of society, in general. From future preschool educators’ point of view, the idea is gradually emerging that the use of interactive pedagogical technologies in professional activity creates the necessary relationships and conditions for the formation of educational and life competencies of preschool children, and the development and upbringing of personality with an appropriate value system. In this regard, it seems quite important to define the very concept of interactive pedagogical technologies, structures and essence of this group of methods, and their differences from others. The process of preparing students to the use of interactive pedagogical technologies in pre-school institutions should form a positive attitude towards innovative activity; to acquaint future teachers of pre-school educational institutions with innovative and interactive pedagogical technologies in preparing students for practical application of these technologies during the educational process with preschoolers.

FROM THE EXPERIENCE OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TEACHERS AT UNIVERSITY AND IN COLLEGE

Modern Federal State Educational Standards of pedagogical specialties for which training is conducted in institutions of secondary and higher professional education, and the Professional Standard of a Teacher require to create conditions in the educational process for forming information and communication competence of future teachers. Main components of information and communication competence of a teacher are described in the article, modern approaches to determining the structure and content of this concept are highlighted, current features of the functioning of information and communication technologies in education system are revealed, the diverse methodological experience of organizing students’ training on information and communication technologies is summarized, principles and conditions for using information and communication technology tools in the process of teaching academic disciplines “Information technologies in professional activities” at university and “Pedagogy” in teacher training college are substantiated.

METHODOLOGICAL APPROACHES TO PROFESSIONAL TRAINING FOR FUTURE PHYSICAL THERAPY AND ERGOTHERAPY SPECIALISTS

The article reveals the essence of concept “approaches”, envisages methodological basis for shaping the readiness of future physical therapy and ergotherapy specialists to use health and fitness technologies in professional activity. It is defined that the activity, system, axiology and competence-based approaches ground shaping the high-qualified, competent specialist in health protection sector where the health andfitness technologies are the key mean for professional activity. In the framework of our research the general science basis for shaping the readiness of future physical therapy and ergotherapy bachelors to use health and fitness technologies forms system and axiology approaches. That gave the possibility to set the aim, tasks and directions for readiness process shaping, open that essence and structure. The person approach orients the pedagogical influence on a person’s professionally important skills development. The following approach also ground the theory and methods basis of our research. The activity approach directs the professional training to shaping the appropriate skills for future specialists, like organization-methodical, cognitive, communication and motofacient skills. The competence-based approach has become the basis for defining appropriate competences of future specialists’ professional self-realisation.

PROCESSING A BIG DATA SET USING A “SMART” TABLE

The use of information technologies in professional activities for most people is an objective necessity. The task of an informatics teacher is to create conditions for students to master various technologies of creation and transformation of information objects, including the use of Microsoft Excel. The article proposes a project of the lesson on the theme “Processing a big data set using a “smart” table” according the system activity approach.

Cloud-based Service GeoGebra and Its Use in the Educational Process: the BYOD-approach

The authors propose one of the possible ways to solve the problem of insufficient number of computers in public educational institutions and limited access to computer classes in Ukraine. Such a way is the introduction of the BYOD-approach (Bring Your Own Device) in the learning process. The authors specify the content and correlation of the concepts of "information technologies", "computer technologies", "cloud technologies" to determine the type of GeoGebra service. The authors propose different ways of using the GeoGebra service. They are studied to prepare future math teachers for the use of modern information (digital) technologies in professional activities.

Model of Future Teachers of the Sciences Training to Use Visualization Technologies at Practice

The necessity of organizing the preparation of pre-service teacher of natural-mathematical disciplines for the use and creation of high-quality didactic visual aids in future professional activities is substantiated. This article proposes a structurally-functional model of pre-service teacher for the use of visualization technologies in the educational process, which is justified from the standpoint of systemic, synergetic, activity, acmeological, axiological, contextual and technological approaches. The developed model contains target, substantive-procedural, and resultative-evaluative blocks. The target block covers the goals, objectives and components of the pre-service teacher’s readiness to use visualization technologies in professional activities. The content-procedural block reveals conceptual provisions (normative documents, methodological approaches, training principles), preparation stages (basic, productive and corrective), relevant educational disciplines and modules, as well as the necessary educational and methodological support, methods and forms for organizing the learning process for the pre-service teachers. The productive and evaluation unit contains the criteria, levels and the result of the preparation of pre-service teachers of natural-mathematical disciplines for the use of visualization technologies in the educational process. Each of the proposed stages has a specific goal and objectives that can be adjusted in the process of testing this model. The article describes the characteristics of educational and methodological support necessary for the implementation of the specified training.

DISTANCE LEARNING OF FUTURE PRIMARY SCHOOL TEACHERS AS A PREREQUISITE OF THEIR PROFESSIONAL DEVELOPMENT THROUGHOUT LIFE

The article demonstrates the expediency and ways of organizing distance training of future primary school teachers: forming theoretical knowledge and skills basis in students for the mastery and effective use of computer devices and information and communication technologies in professional activities and the fundamentals of information culture, information and communication competence; establishing a foundation for further mastery of teaching curriculum and technologies of distance learning in the area of primary education; as well as implementing the electronic learning courses Modern Information Technologies of Learning and The Fundamentals of Distance Learning in Primary School (developed at LMS Moodle). It is noted that the distance training of a future primary school teacher is an interdisciplinary pedagogic category that characterizes the degree of individualization, intensity and controllability, is subjected to the goals of the professional development of independent cognitive activities of teachers based on information and communication technology means with the indirect interaction (synchronous and asynchronous) with learning process participants located remotely from one another, under the supervision of a tutor. The readiness of the future primary school teacher to distance learning in the system of pedagogical education as an integral property of the individual, reflecting the comprehensive interaction of the motivational and value, cognitive and operational components, is determined. An experimental study was carried out; its results showed that the implementation of such distance courses into the educational process of experimental groups enabled a positive dynamics of the levels of future primary school teachers’ readiness to develop their own vocational and pedagogical competence in the conditions of distance learning. In the experimental groups of future primary school teachers compared with the control ones, the increase in the indicators of high readiness for distance learning was observed.

Підготовка майбутніх учителів основ здоров’я до застосування здоров’язбережувальних технологій

The article deals with the new development and method of improving the training of future teachers of the foundations of health, since at the present stage of the formation of the Ukrainian state one of the urgent needs is the reform of the system of training pedagogical staff, the creation of a higher educational institution of health-preserving educational and educational environment; actualization of the healthcare-saving context in the content of the future teacher’s preparation of the fundamentals of health and its focus on professional activities. In modern conditions, the peculiarities of pedagogical education in secondary education institutions of Ukraine are represented by several factors, namely, the improvement of the content of the pedagogical system through change and its main goal is determined in the training of specialists with a new type of thinking capable of ensuring the versatile development of the student as a person and the highest value of society. The analysis of the results of implementation of the methodical system of training of future teachers of the basics of health to the application of health-saving technologies in professional activity is presented. The results of the experimental work prove the effectiveness of the implemented methodical system of training future teachers of health care to the application of health-saving technologies. This suggests the expediency of its wide use in the professional training of future teachers of the foundations of health. The study does not exhaust all aspects of the identified problems of healthcare-saving technologies in the professional activities of future teachers.

THE ROLE OF MODERN INFORMATIONAL AND COMMUNICATION TECHNOLOGIES IN TRAINING OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY

Informatization of education calls for implementation of content-innovational forms, methods, and means of professional training of future specialists of the new generation, creation of efficient informational infrastructure within higher educational establishments with a developed informational and computer educational environment, implementation of Internet technologies, e-studies, communication networks (global, national, local and others). The author has conducted the analysis of use of modern informational and communication technologies in the organization of educational process of training of future specialists in physical therapy, ergotherapy by teachers of higher educational establishments. It is emphasized that an urgent problem of nowadays is the development and implementation of informational and communication technologies that can modernize traditional forms of higher educational process with the purpose to improve the quality of educational process in a higher educational establishment. Contradictions have been revealed between the increase of demand on labor market in specialists in physical therapy, ergotherapy who are able to be adapted to professional innovations, quickly react to modern and perspective processes of the development of society under conditions of its informatization, effectively use benefits of informational technologies in professional activity, and insufficient development of methods that allow the usage of informational and communication technologies in the process of professional training in higher educational establishments, which determines the topicality of the selected topic. With the purpose of defining the level of application of modern informational and communication technologies in organization of educational process of future specialists in physical therapy, ergotherapy, 192 teachers from 13 Ukrainian universities have been surveyed. The level of application of modern informational and communication technologies, namely the subsystem of object-oriented dynamic educational environment (MOODLE) and “on-line electronic register” subsystem to register various forms of control of students’ educational performance by teachers of higher educational establishments has been defined. The author has emphasized that the use of module object-oriented dynamic educational environment and “on-line electronic register” subsystem turn out to be an effective tool for training of future specialists in physical therapy, ergotherapy under conditions of postindustrial stage of developments of society in modern Ukraine.

DISTANCE LEARNING TECHNOLOGIES IN FORMATION OF PROFESSIONAL TRAINING OF FUTURE ENGLISH TEACHER

Due to the global informatization of society and the process of involving information and communication technologies (ICT) in all areas of human activity, including the educational process of high school the problem of new model construction of process of future highly qualified and competitive professionals training is raised. In conditions of Ukraine integration into the European educational space, the significant changes in professional training of teachers in higher education institutions are taken place. ICT and distance learning technologies are implemented in learning process. However, this process causes many difficulties in students and teachers, for example, the lack of guidance on the implementation of ICT and distance learning technologies in the learning process and not enough formed skills and abilities of teachers and students to use ICT and distance learning technologies in professional activity. These problems negatively affect on the quality of future specialists training, including teachers of foreign language (English). To increase the quality of English teachers training there is a need to introduce distance learning technologies in language learning process, at study the discipline “Practical English Course”. On the base of analysis of psychological and educational literature in future English teachers training, the results of international studies and methodological literature of distance learning the practical implementation of distance learning technologies in educational process of training of English teachers of Kherson State University was presented.

Use of music software in professional activity of music teacher

The article defines the possibilities of using of information and communication technologies in professional activity of music teachers. It is determined the ways of practical application of music software, including audio editors, virtual studios, auto arrangement software and scorewriters. It is investigated the features of modern software products that can be used in professional activity of music teachers

INFORMATION TECHNOLOGIES IN ECONOMIC EDUCATION

In the article the basic aspects of the use of modern information technologies in an educational process are examined. Described directions of introduction of information technologies in economic education. Problems which are related to practice of professional preparation of specialists of economic specialities are examined. The role of information technologies in professional activity of specialists of economic type is underlined.

DIDACTICS FUNCTIONS OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONA ACTIVITY OF TEACHER OF PHILOLOGIST

The modern state of informatization of educational process is analysed in the article. Problems of the using of modern information and communication technologies in professional activity of teacher-philologist are lighted up in. The basic didactics functions of IСT are exposed in professional activity of teacher-philologist.