Formation of Educational and Cognitive Competency of Junior Specialists in the Process of Self-Educational Activity: Experiencial Aspect

Паламар, Світлана Павлівна; Nazarenko, Liudmyla; Vaskivska, Halyna O.; Nezhyva, Liudmyla; Голота, Наталія Миколаївна; Zhelanova, Viktorija V.

doi:10.36740/wlek202012118

Cited by 4 publications

(1 citation statement)

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“…There is an opinion that some components determine the conditions under which the professional practice and training are successful: creation of an appropriate learning environment; motivation; desire for self-realization, selfimprovement; adaptation to professional-role social functions, socio-professional status; compliance with the requirements of industrial discipline, the formation of self-regulation of behavior and activity; a sufficient level of special training; 6) overcoming internal and external obstacles (Palamar et al, 2020(Palamar et al, , p. 2660.…”

Section: Organization Of Future Primary School Teachers' Professional Practice Within the Optional Block «Foreign Language»mentioning

confidence: 99%

Organization of Future Primary School Teachers’ Professional Practice Within the Optional Block «foreign Language»

Kosharna

Petryk

2021

Continuing Professional Education: Theory and Practice

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The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.

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Section: Organization Of Future Primary School Teachers' Professional Practice Within the Optional Block «Foreign Language»mentioning

confidence: 99%

Organization of Future Primary School Teachers’ Professional Practice Within the Optional Block «foreign Language»

Kosharna

Petryk

2021

Continuing Professional Education: Theory and Practice

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Modern European Experience of Practical Teacher Training

Kosharna

2021

Educological discourse

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The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

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Формування Загальноісторичних Компетентностей Учителя-Суспільствознавця В Умовах Сучасної Освітньої Парадигми

Ніколаєв¹

2023

НАУКОВО-МЕТОДИЧНИЙ, ІНФОРМАРМАЦІЙНО-ОСВІТНІЙ ЖУРНАЛ МОІППО

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У публікації на основі історіографічної та джерельної бази проаналізовано ключові чинники формування загальноісторичних компетентностей учителя-суспільствознавця в умовах сучасної освітньої парадигми. Відображено основні складники загальноісторичної компетентності вчителів історії в умовах Нової української школи. Результати моніторингового дослідження з визначення рівня професійної майстерності вчителів-суспільствознавців закладів загальної середньої освіти Миколаївської області засвідчили, що посилення фахового складника в освітньому процесі курсів підвищення кваліфікації є необхідністю, оскільки саме професійна компетентність педагога – показник його успішної праці. Наукову новизну визначає фактичний матеріал результатів моніторингового дослідження, уперше введений у науковий обіг.

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Formation of Educational and Cognitive Competency of Junior Specialists in the Process of Self-Educational Activity: Experiencial Aspect

Cited by 4 publications

References 1 publication

Organization of Future Primary School Teachers’ Professional Practice Within the Optional Block «foreign Language»

Organization of Future Primary School Teachers’ Professional Practice Within the Optional Block «foreign Language»

Modern European Experience of Practical Teacher Training

Формування Загальноісторичних Компетентностей Учителя-Суспільствознавця В Умовах Сучасної Освітньої Парадигми

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