ОСОБЛИВОСТІ ФОРМУВАННЯ ГОТОВНОСТІ ВИКЛАДАЧА ВИЩОЇ ШКОЛИ ДО РОБОТИ В УМОВАХ ІНТЕРНАЦІОНАЛІЗАЦІЇ ЄВРОПЕЙСЬКОГО ОСВІТНЬОГО ПРОСТОРУ

• Authors: Ірина Чистякова

Title variants

EN

Features of formation of higher school teachers’ readiness to work in the context of internationalization of the European higher education area

• Languages of publication: UK

Abstracts

EN

The formation of educational readiness is a continuous, sequential and incremental in nature. The first stage is associated with the period of study at the bachelor, where of particular importance is the development of the motif of a professional orientation of students for further education in the magistracy. The second stage is the period of study, where the motive pedagogical orientation becomes stable. The third stage continues in the Centre of pedagogy of the higher school, where teachers do not have pedagogical education, and also those which have their respective inclinations to teaching, sustainable pedagogical motivation, have the opportunity to get special pedagogical training, during which formed and studied the readiness. Theoretical aspects of formation of higher school teachers’ readiness to work in the context of internationalization of the European higher education area, which allowed to determine the content of the fundamental concepts of research: internationalization, readiness, professional readiness, or readiness for professional activity are highlighted in the article. The competence necessary for professional activities are dedicated, among thеm: 1) basic (key) competencies and digital literacy (digital-age literacy); 2) academic competence; 3) technical competence (hard skills); 4) shared competence (basic); 5) social competence (soft skills); 6) entrepreneurial competencies; 7) creative and constructive competence. It is determined that in scientific psychological and pedagogical literature theoretical and practical readiness of teacher to pedagogical activity are allocated. To the theoretical readiness of the teacher to pedagogical activity, the authors include analytical, predictive, projective and reflective skills. Practical readiness of teacher to pedagogical activity involves managerial, communication and perceptual skills. The model for the formation of teaching readiness of University teachers to teaching and the implementation of strategic functions of the pedagogical process is proposed, it is a set of interrelated components: task, structural, substantive, procedural, analytical-effective and reflexive, based on the theoretical and methodological approaches.

Keywords

EN

formation; readiness to professional activity teachers of higher education European educational area

• Publisher: Sumy State Pedagogical University named after A.S. Makarenko
• Journal: Педагогічні науки: теорія, історія, інноваційні технології
• Year: 2015
• Issue: 6(50)
• Pages: 461-476

Dates

published

2015-04-24

Contributors

author

Ірина Чистякова