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1

ВПЛИВ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ НА ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ

100%
Варга Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 4(48)
300-304
EN
The article outlines the peculiarities of interactive technologies in formation of communicative culture of the future teachers. Additionally, the contradictions are formulated and the relevance of the study is presented. The most effective periods of communicative culture of the future teachers are revealed; the analysis of modern research on the outlined problems with the definitions of «communication culture», «communicative competence», their features and functions; a range of skills that students must master in learning is defined. The author stresses that communicative competence is the ability of the individual to apply to a specific communication language skills, the ways of interacting with the surrounding and distant people and events skills in the group, possession of different social roles. Communicative culture is a dynamic personality formation, because combining art hearing and speech, objective decision proper understanding of the student, promotes relationship building, achieving effective cooperation guided by common interests. The author notes that communicative culture performs important functions, namely information (information exchange between the subjects of communication), interactive (the ability to present and defend your own opinion); emotional (creating favorable atmosphere during communication). In addition, a teacher during speech activity partner feels the emotional state through non-verbal signs; manages his mental state during communication with others. We believe that an important indicator of formation of communicative culture is to develop communicative competence, communicative skills, abilities and qualities. Thus, the teacher must know the rules and regulations of communication; must be proactive in communicating partners to intensify these activities; know the cultural traditions, ethical, aesthetic and moral standards taking into account individual and age characteristics of interlocutors. An important condition to use interactive technology is systemic, because the students should be prepared to implement any specified above technology training. Prospects for further research are seen in determining the state of formation of communicative culture of the future teachers by means of interactive technologies.
2

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ ТА ТЕХНОЛОГІЇ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ У ВНЗ

100%
Сабатовська І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
290-298
EN
The article analyzes the current trends of formation of professional competence of future teachers of higher schools. It is emphasized that formation of professional competence is one of the priorities of the national education system. The purpose of the article is to substantiate theoretically and to explore the effectiveness of organizational-pedagogical conditions of formation of future teachers’ professional competence on the example of the specialty 8.18010021 «Pedagogy of Higher School». It is proved that the level of professional competence depends on the organizational and pedagogical conditions. The results of research among undergraduates specialty 8.18010021 «Pedagogy of Higher School», during which it was revealed that the training program using interactive teaching technologies in a Magistrates enhances the level of professional competence of future teachers. It was found out that the main reasons for the lack of formation of a graduate professional competence are: the lack of a clear holistic system approach to determine its components and the lack of awareness of the conditions of its formation; limited range of possibilities of professional self-identity; lack of knowledge and skills about the nature and direction of formation of pedagogical skills. The results of the study allow us to note that the establishment of organizational and pedagogical learning environment, including: respect for the principles of training, the development of scientific and methodological support of educational process based on the systems approach; providing professional motivation of students; organizing educational activities of students based on their individual characteristics; providing of professional identity of future teachers; organization of subject environment, creating comfortable conditions for training and implementation of innovative technologies improve the efficiency of formation of future teachers’ professional competence. It was established that figure significantly increased the number of undergraduates with sufficient and high formation of professional competence (11% and 35%). In particular, raising the level of professional competence of future teachers contributed to the improvement of training programs using interactive methods of training in graduate school.
3

ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ЗАСОБАМИ ДІАЛОГОВОЇ ПЕДАГОГІЧНОЇ ТЕХНОЛОГІЇ

88%
Аристова Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 7(61)
122-133
EN
The article reports the main results of the study on the formation of professional competence of the future music teachers by means of interactive educational technology. It includes the brief analysis of the definitions of “competence”, “professional competence”, “educational technology”. It is noted that Ukrainian scientists and practitioners worked out the theoretical and practical aspects of the introduction of competence approach to education in Ukraine, but current approaches and interpretation on the concept of “professional competence” differ in some way. The professional competence is considered by most authors as systematic, integrative formation, the synthesis of knowledge, skills, personal characteristics and experience that allows people to use their potential. The professional competence is the basis of continuous self-development throughout life. The analysis of the literature helps us to make a conclusion that today the phenomenon of professional teacher’s competence is not stable crucial. We can define the professional music teacher’s competence as an integral professional quality, its fusion of experience, knowledge and skills. It is noted that the professional competence of music teachers is the unity of theoretical and practical readiness to implement educational activities. Professional competence of the future music teachers includes functionally interrelated components: motivational, cognitive, operational, personal and reflective. “Educational technology” is defined as the achievement of educational goals in joint educational activities of teachers and students: methods and organizational forms of training and education of pupils. The innovative educational technology is the interactive studying process based on the dialogical learning process including the interaction between the teacher and the students. The article includes the effective methods of using interactive technologies that were tested in teaching the university discipline “Methods of musical training and education at school”. The author defines theoretical and empirical methods of investigation of the subject and the ways of further research work to develop effective methods of formation of professional competence of the future teachers of music.
4

ФАКТОРИ ЕФЕКТИВНОЇ РЕАЛІЗАЦІЇ ДІЯЛЬНІСНОГО ПІДХОДУ В МУЗИЧНОМУ НАВЧАННІ МОЛОДШИХ ШКОЛЯРІВ

63%
Олександр Р.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
287-297
EN
The article aims to explaine the factors of the activity approach in musical training of junior students. The research methods are: studying of the scientific literature on the topic, and pedagogical observation. The study concludes that the activity approach in learning is a concept of a new school which will allow to form students’ universal actions prepearing them for further education. The main factors of learning in the activity approach is a student’s cognitive motive, the desire to learn himself, the stimulation of attention, the ability to specify the purpose and understanding of what it is necessary to learn, the student’s actions in order to gain the knowledge, to form the ability to control their behavior both in the classroom and out of it, the personality of the teacher. At the music lessons efficiency of the active approach increases the usage of research methods and interactive technologies, various musical and creative methods, improvisation. The article deals with the main factors, which in fluence on the successful studying of junior students of compulsory schools. The necessity of creative development is grounded at all stages of studying. The article stresses on the conscious usage of the knowledge both at the lesson and in the future life. The article is aimed at considering the necessity of further development of the term “pedagogical creativity” and further searching of the best variants of the development of personality. Such reform will allow the teacher effectively form students’ general cultural competence, musical and authentic taste, musical creativity, teamwork skills, the desire for further education, the ability to defend their own opinion, etc. As the volume of the article doesn’t allow to consider the phenomenon of the reflection in details – the factor, that gives impetus for self-developing, stimulate for searching something new – the prospects for further scientific researchers are in the grounding of the concept “creative reflection”.
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