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1

ТЕХНОЛОГІЧНА ГОТОВНІСТЬ УЧИТЕЛЯ ІНОЗЕМНОЇМОВИ(АНГЛІЙСЬКОЇ) ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

100%
Козаченко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
147-155
EN
The current state of socio-economic development of Ukrainian society necessitates the preparation of educated, moral, mobile, constructive and practical people capable of cooperation, intercultural interactions that have a deep sense of responsibility for the fate of the country, establishing it as a sovereign, independent, democratic, social, legal state. Education is the basis of personality, its intellectual wealth, the key to the future of Ukraine. The leading role in this process belongs to the teacher. The general process of reform of higher education in the context of Ukraine objectives of the Bologna process actualizes an appeal of innovation in the sphere of education that emerged in different historical periods and determined its development today. The most complete essence of readiness for professional work is given by L. V. Kondrashova. Readiness is a complex personality formation, including ideological and moral and professional attitudes and beliefs, vocational and educational orientation mental processes, self-control, optimism teaching, performance, installation and creative educational work, the ability to determine the difficulties to self-evaluation of its results, the need for professional self and providing highly effective pedagogical. Readiness of a teacher to professional activity should be considered at three levels: personal, theoretical and technological. We turn our attention to the technological readiness, which is regarded as integrative, significant quality of the individual, which consists of various components. The analysis of scientific literature on the researched topic allowed to identify the structural components of technological readiness of future teachers of foreign languages (English) for professional careers. Based on the analysis of scientific literature, given the specificity of teachers of foreign languages, we have identified the following structural components: motivation, informative, contents, evaluative, reflective.Dedicated structure and its components allow us to develop a content technology of the training of future teachers of foreign languages to use various technologies, forms and methods of professional activity.
2

ПРОФЕСІЙНО-ТВОРЧІ ВМІННЯ МАЙБУТНІХ ПЕДАГОГІВ ЯК ОСНОВА ЇХНЬОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

75%
Зайцева І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
48-54
EN
In the article the scientific approaches to the definition of professional and creative skills as the basis of professional competence of a future teacher are denoted, the relevance of the study of this phenomenon is pointed out. It is identified new qualifications of professional skills of creative nature as an indicator of readiness for the profession of a modern teacher. It is considered the conditions of effective formation of professional competencies of future teachers in distance learning. In our researchthe following professional and creative skills are singled out: 1) diagnostic: the ability to perform critical analysis and evaluation of the professional situation and results of the activity; 2) prognostic: the ability to formulate a professional problem, purpose and professional creative tasks that need to be solved to achieve a result-goal; 3) organizational: the ability to demonstrate creative and executive leadership, to organize the creative life activity of collectives; 4) didactic: the ability to transfer knowledge to others, use innovative teaching opportunities of applied educational technology and realize the basic teaching principles. It is determined that the professional and creative skills are the basis of professional competence and means of creative abilities realization. In order to succeed in their formation in distance learning the basic conditions are singled out: 1) willingness of teachers to use innovative distance learning opportunities; 2) organization of cognitive and creative dialogue interaction of students with the teacher by means of distance learning; 3) competent pedagogical diagnostics of the products of students’ professional and creative activity. Based on the analysis of general and methodological literature the essence and didactic possibilities of distance learning are determined – interaction between the teacher and the student in a specific educational environment via telecommunication technologies. With the use of modern technology of distance and heuristic learning in the university education system is provided the successful formation of basic professional and creative skills of future specialists. In the article the system of principles of distance learning is presented, that provides the formation of professional and creative skills of future specialists.
3

ЗАКОНОДАВЧО-ПРАВОВІ АСПЕКТИ ФУНКЦІОНУВАННЯ СОЦІАЛЬНОГО ПАРТНЕРСТВА У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ФАХІВЦІВ СФЕРИ ПОСЛУГ АВСТРІЇ ТА НІМЕЧЧИНИ

63%
Надія К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
35-50
EN
The problem of forming and normative support of social partnership in vocational training of service sector specialists in Germany and Austria has been studied in the article. Federal and state laws in vocational education in these countries have been analyzed. The key aspects of interaction between educational units in order to organize collaboration at the ministerial, regional, local and international levels have been considered. Based on the results of the study undertaken, it has been found out that the dual system of primary vocational training of specialists in vocational education in Germany and Austria is continuing and consists of two stages, namely: 1) theoretical training in vocational schools and practical training at enterprises; 2) further vocational education/further research-based vocational education. The author has characterized vocational secondary schools: part-time vocational schools that comprise dual training system and full-time vocational schools: specialized vocational schools, advanced vocational schools and vocational gymnasia. It has been found out that technical universities and higher vocational education institutions training service sector specialists belong to higher education system, too. It has been highlighted that the system of social partnership in vocational education in Ukraine is being dramatically developed and significantly reformed. Therefore, study, generalization and analysis of European experience in organizing social partnership in vocational training of specialists, particularly in service sector, is becoming rather relevant. Based on the analysis of legislative documents on vocational education in Germany and Austria, it has been concluded that social partnership in education may be considered as a reliable and approved social mechanism that stipulates for economic stability and development, establishment of competitive, flexible and dynamic education system in each country; the mentioned problem in Ukraine requires the need for complex development of social partnership system as an interdisciplinary problem related to social, cultural, political and economic factors of social development to be taken into consideration; sustainable development of researches on the problem of theory and methodology of vocational education and implementation of its results in practice to be ensured; German and Austrian experience in organizing vocational training in the dual education system that presupposes the combination of proportional correlation between vocational theoretical and practical components to be studied. Rather perspective for further researches is the study of foreign experience in developing and implementing vocational education standards that is the field of social partnership functioning.
4

ФОРМУВАННЯ НАВИЧОК ВИКЛАДАЦЬКОЇ ДІЯЛЬНОСТІ В МАЙБУТНІХ ВИКЛАДАЧІВ НЕПЕДАГОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ

63%
Тетяна П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
189-198
EN
In the article attention is applied to the problem of providing specialized higher schools with teaching staff for quality realization of educational process. It is emphasized that a specialist with pedagogical education may not always satisfy the needs of students and higher educational establishments. Thus, Kirovohrad Flight Academy of National Aviation University has specific preparation areas of specialists, such as: pilot of an aircraft; air traffic controller; technical maintenance, repair and diagnostics of aircraft, etc. So, the teachers of professional subjects must be specialists of a particular subject area that not always have pedagogical education. Such specialists may be former pilots, controllers, alumni of this educational establishment and other categories. Accordingly, at the beginning of the pedagogical activity they do not have necessary knowledge for providing educational process that affects students as well as young teachers’ adaptation in the workplace. It is focused on the necessity of PhD specialists’ preparation, that do not have pedagogical education, for the professional activity at higher educational establishment with the purpose of providing quality educational process at higher school. It was provided the questionnaire data of young teachers, who do not have pedagogical education, in which the basic problems, which they face at the beginning of pedagogical activity, were outlined. For quality preparation of post-graduate students (future teachers of higher school) to pedagogical activity the educational course of disciplines “Higher school and scientific and pedagogical activity” was developed. The course contains three thematic modules: “General basics of higher school pedagogics”, “Didactics of higher school”, “Basics of pedagogical excellence”. The course is aimed at forming general and pedagogical culture of teachers at higher educational establishments, as he/she provides students with knowledge about development processes of educational theory and practice, encourages forming of general outlook and pedagogical professionalism. Profound knowledge of pedagogical theory at higher school considerably extends a future teacher’s mind, enables grasping of any educational problem integrally, and finds out its optimal decision. Further research will be aimed at the development of Ph.D. researchers’ preparation, who do not have pedagogical education, to pedagogical activity in higher educational establishment.
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