Search results

1

ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ДО РЕАЛІЗАЦІЇ АКСІОЛОГІЧНОГО ПІДХОДУ У ВИХОВАННІ ДОШКІЛЬНИКІВ ЗАСОБАМИ ПРИРОДИ

100%

Тарасенко Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

380-389

EN

The purpose of the article is to present the methodological aspect of the problem of professional training of preschool stuff in the context of domination of axiological approach to education work with future teachers, substantiation the role of environmental and aesthetic values in the educational system of priorities that pedagogues are to realize during their work with preschool children, formulation the ways of correcting the future kindergarten teachers value treatment to nature during professional training. Theoretical methods related to the study of the philosophical and conceptual research methodology in the field of educational paradigms, causal analysis of educational phenomena, comparative juxtaposition of foreign and native scientific approaches to value education priorities are used. The author singled out the ways of correction of value attitude to nature of future kindergarten teachers in the studying the obligatory and optional courses and during teaching practice and extracurricular activities: rejecting of unilateral utilitarian focus on learning the basics of science and commissioning axiological potential of students a wide range of moral and aesthetic evaluative criteria relationship to reality; transforming the ways of students perceiving and evaluating nature into the motivation mechanisms of attitude towards it; raising the status of artistic and aesthetic activity of students to accumulate valuable experience through artistic and creative experiences; forming of individually-shaped attitudes of future kindergarten teachers to the nature with the transformation of them into educational activities settings based on the highest educational priorities. The practical significance of the research results is determined with the possibility of implementing them into the process of training future preschool education professionals to enrich their educational activity axiological potential. During the process of professional training a teacher’s value consciousness becomes at the thoughtful correction facility, since the teacher is a potential carrier and conductor of environmentally justifiable attitude towards nature. As the prospects for further research studies suppose the adequate methods and educational technologies search for in the domestic and foreign experience of educational innovation.

2

RESEARCH OF THE PROBLEM OF DIALOGUE EDUCATION IMPLEMENTATION IN THE FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING PROCESS: PHILOSOPHICAL AND ANTHROPOLOGICAL APPROACH

100%

FOMIN K.

Scientific Bulletin of Chełm - Section of Pedagogy

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2018

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issue 1

21-32

EN

The article defines the basic theoretical principles of philosophical and pedagogical anthropology in the organizing process of dialogue training of primary school teachers. The author analyzes the methodology of the outlined problem in the historical retrospective – from the ideas of ancient Greek philosophers to scientific works of modern scholars and teachers. The importance of implementing an anthropological approach to the organization of the dialogue training and education of the child is emphasized, particularly in the elementary school educational process. It is substantiated that philosophical and pedagogical anthropology allows to thoroughly analyze the essence of a person, her spiritual world; to realize the uniqueness of the inner world of each individual; to consider the idea according to which humanity has no future without proper unity, dialogue of cultures, interaction and communication, etc. The author argues that the implementation of the principle of dialogue in the educational process is a real change in the direction of activity: from knowledge - to creative thinking and human culture.

3

РОЛЬ САМОСТІЙНОЇ РОБОТИ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ ВИШУ

88%

Тетяна М.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 5(69)

287-297

EN

The article describes the conceptual framework of the study of the role of independent work in the process of the future teachers’professional training at the higher educational establishment. The future teachers’ professional training at the higher educational establishment is a purposeful, systematic and organized process of pedagogical influence in the learning process and informative time, so that professionally significant and personal qualities are formed in the future teachers. It is considered that future teachers’ independent work at the higher educational establishment is the specially organized educational and cognitive activity of the future teachers with regard to their individual characteristics, aimed at self-fulfillment of educational tasks and the formation of individual’s independence, activity and creativity. So, future teachers’ independent work at the higher educational establishment causes a change in the relationship between a teacher and a student as equal subjects of educational activity. That is why all psycho-pedagogical (organizational, methodological) means of ensuring future teachers’ independent work at the higher educational establishment should be corrected. The content of the process of the future teachers’ professional training at the higher educational establishmentis selected. The kinds of independent work in the process of the future teachers’ professional training at the higher educational establishment are highlighted, the stages of independent work in the process of the future teachers’ professional training at the higher educational establishmentare demonstrated. Attempts to determine the nature of the future teachers’ independent work in the training process at the higher educational establishment on the example of Sumy state pedagogical university named after A. S. Makarenko have been done. Accordingly, future teachers’ independent work at the higher educational establishment is separated in three stages: self-reproductive; reproductive-critical; critical-creative.

4

Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

88%

Makarevičs V.

Journal of Teacher Education for Sustainability

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2008

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vol. 10

68-78

EN

The article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.

5

ДО ПРОБЛЕМИ ВИЗНАЧЕННЯ «ГОТОВНОСТІ ДО ПРЕВЕНТИВНОЇ ДІЯЛЬНОСТІ» МАЙБУТНІХ ПЕДАГОГІВ

88%

Волошко Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

180-190

EN

This article analyzes the concept of «readiness for preventive activity» of future teachers. The author defines this notion as the highest level of professional competence, which provides students mastering the system of preventive knowledge, skills and their active citizenship, the ability to solve creative tasks of preventive direction, to predict and simulate the situation against the effects of negative socialization, own the methodology of formation schoolchildren’s positively directed behavior. The author highlights these aspects of formation of readiness for future teachers of preventive activity: coordination (the leader must be able to preventive process to coordinate and ensure the coherence of all the influences of the participants of the process); information (implies formation ability to receive, process and make optimal use of the information that comes from the target audience, as well as other participants in the system of preventive activity); communicative (to develop communicative skills and abilities); creative (to stimulate creative abilities and imagination); reflexive-evaluation (includes objective assessment of its activities and reflection at all stages of the organization of preventive activity). The main conditions for formation of readiness for future preventive activity of the teachers are allocated as follows: 1) update the content, forms and methods of training future teachers to preventive activity by amending the content of general and specific topics related to the problems and implement preventive the course «The Technique of socio-educational work in the modern conditions»; 2) the improvement of programs of training and work practices through the introduction and implementation of tasks for the study of preventive activity; 3) to encourage extracurricular educational work on the formation of health-preserving ideas, skills of a healthy way of life; 4) the connection of additional features of Pedagogical University and social potential of the region in order to improve training of future teachers to preventive activity.

6

МОНІТОРИНГ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ

88%

Людмила Г., Олена Я.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 1(65)

14-27

EN

This article is devoted to actual problems of modern higher education in Ukraine, which are related to the involvement of future specialists in in-depth study of English as the main language of international communication and finding ways to update methods of learning foreign languages. Actuality of problem proved integration into the European educational area, changes in strategic directions of development of higher education in Ukraine. The authors rely on Ukrainian Government and the Ministry of Education regulations, in particular the Ukraine President Decree “On announcement 2016 year of English in Ukraine” and the “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. In-depth study of foreign (English) language, fluency in English is consistent with the communicative competence as one of the key in the overall system of competences set out by international experts in the program “Definition and Selection of Competencies: Theoretical and conceptual bases” (De Se Co). Communicative competence was analyzed and adapted to the realities of national education by Ukrainian scientists T. Baybara, N. Bibik, O. Ovcharuk, O. Onopriyenko, K. Ponomareva, O. Pometun, O. Savchenko and others. The purpose of the article is to highlight and analyse the results of monitoring levels of English language proficiency of State Higher Education Establishment “Donbass State Pedagogical University” students and propose ways of improving English communicative competence of future teachers. Common European Framework of Reference for Languages singled out six levels of language skills that have been developed by the Association of Language Experts ALTE: introductive (Breakthrough or A1), intermediate (Waystage or A2), landmark (Threshold or B1), advanced (Vantage or B2), standalone (Effective Operational Proficiency or C1) and competent (Mastery or C2). It summarizes the results of academic achievements, a certain level of skills in each kind of speech (speaking, listening, reading, writing), which should reach students at every stage of learning. The authors describe the monitoring stages: evaluating initial level of foreign (English) language of students of non-foreign language specialities using Cambridge Educational Syndicate test A2; retest after implementing the training course “British Exams” into practice of professional training of students of Primary School Teacher Training Faculty with special attention to the development of the productive skills of English communication. The conducted monitoring showed the need for reformatting the content of English education at the university that requires greater communication and developing productive skills of English communication

7

Євроінтеграційні процеси як суттєвий чинник професійно-педагогічної підготовки майбутніх учителів у контексті полікультурного спрямування

88%

Якса Н.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2014

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issue 1(7)

135-141

EN

The peculiarities of orientation of professional and pedagogical multicultural training of the prospect teachers on the Euroinstegration processes are outlined. It is emphasized that in the condition of expanding of globalization and Eurointegration processes the role of ethnocultural factor grows that gains some specific feathers in the period of postindustrial and informative society.

8

Mathematics Attitude of Future Teachers of Stem Subjects

88%

Jančařík A., Stecca Marcom G., Kleinke M. U.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 2

349-362

EN

Aim. This paper presents research aimed at testing the mathematical self-efficacy of mathematics and computer science student teachers. The aim of the presented phase of the research was to verify the effectiveness of the chosen research instrument after translation into Czech, its applicability within the specific environment of the preparation of future teachers and the design of a shorter version of the questionnaire. Methods. 97 students of the first and second year of Bachelor's degree studies at the Faculty of Education of Charles University, specialising in mathematics and computer science, were interviewed either in a single-subject form or in combination with a second subject. Subsequently, the data was processed and evaluated using quantitative methods. Results. The results confirmed that the test, even when translated into Czech, fully met the claim of high reliability (Cronbach's Alpha = 0.965). Using the Principal Axis Factoring method with Varimax with Kaiser Normalisation in 11 iterations, convergence to the four basic components, which were characterised as Motivation and Enjoyment, Anxiety, Self-confidence and Value, was achieved. Conclusion. The research has shown that the chosen research instrument, the ATMI questionnaire, is fully functional after translation into English and use in the environment of preparation of future mathematics and science teachers. The first measurement data also confirms that attitudes towards mathematics are very different among future mathematics and science teachers. It also confirmed the assumption that the questionnaire has the potential to identify students who have problematic attitudes towards mathematics and are therefore at risk of dropping out.

9

ТЕОРЕТИЧНІ АСПЕКТИ РОЗВИТКУ КУЛЬТУРИ ЗДОРОВ’Я МАЙБУТНІХ УЧИТЕЛІВ

75%

Скачедуб Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

149-156

EN

In the article theoretical aspects of development of future teachers’ culture of health by facilities of physical education are revealed. The basic principles, goals and directions of culture of health forming in the students of higher pedagogical education institutions are characterized. The role of physical education in the formation of healthy lifestyle and health culture is outlined. The problem of development of future teachers’ culture of health, formation of stable motivation to physical culture, development of professional values are being investigated by modern scientists and specialists in training in higher education institutions. A number of researchers, referring to the definition of this concept, highlight its physical component, not paying enough attention to socio-psychological and spiritual-moral component of this concept. Therefore, for a holistic and purposeful development of future teachers’ culture of health must have a coherent work of physicians, physiologists, psychologists, sociologists, educators. However, health information that the student receives different stages of learning was not systematic. There is no integrative approach to solve problems related to health. Education on health typically orients young people mainly on treatment rather than on prevention of diseases not giving adequate attention to the ways of overcoming the risk factors and the ability of the organism to withstand adverse environmental influences. We believe that the system of higher pedagogical education should ensure the development of future teachers’ culture of health. The most effectively it can be done in the classroom of physical education. Higher school needs to upgrade the modern lessons of physical culture in such a way as to develop not only physical qualities of students, but also everything that is included in the concept «culture of health». Especially requires upgrading professional-pedagogical preparation, because the health of the younger generation depends on the teacher.

10

ПІЗНАВАЛЬНО-ТВОРЧА САМОРЕАЛІЗАЦІЯ МАЙБУТНЬОГО ВЧИТЕЛЯ НА ЗАНЯТТЯХ З ЛІНГВІСТИЧНИХ КУРСІВ ТА ПОЗАНАВЧАЛЬНІЙ ДІЯЛЬНОСТІ (З ДОСВІДУ РОБОТИ)

75%

Наталія Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 10(64)

13-24

EN

The article deals with the problem of training the competent professionals with a high level of linguistic culture, who are able to identify their own worldview, free and critical thinking, reproduce spiritual and intellectual values. The formation of such a person is considered in the context of such subjects as “Ukrainian language for professional purposes”, “Methods of Ukrainian language teaching”. In the classes and in extra-curricular activities of these courses different tasks are designed to raise the level of speech culture. The author focuses not only on the formation, but also on the successful fulfillment of the future teachers. The process of self-actualization of the future teachers revealed through analysis of the self-actualizing personality’s traits. Based on the Maslow’s concepts of self-actualization and self-identification, the author distinguishes and integrates qualitative characteristics of successful personalities into generalized groups: reflexive abilities, communicative maturity, qualities that will help to choose the way in a situation of choice and qualitative characteristics of their activity. In the process of implementation of theoretical-experimental study a set of interconnected research methods was used: analysis, comparison and synthesis of different views of the scientists on the problem for clarifying the theoretical foundations of the study; proximation methods (analysis of products and activities); study and generalization of advanced pedagogical experience and others. It was found out that creative self-realization of the future teachers while the learning process is considered the development and deployment of cognitive and creative skills as important essential powers aimed primarily at creating meaningful results of – personal self-realization of meaningful educational products for students, both external and internal. External product is a concrete embodiment of individual activity in meaningful for the person result (composition, article, report, essay, project, etc.). Internal product is a more integrated and often seemingly inconspicuous result of learning characterized by significant changes in self-actualizing personal qualities of the student. Both components of educational products are created simultaneously and they equally contribute to designing the individual educational process. They are leading results of self-actualization of those who are studying and those who are teaching.

11

ФОРМУВАННЯ КУЛЬТУРИ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ У СТУДЕНТІВ ВИЩИХ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

75%

Наталія С.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 1(65)

178-187

EN

The interest to human health was confirmed by a great amount of famous scientists, representatives of different branches of science – philosophy, sociology, physiology, medicine, psychology, pedagogy who conducted researches about human’s health. This interest is caused by real deterioration of physical, mental, intellectual and moral health, especially among young generation. Research suggests that human health depends on way of life and level of health culture. The purpose of this article is to form a health-saving culture among the students of pedagogical universities, because they have a great influence on pupils’ health, much more than representatives of other professions. To achieve the objectives we used the following methods: theoretical analysis and summary of scientific literature about this problem, observation, questioning and testing. The article analyzed pedagogical experience of health-keeping in educational process; it was found out that throughout the history of the university teachers’ training emphasis in the education and training of young people was given to health and in educational plans and programs of education – its preservation and augmentation. The work reveals the meaning of “students’ health-saving culture” that is an integrative, dynamic self education, represented by the set of structurally and functionally interrelated and interdependent components that define the possibility of health-keeping in socially important purposes. It is determined that health-saving culture of students is successfully formed under the terms of the educational process at pedagogical universities, the ideas of health culture creating and qualified participation in educational process by studying the discipline “Physical Education”, intensifying physical preparation and use of interdisciplinary connections are substantiated. Results of the study revealed the level of students’ knowledge about healthy lifestyle, appropriate skills needed for successful implementation of health-protecting training; proved the need for creating a students’ health-saving culture at pedagogical universities, because in modern conditions only high level of health-saving culture can provide hygiene activities of the future teachers

12

ПРО ПЕДАГОГІЧНИЙ МОНІТОРИНГ РІВНІВ СФОРМОВАНОСТІ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ДО ЗДОРОВ’ЯФОРМУВАЛЬНОЇ ДІЯЛЬНОСТІ В ПОЧАТКОВІЙ ШКОЛІ

75%

Білик В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 10(54)

10-17

EN

The author specifies that during the process of reform realization in the sphere of higher pedagogical education in Ukraine there appeared a challenge connected with a necessity to increase the efficiency of future primary school teachers’ professional preparation, their ability to take care of a child, pay attention to him and assist to development of his personality. The author characterized criteria levels and indicators of formation of future teachers’ readiness to health forming activities at primary school. As indicators of motivational criteria the author considers: positive motivation to implementation of health forming activities at primary schools; desire and focus to work in educational sphere; belief in the importance of the chosen profession as a primary school teacher; the need to apply their knowledge and skills in health forming activity with younger students. The author classifies as a cognitive performance criterion: consistency, strength and depth of knowledge of children’s anatomy and physiology with the basics of genetics, bases of valeology, life safety and methods of teaching the basics of health; quality professional terminology. As the indicators of procedural criteria author considers to be: the level of professionally oriented skills for the organization of health forming activities at primary school. Indicators of personal criteria, according to the author are: the level of communication skills; the level of empathy; the level of commitment to self-development of primary school teachers. It is stated in the article that the results of constanting phase of pedagogical experiment, conducted by the author, became the basis for the identification and study of theoretical pedagogical conditions of formation future teachers’ readiness to health forming activities at primary school, which include: specification of the content of training future teachers of specific care to health forming activities at primary schools; the use of innovative educational technologies in the subject-subject interaction between the teacher and students; development of creative potential of primary school teachers in the process of research and practices

13

ПІДГОТОВКА СТУДЕНТІВ ПЕДАГОГІЧНИХ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ ДО ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОГО НАВЧАННЯ УЧНІВ ЗАГАЛЬНООСВІТНІХ ШКІЛ

75%

Інна П.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 1(65)

111-120

EN

The purpose of the article is to define the pedagogical conditions of formation of empirical, psychological and gnostic components of professional skills for successful exercise of health-saving study. To determine the level of professional skills we used pedagogical observations, surveys, diagnostic «Teaching Cards» and methods of mathematical calculation. The results of the experimental work revealed student’s level of introduction and knowledge about heath-saving study and appropriate skills needed for successful exercise. The study defined the essence of such concepts as: “health-saving teaching”, “readiness for health-saving education”. A model of student’s readiness to health-saving education of pupils represented in the form of empirical gnostic and psychological components. It was pointed out that professional readiness of students to health-saving teaching of pupils is defined in the aspects that characterized the above mentioned components. Indicators of psychological component have a positive attitude towards maintaining health in the learning process; establishing subject-subjective relations, democratic style of teacher communication. Empirical indicators of readiness are: increase of knowledge, its fullness, firmness; formation of competence, pedagogical reflection; gnostic ‒ professionalism, creative application of health-saving education in practice context. Results of our experimental work allowed to determine the level of students’ knowledge about health-saving education, also we checked necessary skills for successful realization of healt-saving teaching. Certain factors give the opportunity to obtain objective information about the future teachers’ level of readiness for practicing health-saving training of pupils. Identified indicators have provided objective information on level of professional readiness of the future teacher to realization health-saving education of pupils. The above mentioned makes it possible to conclude that the problem is relevant to the pedagogical theory and practice and requires further theoretical comprehension

14

The Development of Future Technology Teachers’ Artistic-Projective Abilities: Foreign Experience

75%

Kurach M.

Comparative Professional Pedagogy

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2016

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vol. 6

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issue 1

28-35

EN

The necessity to form and develop future technology teachers’ creative abilities has been stressed in the article. The psychologic-pedagogical researches of the leading specialists from Europe, the USA and Japan in the field of creative work and creativity have been analyzed. The main problems of the creative artistic-projective abilities development have been determined based on the analysis and synthesis of foreign and native philosophic, pedagogical and psychological literature dedicated to characteristics of such notions as “creative work” and “creativity”. Approaches and conceptions providing students – future technology teachers – with creative activities have been singled out. The gist of psychological mechanism for forming teachers’ creative personality has been established and its basic features have been determined as a result of the world experience of the theory and methods of creative abilities development generalization. The main features are as follows: an independence and an inclination towards divergent behavior; flexibility of thinking and readiness for everything new; motivation for self-actualization; striving for self-expressing and ability to creative work; ability to find out how to set and solve the problems. It has been mentioned that the technology teachers’ artistic-projective activity requires their creative abilities development, which, in their turn, are formed on the ground of well-developed general and special (art, projective, technological, pedagogical) potencies. Therefore, the effectiveness of the students’ art-projective knowledge and skills forming depends upon the extent their general, special and creative abilities have been developed. That is why skillful and pedagogically correct organization of future technology teachers’ artistic-projective activities will inevitably provide the higher qualitatively new level of their creative abilities and creativity.

15

Communicative Competence Development for Future Teachers

75%

Noskova T., Pavlova T., Yakovleva O., Sharova N.

The New Educational Review

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2014

|

vol. 38

188-198

EN

The main scientific focus of the paper is the new pedagogical knowledge about the educational activities content and organization for the development of future teachers’ communicative competence, together with the new aspects of educational communication, implemented in the modern information environment. The paper describes the approach to students’ communicative competence development based on the use of educational blogs. During the research students solved professional pedagogical problems, described and discussed their experience in blogs. For each of the problem solved, students had a specially developed activity algorithm. The algorithm structure described teachers’ and students’ actions, additional electronic resources, stages of monitoring activities, terms of effectiveness, as well as extracurricular activities assessment scale.

16

ФОРМУВАННЯ ПОЛІКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ЯК ІНСТРУМЕНТ ЕФЕКТИВНОЇ КРОС-КУЛЬТУРНОЇ ВЗАЄМОДІЇ В УМОВАХ ГЛОБАЛІЗАЦІЇ ВИЩОЇ ОСВІТИ

63%

Дем’яненко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 4(58)

237-243

EN

The article highlights the issues of future teachers’ training for an effective cross-cultural interaction and professional work in a multicultural society. The improvement and mass distribution of media, globalization and migration processes, which are characteristic for modern society, determine global trends in the development of education. According to the results of the theoretical analysis the interpretation of the key concepts, namely, the «multicultural competence» and its components, «cultural training», «cultural intelligence» is presented. The factors of formation of multicultural competence and cultural intelligence that allows its bearer to carry out cross-cultural communication effectively are analyzed. The analysis of scientific papers suggests the relevance and practical significance of the formation of a multicultural competence, because the globalization of higher education requires the ability to communicate effectively in a particular situation considering cultural characteristics. The aim of the article is to explore the formation of multicultural competence of the future teachers as a means of an effective cross-cultural interaction in the context of globalization of higher education. The study of theoretical works and everyday practice enabled to conclude the modernity of this idea. The goal of multicultural education is a consolidation of human resources, concepts and ideas, the absence of discrimination in education on any ground. A person with knowledge, with a high level of cultural tolerance, motivated to intercultural interaction and therefore the person who knows how to live successfully in different cultural environments, such a person is able not only to act as a mediator between them, but also to understand his/her native culture at a new level. Although as to the unconscious problems we can talk about different prejudices and stereotypes with regard to the representatives of other cultures, raising the level of anxiety in situations of cross-cultural interaction. Unified, generally accepted theory of multicultural education has not been developed yet, but most researchers refer to the important role of cultural diversity of an educational environment for personal and social development of future teachers, expanding the range of their educational opportunities. The prospects for further research are the development of specific methods of future teachers’ training and the formation of their multicultural competence.

17

ОЗНАЙОМЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ З ТЕХНОЛОГІЄЮ ТРВЗ

63%

Желан А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 4(58)

259-267

EN

Discoveries in pedagogy cause impact on innovations, changes, which in turn contribute to finding innovative methods of teaching and education, which would facilitate the formation of a new generation of creative individuals. Educational innovations lead to the changes in objectives, content, methods and forms of education and training that allow adapting the teaching process up to date. System and local innovative educational technologies, including technology TIPS, are released today in the educational process of institutions of different levels. This technology promotes the development of research abilities of students, providing the ability to work with information independently. Some facilities of innovative thinking can be used in the self studying in the classroom, walks, tours, educational activities. Application of these methods reveals the thinking process technology, brings perseverance, self-esteem, independent thinking. In our view, the main thing that makes TIPS so attractive to modern teacher and a student is ability to speak free without fear that the answer is incorrect. This is a guarantee of freedom of thought, imagination, logical and abstract imagination independence. The purpose of the article: to share experience of future teachers exposition with elementary school TIPS pedagogy during studying at the university and paying attention to this, in our view, effective innovative technology. A number of theoretical and empirical methods were used during the conducted study. Theoretical methods (analysis, synthesis, system method) allowed defining the problem, examining the literature on this issue; reading the opinions of teachers on innovation in education and technology of TIPS; determining the level of implementation of TIPS technologies in teaching process. Empirical methods (observation, questioning, learning performance of students) helped with determination of the level of interest and practical mastery of future elementary school teachers the technology of TIPS methods. The results showed a high level of students’ interest in this technology and desire to use it in their future careers. In their view, TIPS pedagogy is the most appropriate for the development of creative abilities of children. Students will master the communication skills such as the ability to listen and hear someone else, be attentive to themselves and to understand the feelings and spirits of others, take part in free conversation. While teaching the course “TIPS Pedagogy” students got creative problems that contributed to their mastery of new methods of finding and generating original ideas, reducing a psychological inertia of fantasy, systematic and dialectical speech. We agree with A. Nesterenko, who stresses that the main thing that TIPS technology teaches is the ability to act.

18

ПРОГРАМИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО РОБОТИ З ОБДАРОВАНИМИ І ТАЛАНОВИТИМИ ШКОЛЯРАМИ В УНІВЕРСИТЕТАХ США, КАНАДИ ТА ВЕЛИКОБРИТАНІЇ

63%

Бойченко М.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

10-17

EN

In the article the programs of future teachers’ professional training to work with gifted and talented students at universities in the USA, Canada and the UK are characterized. It was found out that training of future teachers to work with gifted and talented in the USA, Canada and the UK is paid different attention, despite the fact that such a need is a nationally recognized educational priority policy in all countries. In the UK and Canada training teachers to work with this category of the students is carried out in the frames of «Special education» course. Unlike the UK, Canada introduced a number of elective courses in the frames of gifted and talented education master programmes for the teachers. In the USA, unlike the UK and Canada, a wide range of training programmes for future teachers to work with gifted and talented are introduced. The programme Master of Education in Instruction: Gifted and Talented, introduced at Wilmington University, is analyzed. This programme provides the candidates with theoretical knowledge and practical experience needed to enhance learning of gifted and talented pupils and ensuring their effectiveness as teachers and school leaders in education of gifted and talented. The program M. Ed. in Instruction: Gifted and Talented consists of 33 credits, among which 15 credits – special subjects related to the education of gifted and talented (Psychology of Gifted and Talented Learners – 3 credits, Curriculum Design and Instructional Strategies for G/T Learners – 3 credits, Creativity and Critical Thinking – 3 credits, Practicum: Gifted and Talented Learners – 3 credits); and 18 credits – core courses, including: Education for Equity and Social Justice – 3 credits, Assessment and Evaluation – 3 credits, Instructional Design – 3 credits, Culture and Learning Environments – 3 credits, Action Research – 6 credits. In order to complete practical assignments, the students have to undergo practical training in an educational institution or training centre. In addition, the student must prepare an E-Folio. Successful completion of the graduate program allows obtaining a qualification of a teacher of gifted and talented. Further research can be directed at comparative analysis of the graduate programmes of gifted and talented teachers in different US states.

19

ПРОЕКТУВАННЯ ПРОЦЕСУ СТВОРЕННЯ ЦИФРОВИХ НАРАТИВІВ МАЙБУТНІМИ ВЧИТЕЛЯМИ

63%

Тимчук Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

376-389

EN

The article deals with the modeling of digital narratives; its structural components are presented, algorithm for creating digital biographical narratives is described in detail and the possibility of their usage in the training of future teachers is highlighted. It is noted that modern digital technologies have inexhaustible potential for improving the national education system, particularly when they are used by a teacher in the process of creation of active and educational fields of positive potential. Narrative-digital approach to the training of future teachers is characterized. Fostering skills of critical perception of information in the media space, enriching creative activity, and forming skills of creation of figurative world through information and communication technologies are the feature of narrative-digital approach to the training of future teachers. Narrative approach using ICT provides a teacher’s interaction with students, in which the rational-logical and emotional-sensory characteristics of information are transmitted and adopted not only through verbal, but also other information channels with the help of information and communication technologies, which make it possible to extend, enlarge, and renew a range of meanings and colors, resulting in the gaining of new experience. Narrative-digital approach is the usage of digital narratives in the educational process that are integrated combination of narrative and information and communication technologies. Digital narrative – is the author's narrative, which combines digital images, text (verbal, video, music) and creates the most favorable conditions for the transfer of the complete information of the subject and mastering it by expanding channels of perception. The term “digital narrative” may include: digital texts, presentations, stories posted on blogs, Twitter-novels, videos, animated films, video blogs, photo collages, descriptions of events in social networks, gaming quests, etc. Digital narratives are important interactive forms of modern communication, which are immanent in children and parents, students and teachers. The active involvement of future teachers in the learning process of digital narratives creation is a new approach to digital narrative, in which art and digital technologies are integrated and gaining of knowledge and skills is provided. Designing process of training future teachers to create digital narratives has become an important goal of our research. As a result the model of creation digital narratives by future teachers has been devised. A model of creation digital narratives by future teachers implies the existence and implementation of five interrelated components (concepts): axiological-motivational, content, technology-based, praxeological-creative, and result-reflective. Axiological-motivational component is the development of professional and creative competence of future teachers in the process of narrative learning using ICT. Axiological-motivational component of the model highlights features, benefits, values and driving forces of knowledge during narrative learning using ICT. Content component includes educational and informational content, knowledge, ability to create digital (textual, visual, sound, animation and integrated) narratives through the use of information and communication technologies as well as training and education of future teachers to use digital narratives and narrative techniques (dialogue, incentives, description, reflection, multiline plan of a plot for the development of events, characters and gaining experience) in the educational process. Technologically-based component includes technologies used in creating, processing and presentation (publication) of individual or group digital narratives and gives an opportunity to combine different information sources, and present information in flexible and dynamic way. Praxeological-creative component combines technologies of creation and presentation of digital narratives during algorithmization activity that requires consistent implementation of the following stages: Stage I. Choosing digital narrative; Stage II. Designing a plot (script writing); Stage III. Gathering resources; Stage IV. Storyboarding (montage) of digital narrative; Stage V. Final design (adding, recording, completion); Stage VI. Demonstration, evaluation, reproduction. Result-reflective component projects the development of professional competence based on enrichment of creative and ICT competencies and providing educational process with research and creative nature and requires consistent implementation of the next stage: Designed model is variable. The author's model can help to develop a range of competencies, including: intellectual, cognitive, creative, information and communication, media and social competences.

20

ОСОБЛИВОСТІ ПРОВЕДЕННЯ ДОСЛІДНО-ЕКСПЕРИМЕНТАЛЬНОЇ РОБОТИ З ОРГАНІЗАЦІЇ ПРОЕКТНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

63%

Зосименко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

219-233

EN

The article is aimed at the description of organization and methodology of conducting research work on the example of project activity of future teachers. The following methods of the research are used: analysis, synthesis, comparison, generalization, systematization, questioning, interview, observation, the analysis of pedagogical experience, pedagogical experiment, and mathematic statistics. In the article three stages of conducting research concerning project activity of future teachers are substantiated. So at the first stage the state of elaboration of the researched problem in theory and practice of national and foreign school was analyzed; the directions of the research, its object, subject, aim and tasks were determined, statement experiment was conducted, working hypothesis was formulated, the research programme was worked out. The aim of the second stage of the research was working out the model of organizing project activity of future teachers in the course of learning pedagogical subjects. The results of its implementation are the formation of readiness of future teachers to professional activity, determining the components of future teachers’ readiness to pedagogical activity; finding out the conditions of effective functioning of the author’s model, making up teaching aids, preparing materials diagnostic cut to determine the readiness of students to pedagogical activity. At the third stage of the research there was a hypothesis check, test of the model of project activity organization in the process of leaning pedagogical subjects, measuring the criteria of readiness of future teachers to pedagogical activity, the analysis of intermediate results of the stages of pedagogical experiment in order to correct its contents and methods of conduction; analysis and generalization of the result obtained; formulation of theoretical and practical conclusions, providing references of the dissertation. The criteria (motives of professional determination, the level of knowledge mastering, professionally valuable skills, personal readiness of the student to pedagogical activity) and levels (high, intermediate and low) of readiness of future teachers to pedagogical activity are found out and characterized. The problem analyzed can be further researched in terms of substantiating the connection between methodology, methods and ways of pedagogical research.

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Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

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