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1

МЕТОДИКА ОРГАНІЗАЦІЇ ТА ПРОВЕДЕННЯ СЕМІНАРІВ: ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

100%
Цуруль О.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 9(73)
132-142
EN
Introduction. The problem of methodological training of the future biology teachers to organizing and conducting seminars is one of the most relevant for professional education. In methodological researches seminar is considered as a separate form of organization of biology teaching or a type of a lesson.Unfortunately, this problem has never been considered in current researches. The aim of the study is to prove the essence and to reveal the features of methodological training of the future biology teachers to organizing and conducting seminars at the National Pedagogical Dragomanov University. Research methods.Theanalysis of information sources and normative educational documents, research of pedagogical experience, system and structural analysis, abstraction, synthesis, generalization, comparison, questioning and interpretation of the received results. Results. Our research contains of understanding of a seminar as a basic and separate leading form of organization of modern educational process of biology. The studied form is effective and expedient not only for seniors, but also for the rest of the school. Educational seminars have special role in the high profile school. The lecture, laboratory classes and students’ independent work (course “Methods of teaching biology”) are the leading types of the author’s approach to methodological training of the future biology teachers to organizing and conducting seminars. With a practical training for students (in secondary school) they form an invariant component of the methodological training. Research tasks, course designing and qualification works are variable components of methodological training of the future biology teachers to organizing and conducting seminars. Conclusions and perspectives of further researches. Realization of the offered approach provides quality level of knowledge and abilities formation as well asmethodological readiness of the future biology teachers to organizing and conducting seminars. Researches of features of methodological training of the future biology teachers to conducting seminars with the use of modern pedagogical technologies (information and communication, interactive, development of critical thinking) are perspective and relevant for pedagogical theory and school practice of biology teaching.
2

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ДО ФОРМУВАННЯ В УЧНІВ ЗНАНЬ ПРО НАНОТЕХНОЛОГІЇ

100%
Величко С., Іваній В., Мороз І., Ткаченко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 6(60)
3-14
EN
The article reveals the specific methodological training of physics teachers to the development of students’ knowledge about nanotechnology on the basis of the analysis of experience of foreign countries.In the article the category of readiness of the teacher of physics to form nanophysics technological students’ knowledgeis determined as the personal formation of the future teacher that includes the totality of professional competence aimed at the development of nanophysics technological students’ knowledge and their positive motivation on the future scope of activity in the field of nanotechnology. From an assessment position oftheachievedlevelofprofessionalismasanintegratedindicatorofformationofspecialprofessionalcompetencethefollowingcomponentsof thephysics teacher’sreadinesstoformnanotechnologicalstudents’ knowledge are highlighted: scientificandtechnical, subjectandeducational, information and technological. Scientificandtechnical component includes the knowledge of nanophysics, ways and methods of integrating content in the field of nanotechnology, environmental aspects of development of nanotechnology. Subjectandeducational component includes the ability to master professional and pedagogical skills which are necessary for the implementation of the process of teaching nanotechnology, development of value attitude in teachers to the experience of the creative professional activities, readiness to use the experience of the creative professional activities and development of students’ positive motivation on the future scope of activity in the field of nanotechnology. Informationandtechnological component includes the ability to master the basics of designing and implementing the learning process of students the basics of nanotechnology, using in their professional activities of Information Technologies, measuring methods based on the use of nanotechnology tools. The prospects for further research are seen in the search of the ways of including nanophysics technological knowledge in the courses of general and theoretical physics which are studied at the pedagogical universities in preparing future physics teachers to the activities in the field of learning the basics of nanosciences and nanotechnology.
3

ПРОБЛЕМА МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ ОНОВЛЕННЯ ОСВІТИ

86%
Ірина У.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 10(64)
145-155
EN
The aim of the article: to study the issue of methodological training of primary school teachers at the time of education renovations. Methods: analysis, surveys, interviews, mathematical statistics, synthesis. The study results allowed to specify the range of tasks and challenges when organizing methodological training of the future teachers, establish necessary changes in organization. The practical significance of the study is that according to the secondary education reform, directions for methodological training which form the basis of educating a modern school teacher are singled out. Solving the issue of methodological training of the future teachers should be based on new approaches to reforming secondary education, and further research is about organizing scientific and methodological activities. The study found out that the results of future teachers training, including methodological, results in growing dissatisfaction of education system employees and scientists, trainers, dealing with this problem. Students are neither fully satisfied with the nature and quality of methodological training as they are not always trained to implement modern technologies and techniques for teaching primary school pupils. After analyzing the survey and interview results, objectives, trends and problems of methodological training of primary school teachers were defined. In order to identify content changes in methodological training and its reorganization, surveys of students were carried out. They demonstrated a number of causes for the approach and difficulties future teachers face when performing educational and methodological activities. The article reveals changes in training future teachers caused by the reform of secondary education. It provides methodological analysis of directions at the base of educating a modern school teacher, as well as stresses the importance of having an educational environment with the main aim of methodological training of students and providing them with methodological knowledge and skills, necessary for teaching. The article proves the necessity of changing a position of a teacher equipped with knowledge into that of an educator-facilitator, capable of supporting a pupil, ensuring cooperation, since it is the very expert the modern primary school demands.
4

РОЛЬ ГОЛОВНОГО ПЕДАГОГІЧНОГО ІНСТИТУТУ В РОЗВИТКУ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ ВЧИТЕЛЯ

72%
Мільто Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 7(71)
214-227
EN
So, the genesis of pedagogical skills development should be considered taking into account the real experience of higher education institutions activity; analysis of documents regulating the educational process, which reveals the rights and responsibilities of the teaching staff; the level of development of psychological and pedagogical science; concrete contribution of the best teachers to the development of ideas of pedagogical skills. Retrospective, logical-system analysis of the creative heritage professors allowed stating that scientific and pedagogical activity of the professors harmoniously combined a scientist, philosopher, artist, educator and a man with diversified knowledge. The unity of the methodological, educational, research and general culture of the teacher provided a successful general teacher training of the future teacher. It should be noted that besides the brilliant professional qualities, the professors had psychological knowledge and special professional skills that allowed them to be not only teachers but also teacher educators. The personality traits that were inherent in most of the professors can include pronounced tolerance, patience, the ability to sincerely rejoice at the success of the students, the desire to help them find their own path in science and life, and deep respect for the personality of the students. It is necessary to draw attention to the fact that the system of teaching (expanding the content of pedagogical education, the creation of new forms of learning, the formation of a system of methodological requirements) in the Main Pedagogical Institute allowed to create an effective system of training of both professional researchers and practicing teachers. A characteristic feature of the teaching skills of the professors of the Institute was the combination of functions of research activity with pedagogical skills. The important criteria of teaching professors of that historical period were considered to be the depth of scientific knowledge, the breadth of horizons and literary skills. The appeal to the research of the scientific and pedagogical activity of the professors of pre-revolutionary Russia makes it possible to find out the peculiarities of the development of the pedagogical skills of the teacher of higher education at a certain historical stage, to update the valuable scientific and pedagogical experience of modernization processes in the system of higher education.
5
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Książka Analiza dyskursu publicznego. Przegląd metod i perspektyw badawczych w optyce kartografii wiedzy metodologicznej

58%
Ostrowicka H.
Przegląd Socjologii Jakościowej
|
2019
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vol. 15
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issue 1
178-187
EN
The text is the result of a targeted reading of the book edited by Marek Czyżewski, Michał Otocki, Tomasz Piekot, and Jerzy Stachowiak under the title “An Analysis of Public Discourse. A Review of Methods and Research Perspectives” against the background of the need to develop a problematizing research culture. In the context of other works in the field of discourse research methodology, the authoress of the essay focuses on the teaching usefulness of the publication, mapping selected elements of methodological knowledge. She devotes a great deal of space to the problems and analytical models in research on public discourse and to the identification of goals and objects of interest characteristic of the research perspectives presented in the book.
PL
Tekst jest efektem ukierunkowanego odczytania książki zredagowanej przez Marka Czyżewskiego, Michała Otrockiego, Tomasza Piekota i Jerzego Stachowiaka pt. Analiza dyskursu publicznego. Przegląd metod i perspektyw badawczych na tle rozważań o potrzebie rozwijania problematyzującej kultury badawczej. W kontekście innych prac z zakresu metodologii badań nad dyskursem, autorka eseju koncentruje się na dydaktycznej użyteczności publikacji, mapując wybrane elementy wiedzy metodologicznej. Szczególnie dużo miejsca poświęca problematyce i modelom analitycznym w badaniach nad dyskursem publicznym oraz identyfikacji celów i przedmiotów zainteresowań charakterystycznych dla zaprezentowanych w książce perspektyw badawczych.
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