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Development of Scientific and Natural Competence of Technology Teachers in the System of Postgraduate Education by Means of Information and Communication Support

100%
Kashyna G., Nazarova K., Burak V.
Edukacja-Technika-Informatyka
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2019
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vol. 10
|
issue 4
151-155
EN
The research deals withthe analysis of the results of experimental work on the problem of development of technology teachers’scientific and natural competence in the postgraduate education system in the conditions of modern processes of education informatization. Itdescribes the main results of the technology teachers’ scientific and naturaltraining study in the postgraduate education system by means of information and technological support.On this basis it is concluded that the effective knowledge and skill masteringis provided dueto the usageof information and technological support in the postgraduate pedagogical education system.
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The peculiarities in reformation of the future technology teachers preparation in the Nordic Countries in the end of XX century

88%
ZHERNOKLIEIEV I.
Edukacja-Technika-Informatyka
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2016
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vol. 7
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issue 4
195-201
EN
The article examines the peculiarities in reformation of the future technology teachers preparation in the Nordic countries in the end of XX century which defined their success and international recognition in the international educational space. Based on Nordic authentic scientific literature, it was revealed the particularities of educational reforms in each of the Nordic countries.
3

ПСИХОЛОГО-ПЕДАГОГІЧНІ ВИМОГИ ДО ПРОФЕСІЇ ВЧИТЕЛЯ ТЕХНОЛОГІЙ У КОНТЕКСТІ ХУДОЖНЬО-ПРОЕКТНОЇ ПІДГОТОВКИ

75%
Курач М.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
240-248
EN
The article deals with elucidation of professional qualities of a modern technology teacher. In particular, the attention is focused on the psychological and pedagogical requirements for knowledge, skills and practical knowledge of this category of professionals. Based on the analysis of the content of such notions as «knowledge», «skills», «practical knowledge» and synthesis of their different interpretations there are distinguished approaches and conceptions to ensure the appropriate level of the technology teacher’s preparation to work in conditions of a modern school and the school of future. The paper identifies the main similarities and differences in the professional activity of the technology teacher in the implementation of art and design activity of pupils and the professional designer while he is projecting art products. In the process of generalization and systematization of research data requirements for the formation and development of such qualities of a future teacher as visual-shaped memory, spatial and creative imagination, visual-shaped thinking, artistic abilities, art culture and aesthetic taste are defined. It is proved that along with the importance of formation of art and design knowledge, skills and practical knowledge of technology of future teachers is necessary to cultivate the special way of knowledge of outworld, which would allow them with their pupils to elaborate objective environment, that complies with modern requirements, tendencies and styles. The basis of this knowledge of surrounding reality method is defined in art and design thinking. This type of mental activity leads to the formation in students of such value judgments and ways of creative activity that define aesthetic relation to the world of things and reality in general. The most important components of art and design thinking include: constructability, expediency, variety, flexibility, sense of style and stylistic harmony.
4

Achievements In Training Of Future Technology Teachers: European Experience

75%
Sheludko I.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 2
92-96
EN
The article discusses the possibilities and prospects of using the experience of training future technology teachers in European countries. Its structure and content in accordance with national traditions and European standards led to the success of the educational components of the European Higher Pedagogical School. This fact encourages local scientists and teachers to identify ways of educational achievements use in European education system of technology teachers training. According to the above, we have defined the following tasks: summarize the progressive trends and approaches to quality training of European teachers of technology in national high school; formulate guidelines that will help improve training efficiency of Ukrainian technology teachers and, consequently, ensure the successful integration of the national educational system to the European Higher Education Area.
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