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1

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ

100%
Ситняківська С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 5(49)
363-372
EN
In the article it is described the methodological principles of formation bilingual professional competence in future social pedagogues. It is proved that for the development of bilingual professional competence in future social pedagogues we need a special educational system, which could be implemented through the appropriate training technology, with its aims, goals, objectives, appropriate set of pedagogical approaches and principles. It is described that in the process of studying the professional subjects by bilingual method the selection and structuring content of specific courses are based on modular, vocabulary and lexico-terminological approaches. Successful mastering of learning the professional courses depends on the sequential accumulation of specific terminology by its semantization. The formation of bilingual professional competence of students is based on self-oriented approach which includes not only the development but also self-development of students based on their own orientation, revealing their personal qualities, gives students the possibility to create a situation of choice in learning activities in accordance with its capabilities, including communicative, and sociocultural approach that promotes motivational strategies for bilingual education. On the basis of pedagogical approaches it have been singled out the most important principles for the development of bilingual professional competence of future social pedagogues: the incoming inspection principle (that provides training in accordance with the existing level of training and cognitive skills of students), the principle of professional orientation (based on the formation and development of professional competencies of students, among which is bilingual professional competence), the principle of semantization information (special explanation the meaning of concepts, terms, the rules of their usage and translation, leading to a holistic understanding of objects and phenomena in the bilingual education), the principle of scientific innovation, diversity of forms and methods of teaching, the principle of cross culture and functional activities of students. Further studies we considered in the development of learning technology, which will be based on the above mentioned theoretical and methodological foundations of bilingual education of future social pedagogues.
2

ПРОБЛЕМА ТВОРЧОЇ САМОРЕАЛІЗАЦІЇ ОСОБИСТОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

75%
Булатова Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 9(53)
152-161
EN
As the title implies the article describes the problem of self- realization of the future teacher of music art during his/her training at the university. The methodological basis was the principles of personal and individual activity and creative approaches to training specialists. There were used the next methods: theoretical and comparative, analysis of philosophical, psychological, pedagogical and methodological literature, specification, comparison, interpretation, systematization, generalization; empirical: pedagogical observation, interviews, surveys, self-analysis of musical-pedagogical activity of the students during training sessions and teaching practice. One of the most important aspects of this article is explaining the essence of self-realization of the future music art teacher. It is proved that creative activity and independence of people is an effective means of self-realization for education and professional best by improving the system of professional training and education of students in higher school. The most effective types of creative activity of students in their professional life is self-expansion, including simulation (playing activity), communicative dialogue (discussion activities), independent cognitive work (research activity), reflexive-estimated activity. It should be stressed that the success of self-realization is ensured using integrated group of learning technologies in conjunction with individual types of students. To draw the conclusion, one can say that purposeful combination of different methodological and technological means provide informative and practical teaching music to students based on creative activity, independence, accumulation of subjective experience of professional and creative growth allows creative self-realization of future teachers in the learning process, and promotes effective organization of educational process in general. Promising in the future can be a study of the characteristics of self-realization of the future teacher on the basis of gender components of his/her professional growth; research of the influence of the socio-cultural environment of freedom on self-expression of the individual teacher and others.
3

ПРАКТИКО-ОРІЄНТОВАНІ ТЕХНОЛОГІЇ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

63%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 10(54)
34-41
EN
The article reveals the essence of practical-oriented approach to methodological preparation of future teachers of biology. It is established that such approach has been realized in foreign countries, but it isn’t widely used in Ukraine. The essence of the practice-oriented approach has several positions. Some scientists believe that the practice-oriented approach involves organizing education, industrial and pre-diploma students’ practice with the aim of immersion into the professional environment. Other scholars consider the main effectiveness of implementation of the vocational-oriented learning technologies that contribute to form the students’ important traits for future careers. The purpose of the article is to identify the effective practical-oriented learning technologies in methodological preparation of future teachers of biology. It is stressed that different kinds of practices (propedeutic, educational, productive) provide an opportunity to the student to confirm the correctness of the chosen profession, to observe how the teachers-professionals work, to acquire professional experience, to develop the necessary practical skills. Survey that was conducted among university teachers in Ukraine gave reason to approve that the most common technologies in methodological preparation of future teachers of biology are interactive technologies, design technologies, multimedia technologies and problem-based learning technologies. However, such technologies as contextual technology training, case-technology, research technology, technology portfolio, technology workshops are underutilized. The technologies that contribute to the realization of professional students’ activity during their studies at higher education institution are known as professionally oriented. These technologies refer to the contextual education technology, design technology, case technology, interactive technology, problem-based learning technology, technology of portfolio, technology of workshops and others. The author determined the common features of professionally-oriented technologies (performance, motivation to the profession, the formation of practical skills, cognitive activation of students, and development of methodological thinking of students). The conclusions about the effectiveness of practice-oriented technologies have been made.
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