The article was intended to determine the specifics of the problem of professionalization of the activities of a teacher of vocational training. The object is the professionalization of the teacher's activity. The subject is the problem of professionalizing the activities of a teacher of vocational training. A qualitative analysis of well-known literature sources in the field of technologies for the development of critical thinking in the formation of professional competencies of a higher school teacher in the context of a global pandemic has been carried out. The main methods used in the development of the article were: research methods were used to solve the set tasks: theoretical (study and analysis of scientific and pedagogical, psychological and pedagogical, reference, specialized literature, regulatory documentation on topic of research, additional professional advanced training programs; analysis, comparison, classification of the information received and generalization); empirical during an international pandemic. The following tasks are solved in the article: the concept and specificity of the phenomenon of professionalization of activity; the features of the professionalization of the activity of a teacher of vocational training are characterized; the possibilities of professional competence as a way to solve the problem of professionalization of the teacher's activity are determined.
Modern society is focused on the growth of various types of interpersonal interaction, including speech communication, which leads to increased requirements for the quality of appropriate training of future primary school teachers, i.e. improvement of communicative competence, which will ensure their active professional activity in the future. The need to update the content of this process is related to various aspects of primary school modernization: the transition to the implementation of the Concept of a new Ukrainian school, support for its humanization, child-centered ideas; implementation of the principles of competency-based and person-oriented approaches in the education of younger schoolchildren, etc. In the social aspect, the importance of researching the communicative competence of primary school teachers is determined by the lack of speech and especially rhetorical culture, both professional and general (culture of thinking, speech, communication). In the pedagogical aspect, its development is aimed at the formation of productive, creative thinking and is based on the ethical principles of morality, and therefore is an important component of the formation of a harmonious personality as the greatest value in a democratic society. In the pedagogical activity of a teacher, communication is professionally significant, as it accompanies all types of work, and therefore the communicative skills of students of the second (master's) level of higher education are determined by the educational and professional program «Initial Education» of the Berdyansk State Pedagogical University: «To communicate in academic Ukrainian in oral and written forms, use communicative strategies, form students' ability for mutual understanding, interpersonal interaction». As evidenced by the results of the initial survey (according to M. Schneider) to identify professional and personal needs in the formation of communicative competence of future primary school teachers, in general, they respond favorably to the methods and techniques that were used in the classes on «Fundamentals of scientific communication and academic culture». At the same time, it was noted that the greatest difficulties for the master's students were caused by exercises of a practice-oriented nature regarding the prediction of the effectiveness of one's own communicative activity and the analysis of pedagogical speech, as well as the determination of ways of its continuous improvement. Key words: communicative competence, future primary school teachers, communicative competence of primary school teachers, communicative activity of primary school teachers.
The article deals with the problem of the formation of safe behaviour of primary school students in the digital space. Primary school age is transitional in mastering the digital space. This is due to the age-related psychological characteristics of primary school students (qualitative changes in cognitive development; actualization of verbal and logical thinking; semantic memory, voluntary attention; the need for play, movement and external impressions, «clip thinking», etc.). Online risks are characterized as the following: communicative, content, consumer, technical, and internet addiction. It is emphasized that collision with communicative risks is the most serious issue for children compared to other types of online risks because it more often causes them tangible harm. The positive and negative aspects of the activities of primary school students in the digital space are determined. Positive aspects include the following: development of logical, operational thinking; the ability to predict; satisfaction of children’s need for external impressions; the ability to manage information flows; formation of creative thinking, etc. Negative aspects of activities of primary school students in the digital space are the following: problems with physical and mental health; inability to communicate with peers and adults in real life; decrease in empathy; the danger of virtual temptation of a child; loss of interest in learning, reading, manual labour; inability to distinguish virtual reality from real reality, etc. Educational tasks are singled out, the implementation of which will contribute to increasing the safety of primary school students in the digital space: combining the efforts of the state, parents and teachers to implement more effective mechanisms for the modernization of content for children in social networks; increasing the level of teachers’ digital competence; formation of parents’ digital competence; establishment of partnership interaction between parents and teachers, which is as a mutually coordinated and responsible activity based on dialogue, equal rights, voluntary participation and mutual interest of the parties; education of students’ responsible attitude towards their activities on the Internet. The conducted research does not cover all aspects of the raised multifaceted problem of the formation of safe behaviour of primary school students in the digital space. Further scientific research can be aimed at developing criteria, indicators and identifying the levels of formation of safe behaviour of primary school students in the digital space. Key words: safe behaviour, primary school students, digital space, online risks, positive and negative aspects of a child’s activity in the digital space.
АНОТАЦІЯ У статті зроблено спробу теоретично обґрунтувати зміст теоретичної підготовки майбутніх учителів початкової школи до формування толерантності учнів як актуальну проблему. Педагог має бути не лише компетентним фахівцем у галузі початкової освіти, а й творчою особистістю, здатною організувати навчання молодших школярів на засадах педагогіки співробітництва, дитиноцентризму, гуманізму, толерантності. Концепція Нової української школи спрямовує сучасного вчителя на побудову такого освітнього середовища, у якому відносини будуються на основі спільності інтересів, цілей, солідарності, взаємоповаги й довіри. толерантність молодших школярів може сформувати тільки надзвичайно моральний педагог, який володіє принципами й прийомами спілкування, здатний бачити в кожному повноцінну особистість, цілісно сприймати її як індивідуальну й неповторну, а також здатного до саморозвитку й самовдосконалення. Авторами визначено суть толерантності в різних галузях науки. Сучасні філософи розуміють толерантність як моральну якість особистості, що характеризує терпиме відношення до інших людей, незалежно від їхньої етнічної, національної або культурної приналежності; терпиме відношення до інших поглядів, звичок. Психологи тлумачать толерантність як стійкість до конфліктів, готовність до діалогічного спілкування з людьми, які викликають негативну реакцію; здатність індивіда в проблемних ситуаціях активно взаємодіяти із зовнішнім середовищем для успішної адаптації, недопущення конфронтації й розвитку позитивних взаємин з оточенням. У педагогічних дослідженнях підходи до толерантності визначаються у двох аспектах: діалогічність як форма вияву толерантності, взаємодія в умовах мультикультурності. Толерантність учителя початкової школи виявляється в робочій обстановці під час взаємодії з усіма учасниками освітнього процесу, обумовлена життєвим досвідом, властивостями характеру, моральними принципами, й передбачає використання всіх засобів для досягнення комунікативної мети. Підготовка майбутніх учителів початкової школи до формування толерантності в молодших школярів буде ефективнішою, якщо цей процес забезпечуватиметься спеціально розробленим комплексом завдань, які передбачають вироблення практичних умінь і навичок розвивати толерантність в учнів. Саме цьому присвячуватимуться подальші наукові розвідки з проблеми дослідження. Ключові слова: толерантність, підготовка майбутніх учителів початкової школи, толерантність учителя початкової школи.
The article attempts to analyze the philosophical, psychological and pedagogical literature from the point of view of the researched problem - the formation of tolerance of future primary school teachers. It has been proven that an integral part of the tolerance of primary school teachers is the ability to engage in dialogical relationships with students, namely the ability to perceive the situation from the standpoint of others; the property of an emotionally stable personality, which determines the possibility of establishing relationships between people based on values, content and organization of psychological security. The objectives of the pedagogy of tolerance are: recognizing the child as he is: forming a child on a non-violent basis; showing humanity, kindness, sensitivity, tolerance, trust, respect for the pupil; development of skills to find ways to resolve and prevent conflicts; dialogic communication; identification of pedagogical optimism. Formation of tolerance of future primary school teachers occurs by ensuring awareness of the personal significance of tolerance as a necessary feature on axiological and humanistic principles; formation of practical skills for its education in schoolchildren in the educational process; use of forms and methods in classes that involve dialogical and polylogical interaction. The objectives of the pedagogy of tolerance are: recognizing the child as he is: forming a child on a non-violent basis; showing humanity, kindness, sensitivity, tolerance, trust, respect for the pupil; development of skills to find ways to resolve and prevent conflicts; dialogic communication; identification of pedagogical optimism. Tasks were effective, which involved discussing professional problems in groups, brainstorming; situational modeling – role-playing situations; elaboration of discussion issues – «take a position», a continuous scale of opinions, discussion; the use of media resources in general and work on animated films that have a positive impact on the development of motivation and abilities of students to self-improvement, activation of personal and professional experience. What is decisive is that tolerance is manifested among the moral values of humanism, becomes, on the one hand, the basis of modern education, which translates the norms of human relations and is the basis of humanization of knowledge, on the other – the instrumental value of the individual. interaction with others. Key words: tolerance, formation of tolerance of future teacher, future primary school teachers, professional training.
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