In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.
Contemporary educational system is focused on developing the appropriate ways of equipping future teachers with significant information, skills and abilities that will help them to establish themselves as professionals. The paper considers the problems of improving the learning process of teachers in higher education. Emphasis is placed on the fact that there has been a change in the vector of the educational process towards the learning outcomes from a knowledge-based approach to a practice-oriented approach. The contextual preparation of future high school teachers for self-organization in professional fields refers to a model of the educational environment. According to this model, the subject and social content of the future profession has to be established and professionally oriented situations of self-organization projected. The current goals, objectives, and requirements have to be taken into consideration. To study the level of establishment of the activityrelated and practical components of the competence of self-organization among future teachers in higher education in their professional field, a number of efficient methods are applied. The authors consider all the benefits, challenges, and risks related to the establishment of self-organization among teachers in their profession.
The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.
The article is devoted to the issues of significance of learning outcomes for the education system at the international, national and institutional levels. The authors analyze the significance and approaches to the assessment of learning outcomes according to the new system and structure of European qualifications. The article also presents the types of evaluation of learning outcomes, their criteria and practical significance. The provided material allowed to highlight the main advantages and possible problems of implementing a learning system based on results. Learning outcomes are playing an increasingly prominent role in higher education. However, at the European level, this process focuses mainly on the general development of new systems and structures. This is confirmed by the approach based on learning outcomes, which agrees on the level of European policy and, in particular, on the level of policy in higher education institutions. Learning outcomes can be applied at different levels: institutional, national and international which determines their definition and the meaning. At the institutional level, learning outcomes (curriculum implementation, learning and assessment) can be used to express learning outcomes at the unit or module level. At the same time, they explain to students what exactly is required of them, as well as what skills / competencies and abilities they will receive after successful completion of training. For the teacher, the learning outcomes can clarify what the module will give and how it will be combined with the appropriate assessment. The requirement to make the teaching and learning processes more transparent and clearer presents a challenge for all those involved in education. In the short term, it has to do with preparing for the urgent task of formulating modules and programs in terms of learning outcomes. In the longer term, adopting a learning outcomes approach has the potential to help adopt a more systematic approach to program and module development.
The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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