present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
Abstract. In the article reveals the effectiveness of using the method of visualization of the content of educational material in pedagogy. The aim of this article is an analysis of methods of visualizing the content of educational information in pedagogical classes during the study of the topic “Project Learning Technologies”. During a scientific search the methods of analysis, synthesis, generalization, systematization, modeling are used. It is emphasized, that one of the effective ways of activating students' educational activity is visualization of educational material, the active use of which in the educational process allows to move away from the passive perception of the content by the future specialists to the active mastery of it; visualization provides intensification of the educational process, formation and development of students' critical and visual thinking. Visualization is defined as ways of clearly covering the content of educational material in a structured form by means of diagrams, tables, graphs, frames, etc., which will contribute to the effective acquisition of the system of competences by the acquirers of education. In the process of teaching of course "Pedagogy" students are best developed active creativity, critical thinking, when using traditional ways of visualizing the content of educational material (flowchart, graph diagram, logical circuit (sequence of processes), table, etc.) and the newest (denotation) graph, frame, intellectual and strategic maps, cluster, etc.). The ways of visualization of the content of educational material on pedagogy (denotation graph, frame, intellectual maps) in the course of studying the topic "Technology of project training" are revealed. The variants of visualization of the content of the educational material on the project technology of training with the help of a frame, a denotation graph, and intellectual maps are offered. Summed up, that visualization of the content of educational material on pedagogy allows to solve a number of pedagogical tasks, namely: to promote intensification of learning; to activate educational and cognitive activity of students; to develop critical, creative and radiant thinking; duplicate verbal information in a figurative way, establishing causality between pedagogical concepts and phenomena; to shape visual literacy and visual culture.
In article analyzed a specifics of forming pedagogical competence in students. The aim of the article is to characterize the use of the elements of distance learning in the course of studying "Educational work methods" by future teachers. The study used methods of analysis, synthesis, generalization, systematization, conclusions, analysis of experience. In the course of scientific search distance learning is considered as a form of organization of educational process through the Internet, which is implemented extraterritorially, synchronously or asynchronously, in a clearly defined period of time or according to the educational needs and wishes of students and aimed at the formation of future specialists in general and professional competencies. The elements of remote execution by students of practical tasks in pedagogy (educational work method) with the use of e-mail, web-forum, mailing lists, webinars, chats, social networks, multimedia, IP-telephony are offered. Result. Practical problems in pedagogy are aimed at mastering students the competencies of organizing, conducting and monitoring educational work with students in the institution of general secondary education. In order to form the applied skills of the method of educational work, the future teachers were offered creative tasks: to draw up a scheme-collage of interactive forms of educational work with students; to prepare multimedia presentations of the essence, structure and requirements for organizing and conducting one of the interactive forms of educational work: action, quest, flash mob, booking, forum theater, talk show, foot quest, etc. Participation in professional webinars, selection and analysis of pedagogical tasks will contribute to the formation, generalization and systematization of skills and methods in the organization of educational work. To diagnose the levels of formation of students of competencies in the organization of educational work with students test tasks are used.
Актуальність аналізу і визначення компонентів інтегральної компетентності майбутніх вихователів обумовлені вимогами нормативних документів у галузі дошкільної освіти, що вимагають сформованості в них здатності діяти самостійно та неординарно у складних професійних ситуаціях, приймати виважені професійні рішення тощо. Досить високий рівень інтегральної компетентності майбутнього вихователя забезпечить йому активне працевлаштування на ринку праці, самореалізацію, самовираження, проявлення професіоналізму, здатності до творчої діяльності, інтегральної мобільності. Мета роботи полягає в обґрунтуванні сутності та структурних компонентів інтегральної компетентності майбутнього фахівця першого (бакалаврського) рівня за спеціальністю 012 «Дошкільна освіта». Під час наукового пошуку використано методи аналізу, синтезу, узагальнення, систематизації для уточнення поняття «інтегральна компетентність майбутніх вихователів», визначення її компонентів і групування загальних та фахових компетентностей відповідно до кожного компонента. На основі аналізу нормативних документів установлено, що інтегральна компетентність майбутніх вихователів ЗДО є результатом сформованості системи загальних та фахових компетентностей і передбачає їхню здатність реалізовувати комплексні спеціалізовані завдання із розвитку, навчання, виховання дітей раннього і дошкільного віку у закладах дошкільної освіти. На основі аналізу Професійного стандарту вихователя ЗДО (основних трудових функцій вихователя) та Освітньо-професійної програми підготовки бакалаврів за спеціальністю 012 «Дошкільна освіта» визначено структуру інтегральної компетентності майбутнього вихователя ЗДО (психолого-педагогічний, організаційно-методичний, рефлексивно-ціннісний компоненти) та компетентності, що формуються кожним компонентом.
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