Our research involves the study of vocational education in the context of postmodern trends in society. We analyzed how postmodern manifestations of the 21st century have affected vocational education standards. The main theoretical and methodological approaches to the formation of postmodernism and the process of formation of standards of vocational education were studied. Based on the results of the research, the main approach to the basics and basic trends in the formation of standards of vocational education was established. Education as a process is relevant throughout historical development, because everyone understands his importance in society, realizes his responsibility to him since the early days of man needs new knowledge to continue living. The formation of the process of professional education itself begins several centuries ago, which confirms the maturation of man in social development. The period of postmodernism in the educational process is marked by globalization and the integration of society. This trend requires continuous professional growth. The worker in the conditions of postmodernism must be able to quickly change their skills, adapt to new challenges that may constantly evolve due to the rapid development of information technology. In the course of our research the integration method of synthesis of figurative structure, and the analysis, the characteristic of pedagogical activity at the formation of professional education is used. There are methods of synthesis, analysis, and interpretation of postmodernism in educational development. The results of the research confirm the postmodern trends in the formation of vocational education.
In the article, the authors analyze international experience of scientists, the Ukrainian realities and prospects for selection of expedient innovation tools. The purpose of such selection is to optimize distance education in the primary school teacher training in Ukraine on the basis of innovative technologies. The relevance of the topic is determined by a number of contradictions between the need for innovations in distance education and objective obstacles on the way to this. The purpose of the article is formulation of selection criteria, selection of the most urgent and most relevant accessible technologies and the theoretical substantiation of their application (on the example of teaching and learning the discipline “Mathematics”). The methodology involved includes the following methods: searching, sampling (according to relevance, effectiveness, regional features) and theoretical. Methods of modeling, generalization and forecasting were applied partly. The result of the work is substantiation of various types of innovative lectures as the best method of distance teaching and selection of specific technologies which (according to the didactic evidence) are the most effective. Also, the efficiency of the Moodle platform is described as the most universal access tool. Along with the literature review, fragments of discussion and comparison took place, which testified that the Ukrainian problem of innovative distance education belongs to the resource and psychological (stereotypes) area. International significance. The article is interesting for the reformers of education in developing countries and the scientists who follow the world tendencies in the education digitalization.
Nowadays in the context of innovations in the education system it is necessary to substantiate the organizational and pedagogical conditions for the formation of mathematical competence. These changes necessitated the development of a model for the formation of the mathematical competence of future primary school teachers by means of innovative technologies. The purpose of the article is to get acquainted with the components of primary school teachers’ professional competence, to characterize the content of organizational and pedagogical conditions for implementing the model of mathematical competence of future primary school teachers by means of innovative technologies, to form our own model of mathematical competence. Realization of the purpose of the article will give an opportunity in the educational process of higher pedagogical educational institution to improve the professional training of the future specialist, in particular in the aspect of his mathematical competence formation. The educational and methodological support of the process of building mathematical competence is analyzed, in particular: a set of multimedia presentations in the courses “Mathematics” and “Methods of teaching in the educational field of “Mathematics”. a textbook “Methods of teaching in the educational field of “Mathematics”, a textbook “Fundamentals of work in the Moodle environment” and electronic methodological complexes “Mathematics” and “Methods of teaching in the educational field of “Mathematics”, created in the Mооdle environment.
The article attempts to optimize the development of mathematical competence in future primary school teachers via innovative technologies within the framework of the transitional form of Ukrainian higher education. The article aims to determine, substantiate and experimentally verify the effectiveness of organizational-pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies. The study was an experiment and carried out during 2017-2020 and enrolled 648 students from faculties of training future primary school teachers (6 universities in Ukraine). For the successful carrying out of the study, theoretical, empirical (the main ones are molding and control experiments) methods, as well as methods of mathematical statistics to objectify the results of the experiment, were used. Previously, we have identified and described the organizationally necessary pedagogical conditions for successful development of mathematical competence in future primary school teachers via innovative technologies. In turn, we found a significant difference between the levels of students’ mathematical competence. The data obtained in the process of the molding experiment confirm the effectiveness of the author’s model and the specified pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies, which bespeaks the achievement of the set goals of the work and the solution of the formulated tasks.
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