The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.
The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.
The domestic and foreign experience of professional development and socio-pedagogical prerequisites for the development of significant realizations of the teacherʼs professional activity during professional development are analyzed. The system of professional development is substantiated as a qualitatively new one that has undergone fundamental changes in its structure and target orientations, as well as the meaningful orientation of training programs. The transformations into targeted and meaningful guidelines for professional development, technologies for organizing the educational process are described. Professional values are unstable, they can undergo changes depending on public opinion, state policy in the field of education and other reasons. Professional pedagogical values are one of the elements of the structure of a teacherʼs professional self-awareness; they are recognized as a person and are accepted as significant formations; affect the most important characteristics of the teacherʼs personality. Revealing the need for the development of professionally significant values of a teacher, which have a positive impact on the formation of pedagogical competences in the process of professional development, we justify the need to characterize such structural components of professionally significant values as: value-targeted; motivational and meaningful; reflexive and corrective. The following are marked as the leading strategic directions of the transformation of the system of professional development in our country: changing the organizational structure of the educational space; creation of a financial support mechanism based on personalized budget financing; determination of coordination of teachersʼ professional development with their attestation; implementation of consistent diagnostic procedures for researching the effectiveness of the professional development process; improving the quality of educational programs, methodical and technological support of professional development.Keywords: pedagogical values; institutions of professional (vocational) education; professional education; educational process; certification training; teacherʼs self-development; pedagogical potential; postgraduate education.
Introduction. In the modern system of do-mestic higher education, there is an important and urgent problem related to the search for effective innovative forms, technologies and methods of training future spe-cialists in higher education. This is especially important due to the introduction of quarantine restrictions of the coronavirus pandemic and military actions on the territory of Ukraine.At the same time, the choice of innovative methods in professional education is aimed at the for-mation and development of key and special competencies in future specialists, particularly, orientation in the infor-mation and digital space, the use of critical and creative thinking of students in the educational process.Purpose. The purpose of the article is to find out the specifics of training Bachelors of the “Professional Educa-tion (Computer Technologies)” educational program at a pedagogical university in the conditions of blended learn-ing.Methods.To solve this concrete task, the following methods of the scientific investigation were applied: theo-retical analysis of scientific works on the problem, study of the recommendations of the Ministry of Education and Science of Ukraine regarding blended learning, analysis of the educational program for the preparation of Bache-lors, modeling.Results.The current problem of modern higher school pedagogy related to the introduction of blended learning in the system of training future Bachelors in professional education in higher education institutions, which is caused by quarantine restrictions and military actions on the territory of Ukraine, is considered. Various approaches to the very concept of blended learning, both a special form of organization of the educational process in educa-tional institutions, and an innovative technology for train-ing future specialists in higher education, are revealed. The structure of this type of classes, which can be con-ducted in-person and online, has been analyzed.Special attention is focused on the main stages of a teacher’s and students’ workduring blended learning. It is noted that blended learning is usually implemented using Moodle and Google Classroom online platforms. Peculiar attention is focused on the content of the “Professional Education (Computer Technologies)” educational program of the Bachelor’s Degree and curricula of the main professional disciplines of this specialty. The peculiarities of the intro-duction of blended learning in higher education were demonstrated on the example of conducting a class on a topic of the “Methodological Principles of Professional Education” course.Conclusion.Therefore, the preparation of future Bachelors in professional education in the conditions of blended learning differs in its structure, methods and means from the traditional form of organization of the educational process in higher education institutions. Blended learning involves a combination of in-person and online hours using online platforms, including Moodle and Google Classroom.
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