The research analyzes the process of developing competency in local history in future teachers as one of the components of their professional training. It shows that the development of components of competency in local history contributes to developing the teacher’s personality as a researcher and specialist in terrain geography. It presents the author’s model for training future teachers (based on the example of geography teachers) for local studies and tourist activities following a competency-based approach. This model consists of several blocks and their parts: targets (goals, objectives), methods and structure (approaches, principles, the subjectivity of relationships between participants in local studies and tourist activities, components of competency in local history and their criteria), content and procedures (stages, content, forms, methods, technologies, pedagogical conditions), evaluation and outcomes (levels, as well as the results obtained from the introduction of the author’s model into the educational process). Also, the research specifies the following criteria of future geography teachers’ competency in local history: motivation and values, cognition and knowledge, activities and practice. It clarifies low, average and high levels of future geography teachers’ competency in local history. It demonstrates the organization and the course of experimental work. Finally, it draws relevant conclusions about the effectiveness of proposed pedagogical conditions for developing competency in local history in future geography teachers following a competency-based approach.
У статті розглянуто сучасні світові тенденції розвитку освіти та окреслено різні підходи до визначення етапів становлення дистанційного навчання. Охарактеризовано різні форми дистанційного навчання: традиційне дистанційне навчання як заочне навчання; е-дистанційне навчання (е-ДН), електронне навчання (e-learning); змішане навчання (blended learning); мобільне навчання -m-learning (mobile-learning); відкриті онлайн-курси (МООС). Визначено змішане навчання як найбільш перспективне, яке дозволяє скористатися гнучкістю і зручністю дистанційного курсу та перевагами традиційного класу. Розглянуто стан та перспективи розвитку дистанційної освіти в Україні та пов'язані з цим особливості.Ключові слова: заочне навчання, дистанційне навчання, дистанційні освітні технології, енавчання, змішане навчання, мобільне навчання.
The article discusses studies of the student’s metacognition. The scientific approaches which are characterized reflect the problem of the research. The article attempts to define the place of the students in the pedagogical process and to identify the role of metakognitsy as a factor of success in vocational training.Metacognitive knowledge, covering knowledge of a subject, knowledge about the subject and about its cognition, about oneself and once own development in this process, is the most effective with relation to cognitive and personal development of a student.The paper states that the formation of metacognitive skills in future teacher’s does not occur spontaneously, but requires the specific program - metacognitive training. Conclusion is made that the development of metacognitive abilities of students in the learning process provides control and prediction of their intellectual and creative activity. It is assumed that entering metacognitive stance will allow students to overcome the difficulties of their development and manage their own resources.
The article analyzes the trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers’ ability to self-analyze and self-assess learning activities.
The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.
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