The article highlights the main tendencies and trends of innovative learning in the modern educational environment, which include: the activity of innovative educational institutions; strengthening of integration processes; creation and dissemination of innovations based on information and communication technologies; the use of innovative teaching methods and forms. The theoretical overview of innovative pedagogical activity in educational environment has been reflected. The works of national and foreign authors, who studied the issues of innovative learning in the modern educational environment, the provision of educational informatization, the disclosure of organizational aspects of new innovative technologies introduction have been considered. The article states that one of the conditions for innovations introducing into education is acquaintance and training of teachers for the work with innovations, it indicates that the means of the training is the development of methodological materials (programs, textbooks, tools for creating interactive tutorials, video lessons, presentations, lesson development), the creation of elearning support, selection of links to specialized sites. Emphasis is placed on the use of innovative methods of pedagogical activity, which is a necessity for diversification of classes; it motivates the student's cognitive activity, forms the experience of solving non-standard tasks and contributes to extensive learning and sustainable mastering of technology of practical activity. Open form of learning, based on the ideas of independent, personally oriented learning, creativity in the application of knowledge and skills in practice, has been generalized. The analysis of US sources on the problem of studies differentiation has been conducted, it shows that most researchers point to different principles of support on a practical level of differentiated learning in the classroom, described in the article. It is noted that innovative pedagogical technologies in education focus teachers' attention on innovations related to the implementation of information and communication technologies and research methods and technologies.
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.
The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is outlined. The article also outlines a vision of the role of maps and cartographic knowledge for the modern needs of mankind, the constant expansion of the range of knowledge about the current possibilities of modern cartographic science, as well as the ability to transfer their knowledge, skills and abilities to students. It substantiates the necessity of formation of cartographic competence as a component of professional competence of future teachers of geography, which occupies an important place in the formation of future teachers of geography as a professional. The article considers the works of domestic and foreign authors, who studied in their works the formation of professional competencies of future teachers and, in particular, cartographic competence in the training of future teachers of geography. Based on these studies, the article establishes the features of the formation of cartographic competence of future teachers of geography in the study of basic training disciplines and the importance of forming cartographic knowledge, skills and abilities that will be extremely important for future teachers of geography in their future careers. It characterizes the process of formation of cartographic competence of future geography teachers during the study of fundamental training disciplines in a higher education institution, in particular in the first semester of the first year of study. Keywords: professional competence, cartographic competence, professional training, educational practice, map, cartography, future teacher of geography, disciplines of fundamental training.
The article describes the interdependence and hierarchy of local lore competence in future geography teachers as a qualitative trait of personality and describes the nature of local lore competence in future geography teachers. The structural components-motivational, cognitive and activity components-have been distinguished, they are characterized by different components of local lore competence. It is noted that one of the directions of local lore competence formation is to promote the emergence of positive emotions during mental activity to meet the cognitive needs of a future geography teacher in the process of the native land exploring. It has been determined that all the components of local lore competence are closely interrelated, the role of the competent approach in future geography teachers training to professional activity, in particular for the local tourism, and its influence on the structure of their local lore competence has been described. It is noted that the development of the components of local lore competence maintains the development of the personality of a geography teacher as a local researcher.
The article analyzes and summarizes Ukrainian and international scientific experience about soft skills, which are non-technical, non-material, specific personality skills, which in combination with hard skills, ensure the successful self-realization of higher education applicants in their future professional activities. A survey of employers of the specialty Secondary education in subject specializations was conducted and the need for higher education applicants to acquire such soft skills as critical thinking skills, effective oral and written communication, ability to work in a team, self-motivation, creativity, moral tolerance, stress resistance, pedagogical leadership, etc., and the need to update and improve the quality of training for higher education applicants in pedagogical institutions of higher education. Within the framework of a scientific study, taking into account the professional standard “Teacher of an institution of general secondary education”, an attempt was made to identify ways to form soft skills for higher education applicants in the implementation of educational and professional programs of the specialty Secondary education in subject specializations at the Sumy State Pedagogical University, in particular, the study of the cycle of general and vocational training, practical training, final certification, non-formal education, building an individual educational trajectory, etc. The forms and methods of teaching are considered – seminars and laboratory classes, trainings, independent work; essays, project activities, abstracts, discussions, presentations, which is of particular importance in the era of online learning. Theoretical and practical developments of scientific research that are structured on the basis of analysis, generalization, and empirical methods will contribute to the modernization of educational and professional programs, the improvement of the internal system for ensuring the quality of higher education. Keywords: soft skills; educational program; teacher, students; employers; forms and methods of teaching; professional activities; higher education institution.
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