Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

Kryshtanovych, Myroslav; Bilyk, Valentyna; Tkachov, Artem; Gontar, Zoriana; Tkach, Ivanna

doi:10.24115/s2446-6220202173d1702p.153-158

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…They concluded that acmeological conditions that contribute to the formation of lifestyle are shown. Kryshtanovych, Bilyk, Tkachov, Gontar, and Tkach (2021) aimed to examine a system to diagnose whether a future teacher is ready for self-development in the context of COVID-19, and as a result, the effectiveness value paradigm of modern education and the existence of the teacher's subjective position concerning his development are associated with acmeological currents. It is seen that they have reached their values of strengthening.…”

Section: Related Researchmentioning

confidence: 99%

Development of acmeological competencies of future preschool organisation teachers

Sarsenbayeva

Uteubayeva²,

Abuova

et al. 2022

CJES

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The research aimed to develop the acmeological competencies of future preschool organisation teachers. The research was applied in the spring term of 2021–2022. The study, which was carried out with the participation of 228 pre-service teachers, was carried out in the survey model. In the study, acmeological education was given to pre-service teachers with 4-week distance education. To collect data in the study, the ‘activating potential and competence’ data collection tool developed by the authors of the study was used. The findings collected from the data collection tool used in the research have been added to the research in the form of tables and comments. When the results obtained are taken into consideration, it is seen that the acmeological status of the pre-service teachers participating in the research was improved and they will use this field in their education. Keywords: Acmeology, teacher candidates, distance education, potential data;

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Section: Related Researchmentioning

confidence: 99%

Development of acmeological competencies of future preschool organisation teachers

Sarsenbayeva

Uteubayeva²,

Abuova

et al. 2022

CJES

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Multimedia technologies usage in the philology teacher’s professional activity

Vlasova¹

2021

BLTSNU

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The article raises topical issue of the multimedia technologies usage in the philology teacher’s professional activity. It has been determined that under conditions of the Ukrainian society democratization essentially increases the importance of pupils’ spiritual and moral education, therefore the requirements to the quality of philological subjects teaching, which in this way have considerable pedagogical potential, considerably increase. One of the effective ways to solve this problem is to introduce modern multimedia technologies to educational process. It is specified that modern multimedia technology in the educational field is a software and hardware system that by combining various means of audio, TV, visual and virtual communications creates a compound informational and educational environment. It has been found that scientific literature offers different approaches to the multimedia technologies classification. Thus, according to the method of perception the context, visual, audio, audiovisual technologies are distinguished, according to the methodical purpose – demonstration, mentoring, training, controlling, reference, modeling, game, leisure. Each of the technologies mentioned has wide opportunities to increase the efficiency of philological subjects teaching. It has been established that while choosing a specific multimedia technology for a lesson by a philology teacher one should consider features of learning philological subjects by pupils, such as: object and subject of philological sciences is a personality; important result of the philological subjects context acquiring is accumulating the experience of expressing subjective emotional and valuable attitude to different aspects of human being; the process of philological subjects learning cannot be explained as a clear algorithm, because the holistic perception of an object is the reason to its understanding; the mentioned subjects learning by the pupils seriously influences their individual environment and motivates to self-improvement. It has been demonstrated that the scientifically proved multimedia technologies usage preserves the increase of the pupils’ development processes efficiency in reading, writing, listening and building language lexical and grammar skills.

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Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

Cited by 2 publications

References 6 publications

Development of acmeological competencies of future preschool organisation teachers

Development of acmeological competencies of future preschool organisation teachers

Multimedia technologies usage in the philology teacher’s professional activity

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