The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Abstract

The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.

Self-Improvement of Teachers of Physical Education at Various Stages of Professional Development

“…Research papers (Mâţă & Boghian, 2019) pose great academic interest. In these papers, application of information technologies in educational process by teachers has been analyzed, which ensures improvement of teachers' professional qualities; importance of our research within the context of continuous education of teachers of physical education in the process of professional activity has been proven by researchers (Fernández-Rivas & Espada-Mateos, 2019); we also support the idea of researchers (Morgan et al, 2005;Ednie & Stibor, 2017) regarding importance of motivational component of professional self-improvement of teachers of physical education in the process of professional activity, and view it fully in correlation with other components; we agree with researchers (Melnychuk et al, 2019), who pay attention to the necessity of improvement of pedagogical skills of teachers in higher educational establishments, which supplements our research within the context of theoretical and methodological component and computer literacy of self-improvement of teachers of physical education at various stages of professional growth; our research is supplemented by (Montesdeoca et al, 2019) within the context of pedagogical communication analysis of teachers of physical education, in which application of diagnostics toolset of the analysis of verbal communication in the process of physical education poses scientific and practical interest.…”

A Study on the Benefits of Extracurricular Activities for Prospective Teachers Using the Pairwise Comparison Approach

“…They help students with organizing their leisure time, pursuing their interests and developing their cognitive processes. In addition, extracurricular activities have excellent cognitive, educational and developmental potential (Androshchuk, Androshchuk, Kurach, Khrenova & Livshun, 2020).…”