Inhaltsverzeichnis
Auswahl der wissenschaftlichen Literatur zum Thema „Future preschool teacher“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Future preschool teacher" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Future preschool teacher"
1
Sandberg, Anette, und Tuula Vuorinen. „The Future is Created by and within Children“. Australasian Journal of Early Childhood 32, Nr. 2 (Juni 2007): 1–7. http://dx.doi.org/10.1177/183693910703200202.
Der volle Inhalt der QuelleAnnotation:
THE OVERALL AIM OF THIS STUDY was to present research areas within early childhood education in a dialogue between municipality and university. The purpose was to produce ideas and develop research in teacher education, with the hope of increasing the understanding of what kind of research is needed into early childhood education. The data collection comprised 10 focus group interviews with politicians, managers, principals, lecturers, preschool teachers and parents, as well as children in after-school recreation centres and preschools, in all a total of 46 participants. The preschool teachers and parents also answered a questionnaire. From the results, different research areas appear; those especially highlighted were play, intervention, cooperation between preschool and home, the position of preschools in relation to schools, and child group research. There was also an increasing demand for children's perspective in gender, class and ethnicity research.
2
Pecivova, Veronika. „Preventing reality shock in future pre-school and primary school teachers“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 8 (10.01.2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
Der volle Inhalt der QuelleAnnotation:
Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
3
Yakimenko, Svetlana, Tatiana Filimonova, Ihor Shcherbak, Ivan Syladii, Iryna Sopivnyk und Ludmila Ishchenko. „Preparing of Future Specialists for Civic Education of Preschool Children“. Revista Romaneasca pentru Educatie Multidimensionala 13, Nr. 1 (16.03.2021): 298–323. http://dx.doi.org/10.18662/rrem/13.1/374.
Der volle Inhalt der QuelleAnnotation:
The problem of teacher training of civic children education of older preschool age is disclosed. The condition of investigated problem is analyzed, the essence of the key research concepts is clarified, the criteria, indicators and levels of civic children education of older preschool age are disclosed. The purpose of the study is to determine certain levels of preparedness of future preschool teachers for patriotic education of older preschool age, to highlight the structural-functional model of the effective formation of future teachers of preschool educational institutions for civic education of older preschool age, justification and testing of pedagogical conditions for its implementation. Studying the reality of readiness of future teachers for the patriotic education of older preschool age allowed identifying the following levels of readiness of future teachers in the control and experimental groups: high, sufficient, average, low. In the course of study, we developed a structural-functional model for the formation of the readiness of future tutor for the civic education of older preschool age with the following structural components: purpose, principles, methods, forms, means, structural components, pedagogical conditions, criteria, indicators, levels and results ? the readiness of future teacher for the patriotic education of senior preschool age. The following principles are related to the pedagogical principles underlying the model: the principle of humanization, personalization, individualization, professional competence, optimization.
4
Kozak, L. „FORMATION OF READINESS OF FUTURE TEACHERS OF PRESCHOOL EDUCATION TO INNOVATIVE ACTIVITY ON THE PRINCIPLES OF PROJECT-BASED LEARNING“. Pedagogical education: theory and practice. Psychology. Pedagogy, Nr. 35 (2021): 71–77. http://dx.doi.org/10.28925/2311-2409.2021.3510.
Der volle Inhalt der QuelleAnnotation:
The article highlights current issues of forming the readiness of future teachers of preschool education for innovative activity on the principles of project-based learning; features of innovative activity of the teacher of preschool education are opened; the design component is substantiated as one of the most significant in the structure of innovative activity of the teacher, which provides the technologicalization of the pedagogical process, determines its effectiveness; the author’s definition of the concept “readiness of preschool education teacher for innovative activity” is given, which is considered as the formed system of motives, knowledge, abilities, skills, professionally-personal significant qualities providing success of the innovative activity directed on development, introduction and distribution of educational innovations in system of preschool education; the structural components of readiness of the future teacher of preschool education for innovative activity are characterised: value-motivational, information-cognitive, activity-creative, professional-reflexive; revealed the current state of readiness of future teachers of preschool education for innovative activity on the principles of project-based learning, which confirmed the relevance and feasibility of scientific research in the chosen direction; the experience of formation of readiness of future teachers of preschool education for innovative activity intheprocessofteachingthecontentmodule“Integrated Thematic-Project Learning” withinthecomplexdiscipline “Educational Management in Preschool Education” is presented, in particular, the content of the curriculum, methods of organizing classes, identified stages of the project and the content of future teachers at each stage of its implementation, identified digital services and resources with which students work in the process of project activities: Easel.ly, Riktochart.com, Padlet, Symbaloo, Coggle.it, ThingLink, WordArt , LearningApps.org, PowToon, Prezi, criteria for evaluating educational projects.
5
Cheung, Peggy. „Teachers as role models for physical activity: Are preschool children more active when their teachers are active?“ European Physical Education Review 26, Nr. 1 (14.03.2019): 101–10. http://dx.doi.org/10.1177/1356336x19835240.
Der volle Inhalt der QuelleAnnotation:
Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants’ physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes.
6
Майер und Aleksey Mayer. „Preschool Teacher Training Technologies for Innovation Activity“. Socio-Humanitarian Research and Technology 5, Nr. 2 (10.06.2016): 3–6. http://dx.doi.org/10.12737/19838.
Der volle Inhalt der QuelleAnnotation:
Students’ training technologies for innovation activity are
represented from the perspective of competence approach. Directions,
stages and algorithm of the future teacher training management are
given. The examples of technology realization, which trigger the
mechanism of teacher’s self-development, are presented. Program
management structure and logic in the process of future teachers
training is proved.
7
Guo, Karen, und Kiyomi Kuramochi. „Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities“. International Journal of Education 11, Nr. 2 (07.06.2019): 108. http://dx.doi.org/10.5296/ije.v11i2.14771.
Der volle Inhalt der QuelleAnnotation:
In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
8
Dubljanin, Sasa, und Aleksandra Maksimovic. „Motivation for occupation and socio-demographic characteristics of students - future preschool teachers“. Zbornik Matice srpske za drustvene nauke, Nr. 165 (2018): 95–110. http://dx.doi.org/10.2298/zmsdn1865095d.
Der volle Inhalt der QuelleAnnotation:
Researching the motivation of students - future preschool teachers for their professional choice is important for several reasons. Relevant studies indicate that the motivation of students who have an interest for teaching is one of the most important determinants of the quality of their work and that is closely related to their later dedication to vocation and professionalism. The aim of this research was to examine the relationship between the motivation of students, future preschool teachers, for this occupation and their socio-demographic characteristics. We investigated the most important reasons that guided students in choosing a future occupation, whether they had previous experience in working with children and whether the selected studies were their first choice. Also, it was examined whether there are statistically significant differences among students in the motivation for a future call with respect to certain socio-demographic characteristics. The research involved 241 students of the first year, of which 130 students of the Faculty of Applied Studies for Preschool Teachers in Sabac and 111 students of the Faculty of Teacher Training in Belgrade, the study course for preschool teachers. The obtained results show that students who completed secondary medical school had more experience in working with children than respondents who attended another secondary school. It was also noticed that the largest number of students in the cause think that the working time of the educator is appropriate, while the smallest number of respondents agree with the perception of preschool teacher occupation as ?permanent?. The paper also concludes that a detailed introduction of socio-demographic and personal characteristics that influenced the choice of the vocation can be a significant support for the creation of programmes of initial education of preschool teachers.
9
Zagorodnyuk, Anastasia, und Alina Khromova. „Formation of professional competence in future teachers of preschool and elementary general education“. KANT 35, Nr. 2 (Juni 2020): 234–37. http://dx.doi.org/10.24923/2222-243x.2020-35.48.
Der volle Inhalt der QuelleAnnotation:
The changes taking place in the modern world dictate to society new requirements for the training of specialists in the field of teacher education. Training professionals in their field is not an easy task. In order to ensure the professional competence of the future teacher meets the challenges of modern society, it is necessary to provide training at the stage of study at the university. The article discusses the formation of professional competence of future teachers of preschool and primary general education, describes the theoretical aspects of studying the essence of this problem. On the basis of the study, by means of a questionnaire survey, the main components of the successful formation of future professional competence in future teachers of preschool and primary general education are analyzed.
10
Zhukova, Galіna. „CONTENT OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR THE TEACHING OF ENGLISH LANGUAGE OF PRESCOOL CHILDREN“. Educational Discourse: collection of scientific papers, Nr. 6(6-7) (30.07.2018): 61–68. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-6.
Der volle Inhalt der QuelleAnnotation:
Teaching preschool children in English is a potential development of a creative, competitive, highly moral personality. The task of the preschool teachers is helping the child understand their internal value orientations. The content of the training of the teacher of English for children of preschool age is the system of knowledge, ability and skills necessary for carrying out professional activities. The sources of the contents of teacher training should be pedagogical theory, normative documents on education, theory and practice, didactic patterns and methods of teaching preschoolers of English. For the development of preschoolers of the educational course of the English language the game, communicative, cognitive-research, artistic, labor and physical activity is organized.
Dissertationen zum Thema "Future preschool teacher"
1
Neldin, Julia, und Elin Sahlqvist. „Blivande förskollärares syn på delaktighet i barns fria lek i förskolan : En kvalitativ studie om blivande förskollärares uppfattningar kring vuxnas delaktighet i barns fria lek“. Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85019.
Der volle Inhalt der QuelleAnnotation:
Syftet med våran studie är att undersöka vilken inställning blivande förskollärare har till pedagogers delaktighet i barns fria lek i förskolan. Vi syftar till att undersöka vilka erfarenheter de bär med sig samt vilka uppfattningar de har gällande hur delaktighet i barns lek påverkar leken och lärandet i den. Studiens data inhämtades genom kvalitativa intervjuer med nio studenter från förskollärarutbildningen på Karlstad Universitet, intervjuerna genomfördes enskilt med varje informant över Zoom. Resultatet visade att samtliga informanter såg pedagogers delaktighet i barns fria lek som något positivt. Resultatet pekar också på att pedagoger tar sig an varierande roller som sin ingång i barns fria lek, Studiens slutsatser är att pedagoger går in i barns lek med goda intentioner men med varierande resultat, där rollen pedagoger intar påverkar barns lek och lärande på ett negativt eller positivt sätt.The aim of this study was to investigate future preschool teachers’ viewpoint on adult participation in children’s free play. Another aim of the study was to research future preschool teachers’ conceptions considering adult participations influence on play and the learning through play. The collected data of this study originated from qualitative performed interviews with nine students from the preschool teacher’s education through Karlstad University in Sweden. The interviews were performed through the program Zoom with the informers individually. The result shows that all the interviewed persons for this study saw adult participation in children’s free play as something positive. The result also shows that teachers chose different “roles” when they approach and participate in children’s play. The conclusion of this study is that teachers participate in children’s play with good intentions with varied results, the role teachers chose may or may not impact children’s play and learning through play in a positive or negative manner.
Bücher zum Thema "Future preschool teacher"
1
Uruntaeva, Galina, und Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.
Der volle Inhalt der QuelleAnnotation:
The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested.
Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.
2
Gunn, Asha. Future of the World Is in My Classroom Today: Notebook Lined 120 Pages 6x9 Preschool Playschool School Teacher Nursery Nurse. Independently Published, 2020.
Den vollen Inhalt der Quelle finden
3
University, Manchester Metropolitan. Shaping the Future. Open University Press, 2000.
Den vollen Inhalt der Quelle finden
4
University, Manchester Metropolitan. Shaping the Future: Working With the Under Threes (Manchester Metropolitan Univ). Taylor & Francis Group, 2003.
Den vollen Inhalt der Quelle finden
5
Shaping the future: Working with the under threes : professional development workbook. [Manchester]: Manchester Metropolitan University, 2000.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Future preschool teacher"
1
Kozak, Liudmyla, und Tatyana Ponomarenko. „FUTURE TEACHER TRAINING FOR THE USE OF AUGMENTED REALITY IN THE EDUCATIONAL PROCESS OF A PRESCHOOL EDUCATION INSTITUTION“. In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-12.
Der volle Inhalt der QuelleAnnotation:
The article substantiates the importance of future teacher training for the use of augmented reality (AR) in the educational process of a preschool education institution (PEI). Scientific sources on the problem of AR application in the field of education are analysed. The aspects of the research of the problem of AR application are defined in the field of education done by modern foreign and national scientists, in particular, the use of AR applications in education; introduction of 3D technologies, virtual reality (VR) and augmented reality in the educational process of preschool and primary school; application of 3d technology, virtual and augmented reality in a higher education institution; increasing the efficiency of training and motivation of students on the basis of using AR applications in smartphones; the formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The specifics of publications of fiction works with AR applications are analysed that are appropriate to use in work with preschool children; the possibilities of books for preschool children created with the help of augmented reality technology are demonstrated. The possibilities of using AR in work with preschoolers are considered. The urgency of the use of AR for the effective education and development of preschoolers is determined. The problems of application of AR in the educational process of modern national PEI are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of PEI has been developed. Criteria and indicators are defined, the levels of development of the main components of the studied readiness (cognitive and active) and the indicated readiness as a whole are characterized. The following points are proved: insufficiency and deficit of its formation of future teachers of the field of preschool education; inconsistency between the peculiarities of future teacher training to use AR in professional activities and modern requirements for the quality of educational process in PEI; the need to develop and implement a model for the formation of the studied readiness of future teachers of the institution of higher pedagogical education. A step-by-step model of formation of readiness of future teachers to use AR in the educational process of PEI has been developed.
2
Arrigoni, Jasna, und Sanja Tatalović Vorkapić. „Students' Attitudes Toward Education of Gifted Children and Competencies as Future Teachers“. In Curriculum Development for Gifted Education Programs, 19–42. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch002.
Der volle Inhalt der QuelleAnnotation:
An important prerequisite for organizing a quality educational system for gifted children is well-trained teachers. In this chapter, the development of teacher competencies in gifted, through preservice teacher education coursework at the undergraduate level, is explored. Attitudes toward gifted children and their education are examined from the perspective of students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Pre-service teacher education students in both the early and preschool education program and the primary school education program were included in the research. Attitudes toward the course “Education of Gifted Children” were examined. Finally, attitudes about gifted children and their education by preservice teachers who had taken the “Education of Gifted Children” course were compared to the attitudes of those preservice teachers who had not taken the course. Results are discussed within the frame of the teachers' required competencies, attitudes, and study program modifications.
3
Gálvez Esteban, Rosa María, Beatriz Bravo Torija und Jose Manuel Pérez Martín. „Ants as an Experiential Learning Strategy in Preschool Teacher Training“. In Interdisciplinary Approaches Toward Enhancing Teacher Education, 134–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch008.
Der volle Inhalt der QuelleAnnotation:
In this chapter, the authors present the results of a project designed for 41 preservice preschool teachers to introduce the concept of living things as an experiential learning strategy in the classroom. The need to approach this concept from a different perspective prompted the design of an education project involving the introduction of insects into classroom as a teaching resource. An informative storyline was used for project launch presentation. The questions they strive to answer in this chapter are related with what concepts of living organisms and what inquiry stages will preservice teachers consider their pupils will carry out during the project. Relevant concepts that are usually not much covered in the preschool curriculum such as the life cycles of animals were considered by 23 participants. Twenty-five of the future teachers claimed that they would be able to work on every inquiry step if they implemented this project in the classroom.
4
Mligo, Ignasia Renatus. „Early Childhood Investment for Future Economic Growth and Industrial Development in Tanzania“. In Advances in Electronic Government, Digital Divide, and Regional Development, 38–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch003.
Der volle Inhalt der QuelleAnnotation:
Early childhood investment in young children 0-8 years is important. It offers a good start in life involving caring, nurturing, and safe environment to children who are the future hope of any society and nation. This chapter seeks to clarify the significance of investing quality early childhood education services for future industrial development and economic growth in Tanzania underpinned by economic growth perspectives. This chapter reports findings from an interpretive phenomenological design in three Teacher education and preschool settings in Tanzania with 10 tutors, 8 preschool teachers, and 8 parent participants. Data was generated using semi-structured interviews, focus group discussions, and documentary reviews. Findings indicated that parents and community from the areas studied lack knowledge of benefits of early investment in education. The study recommends the need for effective future practice directed at improving human development in early years in Tanzania. To achieve these aims, government policy planners need to locate favorable teaching and learning environments.
5
Vorkapić, Sanja Tatalović. „Personality and Education“. In Handbook of Research on Teacher Education and Professional Development, 163–86. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch009.
Der volle Inhalt der QuelleAnnotation:
The purpose of this chapter is to sensitize the public about the importance of research on personality in the process of teaching and learning, regardless of whether it refers to the personality/temperament of children or teachers. By analysing the personality of teachers, the job-fit theory and different theoretical models of personality and temperament in psychology are showcased. With the aim of a better understanding of the moderator's role of personality in the context of education, a systematic review of relevant studies is presented within Croatian cultural context. Finally, an empirical study is presented which was conducted on future preschool teachers who evaluated their personality as well as their best and worst teachers' personalities. It was determined that there are significant differences in estimated personality traits of the best and worst teachers. Finally, further guidance in exploring the role of personality in education was provided, with an emphasis on methodological aspects and some specific scientific research designs.
6
Karnaukhova, Antonina. „PEDAGOGICAL CONDITIONS FOR THE FORMATION OF RESPECTFUL ATTITUDE IN CHILDREN OF THE 5TH YEAR OF LIFE TO ADULTS BY MEANS OF THE UKRAINIAN FAIRY TALE“. In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-19.
Der volle Inhalt der QuelleAnnotation:
In today's society there are social and cultural changes that characterize the modern style of formation of human relationships, changing models of interpersonal interaction. These processes penetrate even the level of the relationship between preschool children and adults (parents, teachers and other adults) with whom they interact. Parents, as the founders of a positive family microclimate, form in children value orientations and moral norms, cultivate in them personal qualities in order to gradually engage in social activities. The institution of the family needs pedagogical support from the very first educational institution – the institution of preschool education, in particular from the preschool teacher, in matters of choosing effective and appropriate educational technologies in the moral sphere. In view of this, there is a need for scientific substantiation and methodological support of the educational process aimed at forming the personality of a preschool child in an adequate model of interpersonal interaction, in which the child is the subject of real relationships established and developed on the basis of moral values. formation of respectful attitude in children of the 5th year of life to adults. Historical analysis of scientific and pedagogical experience allows us to assert the priority of values in society and human life, because the future of society and its culture will depend on how much they are accepted and actualized by each person. In the context of the national revival of the spirituality and culture of the Ukrainian people, the formation of the individual and, in particular, its moral sphere, is a priority of the philosophical, psychological and pedagogical aspects of society. The culture of intergenerational relations is analyzed and its types are singled out (M. Mead): post-figurative, co-figurative, pre-figurative. The purpose and tasks of research are defined, in particular: philosophical researches are described, structural elements of concepts «morality», «moral values» are specified. The potential of the Ukrainian fairy tale in the context of the research topic is revealed; the functions performed by fairy tales are analyzed: mirrors, alternative concepts, models, mediation, changes of position, storage of experience. Pedagogical conditions of formation of respectful attitude to adults in children of the 5th year of life are substantiated, namely: creation of developmental environment in preschool educational institution for the purpose of maintenance of a positive emotional background of perception by pupils of moral maintenance of fairy tales; systematic enrichment of knowledge of children of the 5th year of life by the content of fairy tales of moral orientation; involvement of children in practically oriented activities in the context of creative interpretation of fairy tales with subsequent behavioral projection and tested their effectiveness in the educational process of preschool education in Ukraine. Comparative results of experimental research are described. The obtained data testify to the effectiveness of pedagogical conditions for the formation of respectful attitude in children 5 years old to adults with the help of a Ukrainian fairy tale. The prospect of further research requires the question of the educational trajectory of educators in order to increase their pedagogical competence in moral education.
7
Zięba-Kołodziej, Beata, und Marzena Marzec. „The Knowledge about the Sexual Development of a Child in Education of the Teachers of the Preschool Breeding and also in the Early School Education. Pedagogical Reflection“. In Trends and Prospects of the Education System and Educators’ Professional Training Development, 411–23. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch025.
Der volle Inhalt der QuelleAnnotation:
In the face of the threats associated with the sphere of human sexuality, especially of a child, it is needed to prepare the future and current teachers to help effectively to the child to develop herself/himself in all spheres of her/ his personality. What is more, it is also very important to resist effectively the abuses and to protect the limits of her/his intimacy. The sexual abuses against the child and the sexualisation are the phenomena present nowadays in almost every latitude. The reason for their broadening favors the lack of sexual development and the lack of people prepared its processing, including the teachers. As the prominent people who have the influence over the development of the child and young generations, the teacher can become the significant group against the negative phenomena of social life and to conduce to such young people development, to make them understand their sexuality and also the differences in its experiencing. They can also form the attitude and the views free from prejudices and the reluctance, fight with the stereotypes associated with the sex and with the minority sexual groups. In order to take such actions in this area, it is needed to obtain the knowledge of the specific kind- what to teach? and how to teach? What do I need to know about myself?
8
Anđić, Dunja, und Sanja Tatalović Vorkapić. „Interdisciplinary Approaches to Sustainable Development in Higher Education“. In Practice, Progress, and Proficiency in Sustainability, 67–115. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch005.
Der volle Inhalt der QuelleAnnotation:
This chapter aims to test the positive change in students' sustainable behavior that is expected to be found under the influence of relevant subjects. Therefore, a simple quasi-experimental design was applied to test the differences between those groups of students who have not taken the subject Pedagogy of sustainable development and those who have. Since studies for primary school and preschool teachers at the Faculty of Teacher Education, University of Rijeka, Croatia are designed for building needed competencies in future educators, the case study was expected to determine statistically significant differences between those groups of students who have taken relevant subject and those students who have not. Finally, correlation analyses were run for relationship between life satisfaction, optimism, and sustainable behavior to be analyzed. Based on previous research studies and theoretical models, it was expected to determine significant positive relationship between students' sustainable behavior and their levels of life satisfaction and optimism. Both hypotheses are confirmed in this study. All findings are discussed in this chapter within theoretical models and future study guidelines. The results confirm the usefulness of the course Pedagogy of sustainable behavior within higher education of future educators, and its influence within positive change in their sustainable behavior. Besides, the expected positive relationship of life satisfaction and optimism with sustainable behavior was confirmed and so provided a platform for creating a suggestion of implementation of the interdisciplinary course/subject of Pedagogy of Sustainable development and Positive psychology.
9
Aral, Neriman, und Gül Kadan. „Technology and Teachers in the Preschool Period“. In Enriching Teaching and Learning Environments With Contemporary Technologies, 221–40. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch013.
Der volle Inhalt der QuelleAnnotation:
The teachers' use of technology, as well as their behaviors and attitudes, become important as they are second only to the parents in shaping children's futures. Although the teachers' attitudes and behaviors are important in every stage of the children, they are crucial in the preschool period. It is even more important for the teachers who have this awareness to shape and construct their behaviors and attitudes accordingly in order to invest in a better future. With this in mind, the aim is to explain the technology in the preschool period, the levels of teachers' use of technology, their views on technology, and their responsibilities in the use of technology in the preschool period.
10
Denysenko, Natalia, und Serhiy Marchuk. „A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER“. In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-3.
Der volle Inhalt der QuelleAnnotation:
In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.
Konferenzberichte zum Thema "Future preschool teacher"
1
Maratovna, Garifullina Almira. „Multi-Culturaltraining Of Future Preschool Teachers (Case- Study: Kazan Federal University)“. In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.27.
Der volle Inhalt der Quelle
2
Bucur, Cristina. „INITIAL TEACHER EDUCATION ACADEMIC LEARNING PATTERNS OF FUTURE PRESCHOOL AND PRIMARY SCHOOL TEACHERS“. In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.033.
Der volle Inhalt der Quelle
3
Ivanova, Neonila I. „The Development Of Professional Competence Of Future Preschool Teachers In Bilingual Education“. In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.40.
Der volle Inhalt der Quelle
4
Zurru, Antioco Luigi, Antonello Mura und Ilaria Tatulli. „Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
Der volle Inhalt der QuelleAnnotation:
The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an Italian university, it collects testimonies, experiences and reflections of the students concerning the learning gained in the workshops organized by the degree course and to those acquired during the observation of the different public schools where they carried out the compulsory training to become teachers.The results, collected by the qualitative analysis of data, induce different levels of reflection concerning the current schooling educational practices for teaching motor activity, the training needs of future teachers, the elaboration of specific contents and teaching methods/strategies for the preparation of spaces and tools that guarantee the full accessibility of learning for all the students.
5
Dmitrieva, Nadezhda Pavlovna. „Professional and playing competence of future teacher of preschool educational establishment as the most important condition of their professional activity efficiency“. In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111443.
Der volle Inhalt der Quelle
6
Šūmane, Ilze, und Līga Āboltiņa. „Students’ Readiness to Implement Inclusive Education in Preschools“. In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.
Der volle Inhalt der QuelleAnnotation:
Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
7
Repciuc (Jucan), Elena. „Family and Kindergarten - the Partnership for Education“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.
Der volle Inhalt der QuelleAnnotation:
This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
8
Garzón, Anabella, Naira Díaz und Beatriz Cara. „DEVELOPMENT OF CRITICAL THINKING IN FUTURE TEACHERS OF PRESCHOOL AND PRIMARY EDUCATION“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1268.
Der volle Inhalt der Quelle
9
Stoyanets, Nataliya, Yuanyuan Xia und Viktoriia Tkachenko. „CRISIS MANAGEMENT OF PRIVATE KINDERGARTENS IN CHINA UNDER COVID-19 EPIDEMIC SITUATION“. In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.37.
Der volle Inhalt der QuelleAnnotation:
Since the outbreak of COVID-19, private kindergartens in China have encountered a crisis of survival and development. Whether private kindergartens can successfully overcome difficulties is related to the development goal of preschool education and more children’s enrollment needs could be met in the future. In order to realize the sustainable development of private kindergartens, literature review and interview are adopted in this paper to analyze the practical difficulties faced by private kindergartens during the epidemic. The following suggestions are proposed from the perspective of kindergarten internal management: kindergarten principals should assume the responsibility of management, adopt a variety of ways to reduce the turnover rate of kindergarten teachers, and establish the crisis management system in response to outbreaks.
10
Sabou-Baboș, Ioana, Marinela Bărnuțiu-Sârca und Liliana Ciascai. „STREAM EDUCATION AND MULTIPLE INTELLIGENCE THEORY: AN ANALYSIS OF LESSON PLANS PROPOSED BY FUTURE PRIMARY AND PRESCHOOL TEACHERS“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1887.
Der volle Inhalt der Quelle