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Journal articles on the topic 'Teacher’s professional skills'
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1
Uvarina, N. V., and A. V. Savchenkov. "PROFESSIONAL TOLERANCE AS TEACHER’S «SOFT SKILLS»." Современная высшая школа инновационный аспект, no. 3 (2019): 27–36. http://dx.doi.org/10.7442/2071-9620-2019-11-3-27-36.
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Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.
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present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
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Viršulienė, Kristina. "Developing Student-teacher’s Instructional Communication Skills through Teaching Practice: the Attitudes of Mentors." Pedagogika 121, no. 1 (April 22, 2016): 101–12. http://dx.doi.org/10.15823/p.2016.07.
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The article analysis the attitudes of mentors to the development of student-teacher’s instructional communication skills through teaching practice. The objective of the research was to reveal the opinion of the mentors about the development of student-teacher’s instructional communication. For that purpose observation was carried out in the natural environment. That helped to reveal the peculiarities of students’ instructional communication skills at teaching practice. Semi-structured interview methods were applied to interview the mentors. The data obtained via the Questionnaire for Mentors allowed to assess the student-teachers’ communication skills, and to identify the key factors for theirs’ professional improvement.
The interview data analysis presents mentors’ opinion about the dynamics of the student - teachers’ instructional communication skills at teaching practice, the importance of consultations, student-teachers’ assessment of their instructional skills, needs and possibilities of the skill improvement. It became evident that mentors’ assessment differed according to their work experience. When speaking about students’ assessment, the mentors of considerable experience (more than 5 years of continuous pedagogical work experience) admitted, that they had known students well through observing, communicating, consulting them, when talking to their colleagues they could assess their achievements. While the inexperienced mentors communicated with the student-teachers in a more formal way, they were less prepared to supervise students, help them know themselves and improve their instructional skills.
When considering improvement possibilities of teaching practice, all mentors claimed that student-teacher’s professional skills are being gained only by practicing. The mentors stressed that readiness for pedagogical professional practice is very much dependent on student’s ability to participate, to reflect, on willingness for self-knowledge as well as strong professional determination; results of individual practice and consultations with competent professionals.
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Riabovol, Liliia. "The Essence and Structure of History and Legal Studies Teacher’s Competency: Analysis of Ukrainian and Foreign Scholars’ Approaches." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 26–34. http://dx.doi.org/10.1515/rpp-2017-0032.
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Abstract For a teacher to be professionally successful, they should possess relevant competencies. A history and legal studies teacher’s competency as an integrated entity has not been the subject of scientific researches yet. The paper aims to analyze legal documents as well as scientific literature, generalize and systematize the approaches to understanding the essence and structure of teacher’s professional competency. It is considered as a set of specific competencies; a component of teacher’s competency; one of its two main competencies. These approaches do not contribute to understanding teacher’s competency as a holistic integrated formation; competencies, which are singled out along with teacher’s professional competency and should be considered as its organic components. The structure of teacher’s competency based on the positions of functional approach is described as a set of components, namely, knowledge of psychology and pedagogy, abilities, skills, emotions, internal motivation, attitudes, moral and ethical values, experience; gnostic, constructive, organizational, communicative, analytical, creative, predictive, projective, informational, pedagogical skills, etc. The teacher’s competency is denoted by different terms. Its essence is fully revealed by the term “professional and pedagogical competency”, which allows describing teacher’s competency as a holistic personal entity belonging to a particular professional teacher, comprehensively characterizing it and serves as a means of achieving pedagogical goals and solving pedagogical tasks, a criterion for a professional teacher’s development. Despite certain differences in understanding the essence and the vision of teacher’s competency structure, almost all researchers of this problem agree on the fact that the factors of developing a highly competent teacher are high-quality pedagogical education, professional training and lifelong professional development. Rather perspective are further studies on specification of the volume and the content of knowledge, skills and abilities, the values of history and legal studies teachers as components of their competency, as well as experimental confirmation of relevant theoretical positions.
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Jamil, Hazri, Rohani Arbaa, and Mohamad Zohir Ahmad. "Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills." Journal of Education and Learning 6, no. 2 (December 13, 2016): 25. http://dx.doi.org/10.5539/jel.v6n2p25.
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This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.
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Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.
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The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.
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Mozgaryov, L. V., and T. V. Dubovitskaya. "Professional Standard as a Basis for Competency Development in Teachers: The Experience." Psychological-Educational Studies 8, no. 2 (2016): 40–55. http://dx.doi.org/10.17759/psyedu.2016080205.
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Thepaperanalysesthe ‘Teaching’ function defined in the professional standard for preschool and school teachers. This analysis aims to identify basic directions in teachers’ professional development in the process of advanced training or self-education. The authors review the relationship between the teacher’s work actions, knowledge and skills necessary for efficient teaching. As they are only defined in general in the professional standard, the authors suggest how they can be decomposed into elements underlying the directions of the teacher’s professional development, helping to meet the requirements of the professional standard.
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Stikliene, Aida, Anzelika Dautarte, Edmundas Bartkevicius, Remigijus Zalkauskas, and Algirdas Gavenauskas. "The research of the relationship between teachers’ professional skills and student expectations improving study environment." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 196–201. http://dx.doi.org/10.18844/prosoc.v4i6.2930.
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The teacher’s attitude towards the teaching process and communication skills is of particular importance and plays a crucial role in today’s rapidly changing world. It has to go together with raising the consciousness and awareness of individuals on study environment issues and ensuring them contribute to solutions of learning problems. Research was conducted with 405 prospective professionals who study at Aleksandras Stulginskis University Faculty of Forest Sciences and Ecology. An interactive questionnaire ‘Study subject in student’s eyes’ developed at Aleksandras Stulginskis University (2014–2017) was used as data collection tool. This article analyses the teacher’s pedagogical work from the student’s point of view. Multivariate analysis and regression tree model were used in the interpretation of the results. The results confirmed the hypothesis that hard-working students better evaluate teachers’ professional skills. It seems that elder course students with age have higher expectations from the teaching environment. Keywords: teacher’s attitude, Aleksandras Stulginskis University, pedagogical
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Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.
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English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.
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Jurs, Pāvels, and Inta Kulberga. "MULTIDIMENSIONAL CHARACTERISTICS OF TEACHER’S PROFESSIONAL COMPETENCE- CHALLENGE AND PERSPECTIVES DURING EDUCATION TRANSFORMATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 244–52. http://dx.doi.org/10.17770/sie2021vol2.6234.
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The issue of teacher’s professional competence is multidimensional and multifaceted, it depends on several aspects, including educational policy, system implemented in every country and the particular educational establishment, which the educator works for. Being aware of the current pedagogical reality, challenges of the education system, pupils’ needs and manifold learning and teaching strategies, educators need knowledge, skills and experience of different levels formed for each particular individual in combination of education and experience with their physical, psychological and mental abilities. The goal of the article is to identify the structure of teacher’s professional competence being conscious of the theoretical and normative framework on the international and national level. In the article the theoretical research methods (method of comparison and critical thinking) and empirical research methods (data collection and document analysis) have been applied. In the society, educational institutions, also being aware of the transformation process in the education content and branch, there is a demand for teachers with a high level of professional competence. Education policy makers have set a very broad and extensive professional competence standard, which includes in itself both aspects related to the professional activity and individual characteristics, features and values. At the same time, there are various theoretical approaches which describe the framework of teacher’s professional competence and its multidimensional characteristic. The authors of the article have identified general knowledge, skills and attitude, as well as pedagogical knowledge, skills and attitude in the framework of the teacher’s professional competence structure.
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Liepa, Diana, Aija Dudkina, and Maruta Sile. "SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 81–90. http://dx.doi.org/10.33225/pec/12.48.81.
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Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.
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Bekturov, T., and S. Chelpakova. "The Role and Place of Pedagogical Techniques in Improving the Professional Skills of Teachers." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 324–29. http://dx.doi.org/10.33619/2414-2948/63/38.
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Under the context of growing demand for teachers’ professional training, the issues of the formation and improvement of their pedagogical mastery become of current interest. A teacher who wants to develop his/her pedagogical skills shall constantly learn to apply pedagogical methods in his/her work. After all, the professional competence of a teacher directly depends on the possession of professional technique. The purpose of this work is to clarify the concept of “pedagogical technique” and determine its place and role in improvement of teacher’s professional mastery. In this regard, methods of analysis, synthesis, comparison, generalization, and clarification were used. The narrative of the importance of clarifying the definition of the term is presented for defense and the version proposed is as follows: “Pedagogical technique is an important component within the structure of pedagogical skills, their forms, practical manifestation, through which a high level of pedagogical professionalism can be formed and developed”. The knowledge of structure of pedagogical methods and formation of appropriate behavioral skills increase the teacher’s professionalism. Therefore, in teacher’s activities, pedagogical technique steps forward as a system of social and pedagogical support of the educational process, which performs a number of functions in teaching and educational work.
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Akram, Muhammad, and Anser Mahmood. "A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking." Arab World English Journal, no. 2 (January 15, 2021): 378–87. http://dx.doi.org/10.24093/awej/mec2.27.
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A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.
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Azizah, Umu Arifatul, Joko Nurkamto, Nur Arifah Drajati, and Tosriadi Tosriadi. "In-Service English Teacher’s Perceptions of Reflective Teacher Diary to Promote Professional Development." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (April 1, 2018): 1. http://dx.doi.org/10.18415/ijmmu.v5i2.119.
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To be a professional, teacher as a learner must continuously increase the experiences and knowledge with aiming at earning or maintaining the academic quality. Automatically, a teacher needs to apply particular technique or strategy and utilize a certain tool to meet the standards of excellence in teaching. Thus, reflection is considerable as one of the indispensable strategies that can be applied to lead teacher’s practice becomes more qualified. Reflection in teaching essentially refers the opportunity of educators to think back critically after teaching students. Several previous studies have been conducted to examine the effectiveness of teacher journal in the education field. However, only a few studies investigated teacher’s perceptions toward the use of teacher’s journal. Correspondingly, this study was set in Indonesia and involved an English teacher of Junior High to fulfill the gap. It aimed at determining the components reflected from teacher diary. In order to investigate the research questions, the researcher made open-ended questionnaire related to teacher’s experiences in utilizing teacher journal, then continued by in depth-interview to confirm and explore further the teacher’s answer. Thus, this study used qualitative method since it was considered as the proper design to conduct this research. Ultimately, Interactive Model was used to analyze the data. The researcher concluded that teacher’s diary or teacher’s journal has a valuable contribution for English teacher to be more skilled and professional to help students in mastering English skills and more well-prepared for the next English teaching.
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Sanina, S. P. "Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks." Psychological-Educational Studies 8, no. 4 (2016): 41–49. http://dx.doi.org/10.17759/psyedu.2016080405.
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This article deals with the problem of development of primary school teacher’s professional competences in the sphere of organization and formation elementary school pupils’ skills of educational cooperation. The article provides results of the research, which is directed at the study of teachers’ notions of productive methods of teacher and pupil collaboration and at development of elementary school teachers’ professional competences. The certain hypothesis is put to a test: a manner of cooperation, based on educational collaboration principles, contributes to development of primary school teacher’s competences. The principle of educational professional goals, considered constructive, development is shown. An instance of a task is exemplified: the task targets the study of effective cooperation methods between teacher and pupils and allows organization of a productive way of cooperation between students. The effectiveness of professional tasks usage in development of teachers’ competences within the confines of professional education is proven.
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Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.
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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.
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Ferreira, Maria Madalena. "The Impact of a Professional Development Program on Elementary Teachers’ Science Knowledge and Pedagogical Skills." Journal of Educational Issues 1, no. 1 (May 19, 2015): 36. http://dx.doi.org/10.5296/jei.v1i1.7316.
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<p>Teacher professional development plays an important role in a teacher’s growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships between school districts and teacher training institutions can play an important role in supplying school districts with professional development activities to fit their teachers’ needs. This article describes a partnership between a school district and a local university to provide over 100 hours of professional development to 30 elementary school teachers. Results from the evaluation of the program indicate that the program had a significant impact on participating teachers’ perceptions of their science knowledge and pedagogical skills.<strong></strong></p>
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Maksymchuk, I., O. Sahach, I. Demchenko, S. Furdui, B. Maksymchuk, O. Protas, L. Mezhylovska, and E. Kyzko. "Self-development in the context of forming the future teacher’s pedagogical skills." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).18.
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Self-improvement is especially important component of educational activity of teachers in light recognitions not the subject - object, and the subject - subject interaction of a teacher and a pupil and also the declaration and also the Convention of the UN principles of continuous education (education throughout life) when not only a separate lesson, a semester or even completely study at school / HEI is only a separate fragment, and a person has to “learn to study” during this time. The purpose of the article is in theoretical justification of self-development in the context of forming the future teacher’s pedagogical skills. The main ways of self-improvement of physical culture future teacher is the complex of internal personal requirements (need for physical, intellectual, spiritual, professional self-improvement) which are implemented in concrete types of external and internal (psychological) activity: self-checking, self-organization, self-training, self-education, and so forth. In modern understanding the pedagogical skill is a state and a certain level of personality of a teacher, a dialectical combination of his personal and professional qualities, which allow high-quality achievement of partial and general pedagogical aims. The pedagogical skill - the ability to creatively solve pedagogical problems during physical culture classes, to organize educational process with the involvement of high culture, professional knowledge, physical skills and etc. on the basis of competent, active and personality-oriented approaches, deep pedagogical knowledge, experience, wide outlook, personal culture, creativity and pedagogical tactics in the projection on the personality of physical culture teacher. At the same time the pedagogical skill is the relatively completed process, therefore when diagnosing the level pedagogical skill should be oriented to a teacher’s sufficient level with the corresponding experience.
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Ashyrbekova, Almira. "COMMUNICATIVE CULTURE IS AN IMPORTANT AREA OF TEACHER TRAINING." Alatoo Academic Studies 19, no. 4 (December 30, 2019): 78–84. http://dx.doi.org/10.17015/aas.2019.194.10.
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In the modern globalizing world, the communicative culture of the teacher’s personality is becoming increasingly important, since communication is the main means of pedagogical activity. Without studying the essence and significance of the development of the communicative culture of teachers, the development of education is impossible. Responsible for the spiritual and of course the intellectual development of the young generation are pedagogical staff, i.e. at all levels of the country's vocational education system, the professional teaching staff of the education system should train high-class professionals of their generation. The communicative culture of the teacher includes the possession of communicative skills and communication skills that need to be formed in students - future teachers, using active and interactive teaching methods.
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Liu, Xiaojing, and Yulong Li. "A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 540–54. http://dx.doi.org/10.15503/jecs2021.1.540.554.
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Aim. The number of kindergartens is swelling in China, and that of private kindergartens in particular. The quality of teaching in the latter is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aims to explore the types and content of CPD activities for Chinese private kindergarten teachers. Methods. A qualitative approach was adopted in this research. 18 kindergarten teachers were selected as participants from three private kindergartens in Shenzhen. Data was collected by semi-structured interview from 18 teachers. Results and conclusion. The findings showed that the school-based CPD activities are valued by most private kindergarten teachers. Furthermore, this study found that CPD activities can help private kindergarten teachers to be more inclusive and positive in teaching. They enabled teachers to acquire knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. Practical application. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice that is relevant to private kindergarten teachers, principals and policy makers.
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Lubna, Lubna. "Akurasi dan Akuntabilitas Penilaian Kinerja Guru Pendidikan Agama Islam." Ulumuna 18, no. 1 (November 8, 2017): 221–42. http://dx.doi.org/10.20414/ujis.v18i1.160.
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There are a great number of teachers of Islamic religious education who hold a professional diploma and yet have not realized the tasks of competent professional teacher. The four indicators of competent and professional teacher, as these are elaborated in Statutes and Regulations, have not been integrated in teacher performance. This problem must be resolved. It requires a system that can control the implementation of the principles of professional teacher while at the same time does not ruin teacher’s profession and capability. This article offers professional-based assessment and evaluation of teacher performance as a medium for a regular control. This system will be able to measure teacher performance referring to their skills and to avoid deviation in the evaluation between what is taught and the subject being taught concerning teachers’ professional skills. With this professional-based evaluation system, the processes of evaluation and assessment become objective, accurate and accountable.
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Burlakova, Irina, Svetlana Bogatyreva, and Oksana Pavlova. "Ways to form a teacher’s professionalism." SHS Web of Conferences 87 (2020): 00107. http://dx.doi.org/10.1051/shsconf/20208700107.
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The role of the teacher at the present stage is transformed into a high mission of creating a professional personality, which is intended to instill in students readiness to acquire knowledge and improve professional skills throughout their lives. According to the authors, the goal of pedagogical education is continuous general and professional development of a university teacher to achieve high results in the practical professional activity. In general, the professional competence of a University teacher is a synthesis of professionalism (scientific, special, methodological, psychological and pedagogical training), creativity (creativity of relationships, the optimal use of tools, techniques, teaching methods) and art (acting and public speaking). And today it becomes obvious that it is impossible to “add up” a competent professional from a simple sum of knowledge, because in addition, a University teacher should have a great sense of moral responsibility when teaching the modern generation of students.
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Khodorovskyi, V. I. "The features of instrumental and performance training of future music teacher at concertmaster classes." Musical art in the educological discourse, no. 2 (2017): 168–71. http://dx.doi.org/10.28925/2518-766x.20172.16871.
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The article presents one of the most current problems of modern music education concerning concertmaster training of students in higher education institutions of arts as one of the priority components of their future profession. The author of the article notes that music lessons in secondary school encourage teacher to the active manifestation not only of music and performing skills, but willingness to perform concertmaster job at a high professional level. A wide range of music teacher’s concertmaster activities results in a whole set of his professional skills such as: coordinating teacher’s performance activity with the soloist, the ability to read musical scores sheet, edit it, transpose the music material, pick accompaniment, if necessary, simplify or complicate maintenance, perform own song accompaniment etc. In light of this, the weight of the concertmaster classes increases, which acquires the status of primary professional development of future expert. The author of the article highlights the features of instrumental and performance training of future music teacher at concertmaster classes and exposes potential possibilities of students’ music and performance development during these classes, in particular, development of future music teachers’ skills and abilities that are unique for concertmaster activities. The author points out such skills as: ability to accompany own singing, combine accompaniment while singing a soloist party, simplify or complicate the texture of musical accompaniment, read three rows of musical scores sheet, transpose music in connection with tessitura capabilities of performers, pick the melody and detailed accompaniment to it, ensemble skills, etc. The article states that concertmaster classes allow future music teachers to master necessary knowledge for future professional activity and skills and to fill the performance store with works of school repertoire.
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Prokopenko, Iryna. "Formation of the Future Teacher’s Professional Competence: European Experience." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 197–213. http://dx.doi.org/10.31470/2415-3729-2018-8-197-213.
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The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.
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Wulandari, Ella. "Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 29–45. http://dx.doi.org/10.21831/lingped.v1i1.23983.
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The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge
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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.
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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.
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Navickienė, Lijana, Eglė Stasiūnaitienė, Ilona Kupčikienė, and Donatas Misiūnas. "STRESSORS IN TEACHER’S WORK." Visuomenės sveikata 28, no. 6 (January 4, 2019): 29–34. http://dx.doi.org/10.5200/sm-hs.2018.067.
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Teachers are among the professions which face the highest level of work-related stress. High level of stress has a negative impact on the teacher’s physical and emotional health, leads to exhaustion, burnout, dissatisfaction with work, and high turnover rates. It is therefore important to reveal the main sources and risks of stress in the teacher’s work. Psychosocial risks are related to the negative psychological, physical and social consequences resulting from inadequate work organization and management at the workplace: too high work requirements and / or short deadlines for fulfilling tasks; conflicting requirements and unclear employee roles; poor use of staff skills and insufficient employees involvement in decision-making on their work; scarse management and co-workers support and poor relationships with colleagues, students and their parents. A quantitative study conducted in five countries revealed that most teachers experience a high level of stress in their professional activity. Many stressors in professional activity relate to the uncertainty and excessive workload of teachers’ functions and roles. The most common organizational factors that cause stress include working conditions, low salary, noisy environment, number of students in the classroom, and external factors such as educational reforms and social status in society. The least stressors identified in the teachers’ professional activity relate to relationships and support in the work environment. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 2016- 3715 / 001-001.
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Sorokina, Nataliia V., and Liudmyla G. Smovzhenko. "СТВОРЕННЯ ПРОФЕСІЙНО СПРЯМОВАНОГО НАВЧАЛЬНОГО ІНШОМОВНОГО ІНФОРМАЦІЙНО-КОМУНІКАТИВНОГО СЕРЕДОВИЩА ДЛЯ МАЙБУТНІХ УЧИТЕЛІВ-ФІЛОЛОГІВ." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 65. http://dx.doi.org/10.33407/itlt.v66i4.2095.
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The article offers the theoretical ground of algorithm creation and realization of the professionally directed educational foreign informatively-communicative environment for future teachers-philologists. The central place of the professionally directed educational foreign informatively-communicative environment belongs to multimedia educational presentations, the maintenance of which is the selection of educational material in accordance with the requirements of Program and predefined by the modern trends in organization the professional foreign future teachers-philologists teaching such as competent, learner centred and communicative approaches. Actuality of work is predefined by the search of new ways of creation the professionally directed educational informati-vely-communicative environment for future teachers-philologists, by the requirement of multimedia educational presentations introduction into the educational process (course "English for professional aspiration” after speciality "Education"). The introduction of multimedia educational presentations of various types such as visual, presentations-topics, with lexical and grammatical dominants, combined etc. on relevant stages of the lesson (stimuli-motivational, presentational, lingua-cognitive, creative-situational, analytical-assessing) combined with traditional means of teaching helps to develop future teachers-philologists’ cognitive abilities, forms the skills to find the ways of educational problems solving due to adding various forms of communicative activities. It is experimentally proved that constructing of the professionally directed educational foreign informatively-communicative environment with multimedia educational presentations stimulates personal and professional development raises the interest to the future profession. The implementation of the multimedia educational presentations should be maintained regarding methodological requirements and depend on the teacher’s readiness and his professional skills to combine the presentations with traditional means to reach the goals the future teachers-philologists professional foreign language preparation.
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Shaidenko, Nadezhda Anatolievna, Svetlana Nikolaevna Kipurova, Aleksandra Vladimirovna Sergeeva, Maria Vyacheslavovna Filatova, and Ellada Vladimirovna Shelispanskaya. "Development of creativity of a future teacher as a condition for their effective work with gifted students." SHS Web of Conferences 117 (2021): 06005. http://dx.doi.org/10.1051/shsconf/202111706005.
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Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.
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Pollock, Dovis. "Using Cultural Capital in the ESL Classroom: One Teacher’s Journey." Issues in Language Instruction 7 (June 1, 2018): 28–32. http://dx.doi.org/10.17161/ili.v7i1.7569.
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Bourdieu’s concept of cultural capital can help ESL instructors develop professionally and can lead to other related concepts that can address behavioral issues in the classroom and facilitate instruction. To illustrate my professional journey, I begin by focusing on a simple definition of cultural capital and consider how it relates to other areas such as soft skills and metacognitive skills. The educational experiences with respect to cultural capital and other skills that many of our international students have can vastly differ from what is found in American classrooms. This is especially true of students who have been taught in a culture where they memorize facts, do not ask questions or argue their point of view, and have not been involved in any creative process related to learning. Therefore, it is important to explicitly teach these skills. I conclude by sharing some examples of how I addressed and taught cultural capital in the classroom and give ideas of how to create one’s own mini-lessons.
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СМОЛІКЕВИЧ, Надія. "The teacher’s main competencies in modern higher education." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. I (September 27, 2019): 30–42. http://dx.doi.org/10.38014/ehs-ss.2019.3-i.03.
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The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.
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Korostelyova, Svetlana G. "Discussion as an active method of teaching during a future teacher’s professional training." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 118–22. http://dx.doi.org/10.34216/2073-1426-2019-25-2-118-122.
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The article deals with the methodology of discussion teaching which allows forming and developing the main discussion skills and discussion abilities. The proposed approach to the organisation of the process of discussion teaching is designed using the development of connections between the substance of the thinking activity during the discussion of problematic situations and the speech means of its expression. The characteristics, included in the concept of "discussion", are given; its nature and principles are revealed. The classification of discussion skills and abilities, designed using speech and thinking acts with various thinking forms and techniques, is provided. The main focus is on the system of discussion teaching which includes a number of interconnected stages; the description of the methodology of the work on each stage is given. The ways of the construction and the technology of completing a number of exercises for the discussion skill formation and the discussion ability development are shown. The organisation and the management of the process of discussion teaching are considered.
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Rudych, Oksana. "INTERACTIVE APPROACH TO ENGLISH LITERATURE USING WHILE FUTURE TEACHERS’ PROFESSIONAL TRAINING." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 40–48. http://dx.doi.org/10.33989/2226-4051.2016.14.171580.
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The article is devoted to the actual questions of English literature using while future teacher’s training. Modern approaches to interactive educative technologies are analyzed. It shortly observes the literature-art component of future teacher’s education. Some peculiarities of the effective future teacher’s training for English literature using were revealed.The author stressed on the necessity of taking into consideration some specific features of modern literature while using it as an effective tool of education. The author searches for appropriate means of interactive component of modern English literature using while future teacher training. She observes the possibility of literature using not only while relaxation, but as a tool of creative student’s capacity stimulation.Some main factors which cause the decline of the student interest in literature reading are figured out: the lack of information (in Culture, History, Psychology, Geography, Ethnology etc.) for creation of the appropriate art vision while literature reading; the lack of reading experience; the abuse of other modern sources of getting information (they don’t require some extra affords for optimal vision creation).Thus to make the reading process more delightful and educative as well it is necessary to enrich literature teaching with information in Culture, History, Psychology, Geography, Ethnology etc. It will help while creation of an art vision and will stimulate the interest in reading.The sources taken have to appeal student’s personal interests, are to be modern and interactive. Teachers and lecturers can effectively use modern internet (for watching and discussing videos, cartoons, documentaries), interactive boards (for some information visualization, systematization, different skills mustering), i-phones and i-pads will help home tasks doing (different projects creation, some information searching etc.).Interactive approach to English literature using while future teachers’ professional training is to assists successful mastering of the knowledge, skills and habits, which are necessary for successful professional activity conducting.
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Oreshkina, Anna Konstantinovna, Dmitry Vladimirovich Lukashenko, Ivan Sergeyevich Samokhin, and Marina Georgiyevna Sergeeva. "Digital educational environment as a factor of developing teacher’s professional reflection." Revista Tempos e Espaços em Educação 14, no. 33 (July 31, 2021): e16166. http://dx.doi.org/10.20952/revtee.v14i33.16166.
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The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.
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Dobržinskienė, Rasa, Giedrė Paurienė, and Aušra Stepanovienė. "EXPERIENTIAL LEARNING AS THE PRECONDITION OF TEACHER’S PROFESSIONAL COMPETENCE DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 98. http://dx.doi.org/10.17770/sie2019vol5.3792.
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Society is pausing higher and higher requirements for teachers regarding their professionalism, efficiency of activity, personal qualities and other aspects. If we treated teachers’ professional development as a life-long process, we would find alternative learning forms, which enable continuous, individual and flexible learning. It is important to reveal the role of informal learning in the area of life-long learning process because its significance to teacher’s professional competence has not been fully estimated. Knowledge, skills, and abilities that teachers bring into their professional activity, gained as the outcome of informal learning and development, are not adequately valued. Insufficient attention is paid to professionality and contextuality of teacher’s professional competence development. Therefore, it is crucial to perceive experiential learning which determines development of the competence as a constituent part of informal learning. The aim of the article is to reveal the interaction between experiential learning and teacher’s professional competence development. Methodology of the research encompasses both theoretical, namely scientific literature analysis and summary, and empiric research methods. Qualitative research data were collected using biographical-narrative interviews while data analysis and findings are based on Abductive Reasoning Theory according to Peirce, Grounded Theory according to Strauss and Corbin and Formulating Interpretation according to Bohnsack. Scientific literature analysis has revealed that experiental learning is frequently random, spontaneous and unplanned. Due to its nature it is considered as a part of informal learning. The results of the biographical-narrative interviews with teachers show that professional activity provides pedagogues with rich experience and opportunity to develop regarding the contents of the subject taught as well as methodological and personal perspectives.
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Helsa, Helsa, and Agustina Hendriati. "KEMAMPUAN MANAJEMEN KELAS GURU: PENELITIAN TINDAKAN DI SEKOLAH DASAR DENGAN SES RENDAH." Jurnal Psikologi 16, no. 2 (November 17, 2017): 89. http://dx.doi.org/10.14710/jp.16.2.89-104.
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This is an action research that aims to identify and improve classroom management skill of six homeroom teachers in a low socio-economic elementary school. Classroom management skill is defined as teacher’s ability to create and maintain a learning environment that conducive to learning. The classroom management skill is measured using an observation-based rating scales and semi-structured interviews. The findings showed that classroom management skills were lacking among the majority of participants because they did not have sufficient knowledge about classroom management and did not understand their class’ needs. After two periods of intervention, the participants’ classroom management skill is improved. It was revealed that individual coaching is more effective than training method in improving classroom management skill. Furthermore, educational background and previous professional experience influenced participants’ classroom management skill. However, participants with the relevant educational background do not automatically master classroom management skill, unless supported with professional experience.
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Lukyanova, Margarita Ivanovna, Lyubov Porfiryevna Shustova, Sergey Vyacheslavovich Danilov, and Valentina Viktorovna Zarubina. "Competitive behavior as a condition for realizing the personal potential of teachers." SHS Web of Conferences 117 (2021): 05003. http://dx.doi.org/10.1051/shsconf/202111705003.
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The article considers the personal potential of teachers realized through their participation in competitions. The analysis of sources, diagnostic tools, formats and means of additional professional education presents professional competitions as a condition for realizing one’s personal potential. Its components are as follows: personal meanings, activity, reflexive abilities and pedagogical experience, values, motives, striving for the embodiment of creative ideas and intentions, openness to innovations. The teacher’s participation in competitions encourages activities, increases the level of innovative solutions to professional problems, manifests creative individuality and recognizes professional achievements. At the same time, the influence of competitions on the professional creativity of a teacher has not been sufficiently studied. The article aims at studying the competitive behavior of a teacher from the perspective of realizing their personal potential. The research utilized the methods of analyzing scientific sources, regulatory documents; diagnostic techniques to study the personal potential of a teacher; forms of developing the competitive behavior of teachers to participate in professional skills competitions; synthesis; logical generalization. In the course of the study, the authors obtained results that are notable for their novelty. They have presented the concept of “competitive behavior” of a teacher as an activity characterized by a complex system of motivation aimed at overcoming competitions and developing personal potential. The authors have characterized the motivational, emotional-volitional and personal levels of mental regulation of the teacher’s competitive behavior. They have also determined methods for studying personal potential and developing the teacher’s competitive behavior.
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Kušnere, Ilga, and Aivis Dombrovskis. "TEACHER’S SELF-DEVELOPMENT: TEACHER’S SELF-DISCOVERIES REGARDING THE SIGNIFICANCE OF PEDAGOGICAL PERSONALITY DEVELOPMENT DURING PEDAGOGICAL PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 210. http://dx.doi.org/10.17770/sie2019vol5.4002.
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In the 21st century, a special place in education is occupied by sustainable development issues, which emphasize the unique role of education in shaping the public opinion. New pedagogical approaches, which show how education could contribute to the evolution of consciousness, are being sought. A shift of paradigms is happening in education: from knowledge memorization to skills, character, meta-learning (Education 2030: Organisation for Economic Cooperation and Development competency framework). The research confirms, to successfully implement the proposed changes in modern pedagogical practice, it is valuable for the teachers to learn the psychology methods and techniques on how to improve and advance personality growth based on the knowledge shared by K.G. Jung, K. Wilber, and A. Maslow. research confirms it is valuable to acquire these methods during theoretical and practical activities for professional development.The study revealed that teacher’s professional competencies, such as communicative, methodological, organizational, creative skills and self-management, improve through familiarization and practical application of this knowledge.The aim of the study is to show the importance of how the psychological insights regarding the development of personality impact the pedagogical practice. Main tasks include literature studies and evaluation, working with a target audience. Research methods: survey.
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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "Reflective Teacher Journal to Develop Teacher’s Professionalism." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 1 (March 28, 2020): 22–30. http://dx.doi.org/10.34050/els-jish.v3i1.9517.
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To be good a teacher, a teacher must incessantly improve her/his teaching practice and skill/knowledge to produce and keep the academic quality. Mechanically, a teacher requires to concern a particular method/ technique or strategy and use a certain tool/type to fulfill the benchamark of excellence in teaching. Hence, reflection is substantial as one of the indispensable approaches that can be practiced to direct teacher’s performance becomes more experienced. In teaching, the term reflection refers to the opportunity of teachers to think back critically after the teaching-learning process. Previous studies that have been conducted to observe the efficiency of teacher journal in the education field. Conversely, only a few kinds research explored teacher’s perceptions toward the utilization of the teacher’s journal. Likewise, this research was located in Indonesia and engage an in-service EFL teacher of Junior High School to accomplish the gap. It intended at determining the parts reflected from the teacher journal. Moreover, to investigate the research problems, the researcher used an in-depth interview to explore the teacher’s experience in utilizing teacher diary. Consequently, this study employed a qualitative method since it was considered as the appropriate design to accomplish the research. The researcher concluded that the teacher has a positive perceptions related to the teacher’s diary/teacher’s journal. It gives precious involvement for English teachers to be more experienced and professional to help students in mastering English skills and help the teacher to do reflection in order to make a better teaching practice for the next English teaching.
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Ye.A., Klopota, and Rotko O.M. "PERSONAL READINESS AS A COMPONENT OF TEACHER’S PROFESSIONAL COMPETENCE IN INCLUSIVE EDUCATIONAL ENVIRONMANT." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 1 (April 15, 2021): 125–32. http://dx.doi.org/10.32999/ksu2312-3206/2021-1-17.
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Purpose of the article is theoretical analysis and determines the essence of teacher’s personal readiness as a component of teacher’s professional competence in inclusive educational environment.Methods of the study – analysis, comparison, systematization and collation of the findings study data based on examination of scientific literature.Results. To determine the essence of teacher’s personal readiness in inclusive educational environment we analyzed general and special requirements to teachers. It has been found that during special focused training of future teachers, professional knowledge and skills are as important as development of teacher’s personal qualities, which determine that a teacher is prepared for pedagogical activity. The following components are important in the structure of readiness: cognitive, activity, value-motivational and emotionally volitional. The article reveals the concept concept of professional and inclusive competence. They are important components of teaching skills pedagogical mastery, which is necessary for the effective performance in the inclusive educational environment. It is noted that competence includes teachers’ personal attitude to their own activity. It emphasized that the personal aspect of key competences is a systemically important component. It defines and integrates other components. The attention is drawn to such features of inclusive educational process as its corrective focus and innovativeness. With this in view, teacher’s readiness to continuous improvement of their professional skills and competencies, i.e. life-long education is identified as an important condition.Conclusions. It was concluded that the concept of personal readiness is a complex structure, it is defined as an established characteristic, system of teachers’ personal features and their functional state. Such structuring of the category “personal readiness” determines the success of pedagogical activity in inclusive educational environment. The components of personal readiness include motivational, orientational, operational, volitional and evaluative components. In addition to the abovementioned components, teachers’ psychological readiness is an important condition as well. It determines teachers’ understanding of the nature, goals and features of their activity in inclusive educational environment.Key words: professional competence, teaching skills, inclusive competence, personal readiness, psychological readiness. Метою статті визначено теоретичний аналіз та розкриття сутності поняття «особистісна готовність» як складника професійної компетентності педагогів в інклюзивному освітньому просторі.Методи дослідження: аналіз, порівняння, систематизація та узагальнення даних з проблеми дослі-дження на основі вивчення наукової літератури.Результати. У статті розкрито сутність особистісної готовності майбутніх педагогів до роботи в інклюзивному освітньому просторі. Для цього нами було проаналізовано загальні вимоги до особистості педагога, а також специфічні, які зумовлені корекційною спрямованістю інклюзивної освіти. Встановлено, що під час спеціальної цілеспрямованої підготовки майбутніх педагогів важливим є не лише акцентування уваги на професійно важливих знаннях, уміннях та навичках. Поруч із зазначеними складниками професійної компетентності великого значення також набуває формування особи-стісних якостей педагогів, які визначають їх підготовленість до педагогічної діяльності. У структурі підготовленості мають значення такі компоненти: когнітивний, діяльнісний, ціннісно-мотиваційний та емоційно-вольовий. У статті розкриваються поняття професійної та інклюзивної компетентності, оскільки вони є важливими складниками педагогічної майстерності, необхідної для результативної діяльності в умовах інклюзивного освітнього простору. Зазначено, що володіння компетентностями включає в себе особистісне ставлення педагогів до власної діяльності. Акцентується увага, що особистісна сутність ключових компетентностей є системоутворювальним компонентом, визна-чає і інтегрує інші складники. Звертається також увага на такі особливості інклюзивного освітнього процесу, як його корекційна спрямованість та інноваційність. З огляду на це важливою визначається готовність педагогів до постійного вдосконалення професійних умінь і якостей, тобто до навчання протягом життя.Висновки. Встановлено, що поняття «особистісна готовність» є складною структурою, визначається як стійка характеристика, система якостей особистості педагогів, а також їх функціональний стан. Така структурність категорії «особистісна готовність» визначає успішність здійснення педагогічної діяльності в умовах інклюзивного освітнього простору. Серед компонентів особистісної готовності можна виділити мотиваційний, орієнтаційний, операційний, вольовий та оцінний компоненти. Окрім вже зазначених компонентів, важливою умовою є сформованість психологічної готовності педагогів, що безпосередньо визначає усвідомлення ними сутності, мети та особливостей педагогічної діяльності в умовах інклюзивного освітнього простору.Ключові слова: професійна компетентність, педагогічна майстерність, інклюзивна компетентність, особистісна готовність, психологічна готовність
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Maksymchuk, I., A. Malykhin, I. Demchenko, L. Vysochan, L. Filonenko, A. Bilozers'ka, Yu Lisnichenko, and B. Maksymchuk. "The Structure of Pedagogical Skills in the Context of Introverted Characteristics of the Specialist." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 82–88. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.16.
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Physical education is of paramount importance and one of the main links in the prevention of the diseases of the third millennium during the heyday of a post-industrial society, increasing volumes of information and decreased physical activity as a result of developming infrastructure, transport links and service networks. On the other hand, all of the above factors, and especially the informational ones, put new demands on physical education teachers, who can no longer be a mere transmitter of knowledge, must meet the today’s requirements and be knowledgeable in many fields related to pedagogy (computer science, psychology, sociology, ecology). Noawadays, an important issue of Ukrainian higher education institutions is the search for optimal ways to establish a system of values, professionally significant qualities of teachers who are proactive, independent, mobil and ready for constant professional development and self-improvement. Therefore, an inherent feature of a teacher’s professionalism is his or her pedagogical skills. The development of pedagogical skills becomes rather essential for training future physical education teachers, who are creative, open-minded and can interest pupil and motivate them towards learning. Pedagogical skills of future physical education teachers imply the ability to organize physical training based on the principles of humanism, dialogue and cooperation. Indeed, pedagogical skills of these specialists integrate socio-cultural, intellectual, moral potential of pupils and teachers. Modern scholars about the heightened requirements for physical education teachers, as well as the expansion of their professional activitie. In turn, it prioritizes thir professional efficiency, “The very practice of physical culture, sport, tourism, recreation and rehabilitation puts the requirements for graduates from physical education institutions. The role of culture, intellect, professionalism and erudition of specialists is increasing, given the competition between many small enterprises, associations, clubs and state institutions in the struggle for social and state order (O. Ihnatiev). The researcher believes that professional skills are the main criteria for overcoming these obstacles and requirements.
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Matveieva, Nataliia. "Professional Training of Future Teachers in the System of Continuous Education." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (June 15, 2017): 105–9. http://dx.doi.org/10.15330/jpnu.4.1.105-109.
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The author analyzes the features of training future teachers in the system of continuous education, emphasizes the need for systematic, focused, continuous improvement, and self-fulfillment. The article noted that in preparation for future professional activities in higher education are formed the basic skills and accumulated knowledge and experience that will serve as an effective teacher’s growth, his creative work, the desire for further improvement. The author concludes that continuous education today serves not only the guarantee of the state and society, but also personal needs of each person
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Abeldina, Zh, Zh Moldumarova, G. Abildina, and R. K. Abeldina. "Rating as an indicator of the quality of a teacher’s professional activity." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 57–65. http://dx.doi.org/10.31489/2021ped1/57-65.
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The article examines several aspects of the quality of educational services. The process of providing such services is examined, the problems in the field of teaching physics and mathematics are identified and the ways of problem resolution in the credit learning system are proposed. The introduction of credit learning technology allows for stimulation of students’ learning activity and an increase in their motivation and the level of academic mobility. The ways of increasing the motivational activity of the teacher as another key figure in the educational process are identified. The current remuneration system for university teachers in Kazakhstan accounts for work experience and the position held and includes additional payments for an academic degree but does not stimulate teachers for continuous additional training. On the other hand, the salary volume does not contribute to the high social prestige of this profession, which is complex and requires genuine pedagogical skills. The quality of teaching staff is associated with the quality of education acquired by students. In the context of the credit rating system, it is not only students who earn credits, but also teachers who should substantiate and improve their qualifications measured by their rating.
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Yuliya V, Mustafina. "Municipal Level Teacher Growth System: Improving Pedagogical Design Skills." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 65–70. http://dx.doi.org/10.21209/2658-7114-2020-15-4-65-70.
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Innovations in the general education system have significantly changed the content and form of the teacher’s professional activity: pedagogical design has become a dominant feature in its structure. In this regard, there was a contradiction between the need for special training of teachers for the implementation of project activities and the lack of sufficient organizational and methodological conditions for the implementation of such training on the job. The purpose of this article is to justify the possibility of improving the skills of pedagogical design in the conditions of the implementation of the teacher growth system at the municipal level. In the course of theoretical analysis, the author substantiates the role and place of design in the structure of professional pedagogical activity. Based on the theoretical results obtained, the idea of building a subject-oriented process of teacher training, integrated with their immediate professional activity, is put forward. The description of the pedagogical experiment on testing the municipal system of teacher growth and the selected pedagogical conditions for the development of design skills of teachers is given. The results of the experimental work confirmed the hypothesis that the effectiveness of the process of improving teachers’ design skills is achieved by integrating the process of advanced training in labor activity, using a set of special forms and training methods (cases, design sessions, business games, trainings, master classes, tutoring programs, etc.), use of the principles of subject-oriented learning.
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Kabilan, Muhammad Kamarul. "Malaysian English language teachers’ satisfaction level of their professional development." English Language Teaching and Research Journal (ELTAR-J) 1, no. 1 (August 31, 2019): 49. http://dx.doi.org/10.33474/eltar-j.v1i1.4770.
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Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities.
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Kolobova, Ekaterina A., Anna G. Samokhvalova, Galina G. Sokova, and Lyubov’ I. Timonina. "ROLE STRUCTURE OF HIGHER SCHOOL TEACHER’S PROFESSIONAL ACTIVITY." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 136–44. http://dx.doi.org/10.34216/2073-1426-2020-26-1-136-144.
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The article raises topical issues of the implementation of the competency approach to the professional activity of a higher education teacher, differentiation of pedagogic work, the introduction of individual and subjective approaches to the organization of the educational process at a university. The changes occurring in higher education, and the requirements for the teacher in the modern educational environment, which are associated with the multifunctionality of the role of the teacher in modern conditions, are described – be able to educate students and evaluate knowledge and competences, organise scientifi c activities, update the content and forms of taught disciplines taking into account state standards of education of the Russian Federation, involve students in project activities, apply distance learning technologies, cooperate with employers. The possible role positions of the modern teacher of higher education («methodologist-subject», «mentor», «tutor», «scientist», «educator», «coordinator»), as well as the competences, knowledge necessary for the successful implementation of these positions, have been identifi ed and described. skills, pedagogic actions and means. The results of the study of the role structure of the professional activity of teachers of Kostroma State University are presented, the main points of growth of professional competences of the university teaching staff are identified.
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Gulzina Nagibova. "PROFESSIONAL DEVELOPMENT: THE CHALLENGES OF ACTION RESEARCH IMPLEMENTATION IN KAZAKHSTAN." International Academy Journal Web of Scholar 2, no. 9(39) (September 30, 2019): 17–24. http://dx.doi.org/10.31435/rsglobal_wos/30092019/6691.
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This study explores the challenges teachers of Kazakhstani secondary schools face when conducting action research as a part of their professional development. The study also aims to provide recommendations to overcome identified action research implementation challenges. The qualitative study design is used to research and interpret the teacher’s action research implementation challenges within one of the Nazarbayev Intellectual Schools in Kazakhstan.Findings of the study demonstrated several issues teachers face while conducting action research. Firstly, teachers indicate they lack action research knowledge; secondly, they lack the necessary skills to conduct research; and finally, they do not have enough support and resources. Along with these challenges, experienced teachers provided solutions for these problems. If most of them needed continuous support from experienced colleagues, the rest believed that they have to be self-organized.
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HUBA, Bohdan. "A TEACHER’S MANAGEMENT CULTURE AS A PSYCHOLOGICAL AND PEDAGOGICAL PHENOMENON." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 170–76. http://dx.doi.org/10.31651/2524-2660-2020-4-170-176.
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The need to specify teachers’ functions in the management of students’ educational activities, the development of theoretical-and-methodological provisions that characterize the interaction of educational entities, teachers’ management actions and students’ self- management actions in educational processes, levels of management are discussed in the paper. The psychological features of a teacher as a leader and manager in the field of education are also described. The analysis of formation of information culture as a separate direction from culture as a whole is carried out. The essence of managerial culture is revealed, namely, it is determined what skills a teacher must have in order to be competent in his/her professional activities. The concept of “activity” is defined separately as a dynamic system of interaction of the subject with the world. The article also focuses on the culture of management and its key functions in teach- ers’ professional activities. It is described how qualified management can help through the system of methodical work to improve a teacher’s managerial activities. The article also deals with the specification of a teacher’s functions in the management of students’ educational activities, as well as a list of tasks that need to be solved by teachers in the performance of their professional duties to achieve the most effective result.
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Arifmiboy, Jamaris Jamna, Mega Iswari, and Agustina. "TADALURING Microteaching Learning Model (TMLM): Preparing Professional Teacher by Pre-Service Training." SHS Web of Conferences 42 (2018): 00007. http://dx.doi.org/10.1051/shsconf/20184200007.
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As a certified professional, teacher forms indispensable roles in achieving the learning objectives. The complexity of teacher’s profession decidedly requires the teacher to master a number of competencies and skills. One of them is to master the basic teaching skills. Realizing the complexities of the teacher’s profession and the requirement of teacher’s profession, LPTK –Faculty of Teacher Training and Education– which produces professional teacher, requires enhancing the teacher’s quality and creativity through pre-service teaching and training. Microteaching is one of the efforts to prepare the candidate for a professional teacher in higher education. The growth of a number of students being served with the availability of micro teaching laboratories is, however, disproportionate. Consequently, the problems faced are the time management, the laboratory utilization, the availability of sufficient microteaching infrastructures as well as the implementation of micro teaching itself. One of the ways to solve the problems is to develop a microteaching model adapting the force driving sophisticated ICT named TADALURING Microteaching Learning Model (TMLM). The Instructional Systems Design (ISD) made use of developing the model is Borg and Gall procedures. The cyclical phases of conducting the research were preliminary research, development, field-testing, and dissemination. The research finding indicates that the trial-tested model is stated valid, practical, and effective. The TADALURING Microteaching Learning Model (TMLM) is essentially accentuated on a face-to-face classroom, online and offline practices.
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Meza, Angélica, Ingrid Rodríguez, and Lorena Caviedes. "Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 89–106. http://dx.doi.org/10.15446/profile.v23n1.85145.
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This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.