Journal articles on the topic 'Teachers' Cultural Formation'
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Arriaza, Gilberto, and Yvonne Lever-White. "Teachers as Agents of Cultural Capital Formation." Journal of Education Human Resources 38, no. 4 (December 2020): 438–52. http://dx.doi.org/10.3138/jehr-2020-0004.
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Maguire, Meg. "The cultural formation of teachers' class consciousness: teachers in the inner city." Journal of Education Policy 16, no. 4 (July 2001): 315–31. http://dx.doi.org/10.1080/02680930110054326.
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Bakum, Zinaida, Mariya Tkachivskau, Oleksandra Palchykova, Iryna Dyrda, and Svitlana Kostiuk. "Formation of Cross-cultural Competence of Prospective English Teachers." Arab World English Journal 13, no. 4 (December 15, 2022): 523–38. http://dx.doi.org/10.24093/awej/vol13no4.34.
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The article substantiates the importance of forming prospective English teachers’ cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category “cross-cultural competence of a prospective English teacher,” develop its structure and experimentally verify its effectiveness. The study establishes that cross-cultural competence covers linguistic, sociocultural, activity, and axiologically-emotive components. The authors used the following theoretical research methods: analysis of philosophical, lingua didactic literature and scientific studies, synthesis, comparison, concretization; empiric methods: questionnaire-diagnostic (survey, testing, summative assessment, interview); analysis of speech activity products (spoken replies); lecture attendance and analysis; pedagogical experiment; methods of statistical treatment and experimental results analysis. The research on the training peculiarities of future English teachers based on cross-cultural grounds allowed us to conclude that the experimentally-verified methodology is effective. The practical data analysis points out the rise of forming cross-cultural competence levels in the experimental group. The reason is the cultural enrichment of linguistic material and the revelation of contrastive aspects.
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Melnikova, Gulnar, Suriya Gilmanshina, and Asia Galeeva. "Formation of Cultural Fluency among Foreign Students, Future Chemistry Teachers." SHS Web of Conferences 172 (2023): 03003. http://dx.doi.org/10.1051/shsconf/202317203003.
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This article is devoted to the issue of the formation of cultural fluency of foreign students, future chemistry teachers. The levels of formation of the cultural fluency components are specified, recommendations how to use design technologies in the formation of cultural fluency of future chemistry teachers are presented.
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Pyvovarova, Hanna. "Methodological principles of the problem of formation of cultural values of future primary school teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (357) (2023): 91–95. http://dx.doi.org/10.12958/2227-2844-2023-3(357)-91-95.
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The article “Methodological foundations of the problem of formation of cultural values of future primary school teachers” focuses on research and analysis of the process of formation of cultural values of future primary school teachers. The author examines in detail the theoretical foundations of this problem, key methodological principles and paradigms. The definition and justification of the methodological foundations of the problem of the formation of cultural values of future primary school teachers are given. The article covers important aspects of pedagogical science, such as the role of cultural values in the modern educational process and the peculiarities of their formation in higher educational institutions. The article presents an analysis of the essence of the concept of «methodology» and «approach». Scientific approaches to the study of the problem of the formation of cultural values of future primary school teachers are disclosed: axiological, cultural, competence, activity, environmental, subjectsubject, reflective. Certain regularities of the formation of cultural values of future primary school teachers are singled out. The leading principles on which the methodology of this study is based are outlined, namely: taking into account the age, individual psychophysiological characteristics, abilities of future primary school teachers; systematicity and consistency; complexity; flexibility; self-actualization; subjectivity; the principle of axiologising the educational environment of higher education; the principle of cooperation of various subjects in the process of forming the cultural values of future primary school teachers through the interaction of higher education with various social institutions (educational institutions, cultural institutions, social institutions). The article is important for scientists, teachers, students in the field of pedagogy, as well as everyone who is interested in the problems of cultural values in modern education.
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Zhou, Xianfeng, Gulmira Karabalaeva, Shuang Wang, Qiang Ding, and Changning Wang. "Prospects and priorities of the cultural aspect in education." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (December 20, 2023): 1943–54. http://dx.doi.org/10.54919/physics/55.2024.194bi3.
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Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantiation and verification of the effectiveness of the methodology for the development of cultural competence in future teachers during their studies at a higher educational institution; empirical methods: analysis, comparison, systematization, survey, questioning, testing, modelling, and design; experiment � ascertaining and forming; methods of mathematical statistics: processing the final indicators of the formation of the level of readiness of teachers for the formation of cultural competence during their professional training in higher educational institutions.Results. The content of the concept �culturological competence of the future teacher� is determined; its signs and features are disclosed, a methodology for the development of cultural competence of future teachers in the context of professional training has been developed and implemented. During a pilot study, methodological tools have been developed to increase the readiness of future teachers for the formation of cultural competence during professional training, namely: the implementation of readiness components with selected methods for their formation and pedagogical conditions. After conducting an experimental study, promising directions for improving the methodology for developing the readiness of future teachers for professional activities were formed through the formation of cultural competence during preparation for professional activities in higher educational institutions of Kyrgyzstan.Conclusions. The practical value of the work lies in the development of a methodological system for improving the training of future teachers in Kyrgyzstan based on a competency-based approach.
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Borysenko, Nataliia, Nataliia Sydorenko, Iryna Grytsenko, Veronika Denysenko, and Yuliia Yurina. "Cross-cultural competence formation for future teachers in integration processes." Eduweb 16, no. 3 (September 28, 2022): 232–44. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.17.
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The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teacher in the conditions of integration processes is determined by three factors: transformation of the labor market, aggravation of intercultural perception problems in the world, insufficient amount of scientific research on this topic. The research methods are used: analysis, synthesis, systematization, comparison, induction, and deduction. The study results allowed to form recommendations for the cross-cultural competence development of the future teacher at the individual, teaching, institutional and regulatory levels. The main content of the recommendations is the possibility of organizing practical communication experiences between students of different nationalities. The study's practical significance consists in the possibility of its use in the educational programs of pedagogical institutions of higher education.
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Parshuk, Svitlana, and Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.
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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.
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LIU, Xiao. "Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors." Arab World English Journal 13, no. 4 (December 15, 2022): 38–52. http://dx.doi.org/10.24093/awej/vol13no4.3.
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Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and those extracted from research articles stand for pro-external perceptions. Within China’s socio-cultural context, the study aims to demonstrate the consistency and discrepancy between the internal and external perceptions of the EFL teacher’s role. Two groups of metaphors were first compared based on the conceptual themes and then categorized into four types: Learner-oriented, Social Order, Social Reform, and Cultural Transmission according to the metaphor-categorization framework. The consistency and discrepancy in teacher perception revealed by comparing two groups of teacher metaphors shed light on the possible reasons for Chinese EFL teachers’ role anxiety in identity formation.
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Kylyvnyk, Victoria, Iryna Malyshevska, Kateryna Pavelkiv, Hanna Polishchuk, Oksana Hudovsek, and Nina Zhuravska. "Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 176–95. http://dx.doi.org/10.18662/rrem/14.1/513.
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The article examines socio-cultural aspect of professional training of future foreign language teachers. The purpose of the article is to substantiate the pedagogical conditions and structural and functional model of the socio-cultural competence formation of future foreign language teachers in the system of the pedagogical college. The main task of the study is to determine the structure, criteria, indicators and levels of socio-cultural competence of future foreign language teachers and to develop a structural and functional model of formation of their socio-cultural competence and its experimental verification. The research hypothesis lies in the assumption that the effectiveness of the socio-cultural competence of future foreign language teachers in the process of professional training in the pedagogical college will increase with the implementation of the following pedagogical conditions: the use of integrated socio-cultural tasks with variable content and innovative teaching methods. The formulated structural and functional model of sociocultural competence formation among future foreign language. The author's contribution to the development of the scientific field lies in the fact, that the use of interactive teaching methods encourages students to feel like subjects of socio-cultural competence and be active participants of this process. And this subjective position contributes to the development of cognitive motivation for socio-cultural competence, which contributes to the effective acquisition of socio-cultural knowledge and the effectiveness of the socio-cultural competence formation in general.
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Vee, Mona. "How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?" Nordisk barnehageforskning 20, no. 2 (April 11, 2023): 51–69. http://dx.doi.org/10.23865/nbf.v20.268.
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In this article, evaluations of apps from kindergarten preservice teachers were analysed in relationship to their understandings about children’s cultural formation. The Artifact-Centric Activity theory, a theoretical model based on Cultural-Historical Activity theory, was used in this study to identify how kindergarten preservice teachers considered that the digital games could engage children in mathematics. This analysis gave insights into what the kindergarten preservice teachers considered to be appropriate mathematics for young children and how they should learn it, which can be contributors to children’s cultural formation. The results of this study give insights into how teacher education could be changed so that kindergarten preservice teachers could include other aspects in evaluating apps, such as connections to play and creativity, in alignment with the requirements of the Framework Plan. Making the kindergarten preservice teachers aware of the need for the inclusion of such foci is likely to affect kindergarten children’s potential cultural formation.
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Abdraimova, B. A., Y. Gelishli, and М. К. Akhmetova. "Formation of Linguistic and Cultural Competence of Pre-Service Foreign Language Teachers through National Identity." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 373–81. http://dx.doi.org/10.47526/2024-1/2664-0686.30.
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Training future teachers of Foreign Language Education requires a methodological study of national identity in teaching English. National identity encompasses all aspects of cultural and traditional values. Based on qualitative research methodology, participants consisted of 120 pre-service foreign language teachers. Survey developed based on qualitative means, which included open-ended questions regarding the pre-service foreign language teacher's perceptions. The main features of the formation of linguistic and cultural competence of future English teachers are considered. Study aims to identify and form linguistic and cultural competence within the national identity of university students studying in Kazakhstan. The methodology aimed at identifying the ideas of students of universities in Kazakhstan about national identity is a descriptive study within the framework of the survey model. Data is collected using the national identity perception scale. A model for forming a national identity when teaching a foreign language is proposed. The study results, it can be concluded that students’ express opinions on the first stage, national identity and values on the second stage, which is the attitude to national identity and religion as part of national identity.
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Sotnikova, E. B., and M. A. Kharlamova. "THE PROBLEM OF THE FORMATION OF FUTURE TEACHERS’ GENERAL CULTURAL COMPETENCES." Educational Psychology in Polycultural Space 43, no. 3 (2018): 114–21. http://dx.doi.org/10.24888/2073-8439-2018-43-3-114-121.
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Maiier, N. "Formation of French-speaking Linguistic-Social-Cultural Competence: Professional-Methodical Perspectives." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 39 (March 11, 2024): 9–17. http://dx.doi.org/10.32589/2412-9283.39.2023.299204.
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Introduction. The acquisition of linguistic and sociocultural competence by students is greatly influenced by the professional and methodological competence of the French language teacher. This involves possessing specific methodical knowledge and skills. Therefore, studying the methods of teaching foreign languages in higher education is essential for developing these competencies. Purpose. This article aims to explore the nuances of the professional and methodical training of prospective French language teachers for shaping students’ linguistic and sociocultural competence. Methods. The research employs critical analysis, observation of the educational process, and systematization and generalization of results. Results. Recommendations for prospective teachers include acquiring knowledge about the concept of “linguistic-sociocultural competence” and its components. This encompasses the goals and principles for forming students’ French-speaking linguistic and socio-cultural competence, as well as methods, techniques, and means for integrated development. Methodical skills are honed through professional and methodical tasks in practical classes and independent extracurricular work. Various task types – analytical, modeling, and creative – are proposed, with examples provided for preparing teachers to foster students’ linguistic and sociocultural competence. Conclusion. Features of the professional-methodical training for prospective French language teachers, such as the selection of educational material, modeling professional-methodical activities, and task performance, contribute to achieving the desired outcome. Positive experiences in implementing such technology into the educational process allow higher education students to master methodological skills.
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Vavitsas, Theodoros, and Athina A. Sevi. "The Views of Greek Primary Education Teachers on the Formation of Cultural Identity." European Journal of Education and Pedagogy 3, no. 2 (March 4, 2022): 7–11. http://dx.doi.org/10.24018/ejedu.2022.3.2.256.
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The aim of the present paper is to present the Greek Public Primary School teachers’ views on the construction of cultural identity as well as the role that the different collectivities play in modern societies. Exploring concepts such as “identity”, “diversity” and “cultural identity” and valorizing the theoretical framework of Habermas’ “Theory of Communicative Action”, the writers of this paper have applied the qualitative research of semi-structured interviews in order to collect their data. The participants were fifteen (15) Greek Public Primary School teachers while the questionnaire was comprised of thirty-two (32) questions. The findings indicate that: a) the teachers tried to define the meaning of “different identity” through the elements of otherness that arise from ethnic, linguistic and religious factors; b) the majority of teachers pointed out the religious aspect as the most important aspect of cultural identity; c) different ethnic groups necessarily have a different way of life, way of thinking or way of speaking; d) all teachers have unanimously stated that cultural differences are social constructs and not inherent in the members of a particular group; e) a person can move between different cultural identities; f) the majority of teachers argued that collective identities different from those of the dominant group should be preserved.
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Rashidi, Naser, and Hussein Meihami. "Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 21–35. http://dx.doi.org/10.1515/jtes-2017-0012.
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AbstractTeachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
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Blyznyuk, Tetyana. "Formation of Teachers’ Digital Competence: Domestic Challenges and Foreign Experience." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 25, 2019): 40–46. http://dx.doi.org/10.15330/jpnu.5.1.40-46.
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Education system in Ukraine is undergoing large-scale reforms including modernization on different school levels and higher educational institutions. Students’ world view is laid out at school, that is why teachers must be ready to promote new content of education. According to the Concept “New School of Ukraine” among the key competencies of a student are the ability of intercultural communication in social and cultural contexts, digital competence, awareness of national identity as the basis of open-mindedness and respect for the diversity of cultural expression of others, and more. With this paper the author intends to initiate modifying demanded competencies and skills for contemporary primary school teachers based on cross-cultural experience. The article explains the necessity of forming a digital competence as a separate component of the professional skills of the modern teacher and shows its influence on the development of the personality of the modern student. Much attention is drawn to the domestic challenges in the implementation of digital devices in classrooms. Some foreign experience is analyzed in this research
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Bohatyrova, H. A. "CULTURAL APPROACH TO THE FORMATION OF PERSONALITY FUTURE LABOR TEACHER." Educational Dimension 10 (May 27, 2022): 45–52. http://dx.doi.org/10.31812/educdim.5401.
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The article deals with the ways of realization of cultural method in order to form the future teachers personality. The author of this article accents on the necessity of using of the system of artistic and creative exercises, which promotes the actualization of this process.
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Yavorska, Khrystyna. "The use of methodological approaches in forming the readiness of future teachers to develop cultural competence of primary school students." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 236–45. http://dx.doi.org/10.30970/vpe.2023.39.12049.
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The article substantiates methodological approaches, the basis of which is the formation of the readiness of future teachers to develop cultural competence of primary school students. It is noted that the methodological basis of the research includes cultural, systemic, personal, competence and activity approaches. The formation of the readiness of future teachers to develop cultural competence of primary school students on the basis of methodological approaches is defined as: • Perceiving the future teacher as a subject of culture, education, cultural process; forming cultural competence and pedagogical culture; creating opportunities for personal, cultural, professional and intellectual growth; instilling values and moral qualities; forming the future teacher as a mediator between culture, art and students, etc. (cultural approach). • A comprehensive structural and logical pedagogical system with interconnected elements and structured parts (systemic approach). • Focusing on the personality of future teachers, individual and creative development of their personality and creation of appropriate conditions taking into account the peculiarities of personal development (personal approach). • The process of forming the readiness of future teachers aimed at mastering the appropriate competences necessary to develop cultural competence of primary school students (competence approach). • Professional training based on specially created pedagogical conditions, a suitable environment, learning through activities aimed at mastering professional and pedagogical knowledge, abilities, skills, experience, etc. (activity approach). It is noted that the implementation of methodological approaches will contribute to the determination of the main directions and strategies for solving the investigated problem, i.e. the formation of the readiness of future teachers to develop cultural competence of primary school students. Keywords: readiness of future teachers, methodological approaches, cultural approach, systemic approach, personal approach, competence approach, activity approach, cultural competence.
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NEHRYCH, Natalia, and Iryna SAPOZHNYK. "Pedagogical conditions for formation of teachers’ online work readiness." Humanities science current issues 2, no. 37 (2021): 272–77. http://dx.doi.org/10.24919/2308-4863/37-2-40.
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Liguori Imbernon, Rosely Aparecida, Joana Torres, and Clara Vasconcelos. "Training indigenous teachers in the Amazon region in Brazil (Acre State)." Contemporary Educational Researches Journal 6, no. 3 (December 3, 2016): 77–87. http://dx.doi.org/10.18844/cerj.v6i3.721.
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The indigenous education in Brazil incorporates important elements of the United Nations Declaration on the Rights of Indigenous Peoples, adopted by the United Nations. The social and cultural organization of Brazilian indigenous peoples is reflected in rights struggles, and in the indigenous school. In Acre, intercultural curriculum in the training of indigenous teachers precedes public policies for indigenous education in Brazil. The present study relates to an Indigenous Teachers Training Course, which is developed by the Indigenous Education Coordination of the State Education Department and that took place in Acre. The cultural and linguistic complexity that involves the formation of indigenous teachers was an element in the teacher's pedagogic practice applied in the debates in the classroom over the course.
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Liu, Xueshan, and Yonghong Cai. "TEACHERS’ CULTURAL CHOICE CONSCIOUSNESS IN INTEGRATING LOCAL CULTURE INTO UNIVERSITY CURRICULUM RESEARCH-TAKE H UNIVERSITY AS AN EXAMPLE." EUrASEANs: journal on global socio-economic dynamics, no. 1(44) (January 17, 2024): 409–17. http://dx.doi.org/10.35678/2539-5645.1(44).2024.409-417.
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Integrating local culture into the university curriculum reflects the curriculum development process of integrating teachers' professional knowledge and local knowledge and is also the process of teachers' cultural selection. In this process, cultural choice consciousness is the main factor that causes teachers to act on local cultural objects to achieve curriculum effectiveness. This article explores the formation process of teachers' cultural choice consciousness at H University that integrates local culture into the curriculum and concludes that the two dimensions of teachers' cultural choice consciousness are social sense and self-field and its eight influencing factors, including life experience perception and cultural identity, values, reflective criticality, text symbol diversity, subject power diversity, institutional tension, and discourse situation.
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Albuhmedee, Amer Abdulhussein Hashim. "The Formation of Intercultural Communication Competence of Future English Teachers." International Journal of Education (IJE) 12, no. 1 (March 29, 2024): 25–35. http://dx.doi.org/10.5121/ije.2024.12103.
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In today's diverse classrooms, educators must possess the vital skill of intercultural communication competence. This piece delves into the importance of this competence within teacher education, examining the factors that shape it among aspiring educators, such as cultural awareness, sensitivity, knowledge, and skills. The article also discusses effective strategies and approaches for integrating intercultural communication training into teacher education programs. Through a comprehensive examination of theory, research, and practice, this article aims to provide insights into fostering intercultural communication competence among future teachers.The purpose of writing the current work is to focus on certain concepts, among them are Educational Awareness: The primary purpose of the article is to raise awareness among future teachers about the importance of intercultural communication competence in their professional practice. This piece underscores the importance of cultural diversity in educational environments and highlights the necessity of cultivating abilities to communicate and collaborate effectively with a diverse range of students, families, and colleagues. As a resource for professional development, the article aims to equip future teachers with insights into intercultural communication and offer actionable strategies for seamlessly integrating cultural competence into their teaching methodologies. It should inspire them to engage in continuous learning and reflection to become culturally responsive educators. Promoting Inclusivity: Another purpose of the article is to advocate for inclusivity and equity in education.
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Kovalchuk, Larysa, and Khrystyna Yavorska. "Artistic educational competence of future primary school teachers: essence, components, ways of formation." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 113–23. http://dx.doi.org/10.30970/vpe.2022.36.11558.
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The article considers the issue of the development of artistic educational competence, which is relevant due to the educational reform the New Ukrainian school, and the introduction of the State Standard of Primary Education, that led to the changes not only in the approaches to teaching in primary education, but also in the professional training of future primary school teachers. On the basis of analysis of academic and pedagogical literary sources, the authors of the article present the meaning of the notions «competence», «cultural competence» and «artistic competence», and specify the essence of the concepts «cultural competence of primary school students» and «artistic educational competence of the future primary school teachers». The components of artistic educational competence (artistic and pedagogical knowledge; artistic and pedagogical skills and abilities; values and attitudes; experience of creative activity; professional and pedagogical abilities and personal qualities) are distinguished and characterized. The artistic educational competence of the future primary school teachers is defined as a combination of these components and the ability to apply them in practical/professional activities. The ways of formation of artistic educational competence of the future primary school teachers are given. It is determined that the artistic educational competence of the future primary school teachers is shaped during the students’ mastering educational components (academic disciplines, term papers, internships) in higher education institutions. It is noted that self-education and self-development are important factors in the development of the artistic educational competence, which ensures the readiness of future primary school teachers to develop the cultural competence of primary school students. Keywords: competence, cultural competence, students of primary education, artistic competence, artistic educational competence, artistic education, future primary school teachers.
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Okladnikova, Yelena A. "PEDAGOGIC CONDITIONS FOR FORMING A CULTURAL IDENTITY OF RURAL SCHOOLCHILDREN OF LENINGRAD REGION WITH THE EYES OF TEACHERS." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 41–45. http://dx.doi.org/10.34216/2073-1426-2020-26-1-41-45.
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The article discusses the pedagogic conditions for the formation of the cultural identity of rural schoolchildren in Leningrad Region (using the example of three schools), describes the most common methods of museum pedagogy, according to teachers, creating positive conditions for the formation of the cultural identity of pupils on the basis of school museums of local history and historical profi les; three components of pedagogic conditions were revealed, which, according to teachers, «work» in the fi eld of formation of a cultured identity of rural schoolchildren; the author’s model of cultural identity of rural schoolchildren of Leningrad Region is described. An analysis of the narratives of schoolteachers and pupils, which were the resulting methods of focus groups, showed that pedagogic conditions are not only content and methods of educational practices. What plays a major role in the system of pedagogic conditions for the formation of cultural identity of rural schoolchildren is the personality of the teacher-handler, and often of the creator of the school museum of local history and historical profi les. Pedagogic conditions of formation of cultural identity of rural schoolchildren bring parents and pupils of school closer together, satisfy deep humanitarian interests of pupils. As for teachers, they contribute to broadcasting positive traditional norms of the rural hostel from older generations to younger ones, namely: strengthen neighbourhood ties and mutual assistance, interest in the history of native heath and objects of its sacred landscape, preservation of objects of intangible cultural heritage (local patois, holidays, songs, folklore). This is done most successfully by teachers in primary and middle-level classes.
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Frączek, Zofia, Yurii Pelekh, Mikhail Sergeyevich Yanitskiv, and Monica Salassa. "Social and cultural determinants of formation of the system of teachers values." Kultura - Przemiany - Edukacja 3 (2015): 69–79. http://dx.doi.org/10.15584/kpe.2015.3.4.
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Hrechanyk, N. "REGULATORY ASPECT OF FORMATION OF CULTURAL COMPETENCE FOR FUTURE PRIMARY SCHOOL TEACHERS." Pedagogy of the formation of a creative person in higher and secondary schools 67, no. 1 (2019): 166–72. http://dx.doi.org/10.32840/1992-5786.2019.67-1.34.
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Luo, Xueyi, Zhiping Li, and Jiao Wang. "Technological Adaptation and Cultural Contradictions: An Analysis of the Socio-Cultural Roots of Teacher Anxiety in the Intelligent Era." Advances in Education, Humanities and Social Science Research 8, no. 1 (October 26, 2023): 189. http://dx.doi.org/10.56028/aehssr.8.1.189.2023.
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In the era of intelligence, teachers are facing the challenges of new educational technologies, and technological anxiety has become an issue that cannot be ignored. Existing research often starts from the perspective of the technology acceptance model, neglecting the impact of diverse factors such as individual adaptation of teachers, socio-cultural environment, and cultural differences on technological anxiety. However, the emotional state of teachers will affect the effectiveness of their use of technological tools. This study attempts to apply theories of cross-cultural adaptation, postmodern social theory, Hofstede's cultural dimensions theory, social constructivism theory, and combine representative empirical research to deeply explore the socio-cultural factors and mechanisms behind the formation of teachers' technological anxiety, and propose suggestions from various social levels. From the perspective of socio-cultural contradictions, teachers' technological anxiety is mainly caused by differences in teachers' ability to adapt to technology, the impact of technology on educational practices, attitudes towards technology in different cultural backgrounds, and obstacles in the construction of technological cognition. To balance the contradiction between teachers' technological adaptation and socio-culture in the intelligent era, it is necessary to enhance the individual technological adaptability of teachers; construct a technology-friendly socio-cultural environment; pay attention to cultural differences, promote equal acceptance of technology; guide the social construction of positive technological cognition, and cultivate teachers' positive attitude and motivation for using technology.
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Oliynyk, Tetyana, and Oksana Umrykhina. "INSTRUMENTAL AND PERFORMANCE TRAINING OF STUDENTS OF THE MUSICAL AND PEDAGOGICAL PROFILE AND ITS CULTURAL AND EDUCATIONAL POTENTIAL: THEORETICAL AND PRACTICAL ASPECT." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 108–15. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232795.
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The article examines the problem of cultural and educational potential of music and performance training in terms of forming the professional culture of future music teachers. In this context, the authors consider the potential of instrumental and performance training as a set of specific features and functions, the implementation of which should ensure the formation of professional culture of future teachers of music. From these positions, we defined the substantial characteristics of cultural and educational potential of instrumental and executive activity and conditions of its realization in educational process of pedagogical ZVO.The article proves that for the fullest realization of the developing and cultural-educational potential of instrumental-performing training of students in a pedagogical institution of higher education, it is important to build an effective system of work in the right direction. The authors see the task of instrumental and performance training of future teachers of music in the education of personal attitude to works of art and to the world, other people, to himself. Thus, the process of instrumental and performing training of future music teachers, which involves the formation of professional culture, should be aimed at mastering performing skills as a way of creative embodiment of knowledge, skills and abilities; on the formation of studentsʼ humanistic orientation, value orientations; on the development of creative independence in the disclosure of musical content; to consolidate the attitude to performing activities in the classroom and gaining experience of free involvement of instrumental performance in school lessons.Among the practical aspects of the formation of professional culture of future teachers in the field of music education, in the educational process the authors focus on the use of a range of pedagogical approaches: systemic, integrative, personal, competence and cultural, which are optimal for the formation of professional culture of future teachers. Process of instrumental and performance training.
Keywords: potential, cultural and educational potential, instrumental and performance training, pedagogical approach, future teachers-musicians, art, instrumental performance.
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Дильдина, Наталья Александровна, Елена Борисовна Быстрай, Борис Александрович Артеменко, Ирина Николаевна Евтушенко, and Лариса Александровна Белова. "FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(53) (December 21, 2020): 176–88. http://dx.doi.org/10.26456/vtpsyped/2020.4.176.
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Рассматривается проблема подготовки будущих педагогов для системы общего образования, готовых к работе в условиях взаимодействия различных культур. Представлен практический опыт на примере реализации образовательной программы по направлению 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность (профиль) «Дошкольное образование. Иностранный язык». В качестве основы выстраивания образовательного процесса взята модель, предложенная М. Байрамом, выделившим пять компонентов: межкультурные отношения, знания, навыки интерпретации и связи, навыки открытия и взаимодействия и критическое культурное осознание. Авторами была разработана и реализована фреймовая структура дисциплины «Основы межкультурной коммуникации» в органичном синтезе с участием будущих педагогов в волонтерском движении. Мониторинг уровня сформированности межкультурной компетентности продемонстрировал позитивную динамику. In this article, the authors consider the problem of training specialists for the general education system, ready to work in the conditions of interaction between different cultures. Practical experience is presented on the example of the implementation of the educational program in the direction 44.03.05 Pedagogical education (with two training profiles), the focus (profile) «Preschool education. Foreign language». As the basis for building the educational process, the model proposed by M. Bayram was taken, who identified five components: «intercultural attitudes», «knowledge», «skills of interpreting and relating», «skills of discovery and interaction» and «critical cultural awareness». The authors have developed and implemented the frame structure of the discipline «Fundamentals of Intercultural Communication» in an organic synthesis with the participation of future teachers in the volunteer movement. Monitoring of the level of formation of intercultural competence has shown positive dynamics.
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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov, and Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions." LAPLAGE EM REVISTA 7, Extra-D (July 10, 2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.
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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.
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Hnatovska, K. S. "CULTURAL APPROACH IN THE CONTEXT OF FORMATION OF TOLERANCE OF FUTURE PRIMARY SCHOOL TEACHERS." Innovative Solution in Modern Science 7, no. 43 (December 27, 2020): 33. http://dx.doi.org/10.26886/2414-634x.7(43)2020.3.
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The article is devoted to the study of the problems of tolerance and the cultural approach as a means of forming the tolerance of future specialists. Tolerance is defined as a personally significant personality trait. The content of tolerant qualities is determined by the person's ability to make a morally determined choice, the orientation of its character traits, the influence of the environment, and adherence to certain ideas. The significance of the cultural approach is analyzed from the position of forming the tolerance of future primary school teachers. It has been determined that the strategy of the formation of tolerance with the help of cultural approach is to provide the individual with all the necessary conditions for his spiritual development, intellectual and moral freedom, choice of behavior, the formation of a sense of citizenship, patriotic and national identity, free ideological position, humane and tolerant attitude to others. The goal is to generalize the definitions of the cultural approach in the context of studying the problem of forming the tolerance of future teachers. For the purpose of the study, the following tasks were identified: to analyze the theoretical foundations of the concepts of "tolerance" and "cultural approach"; to reveal the essence and features of the cultural approach in the context of the formation of tolerance of future primary school teachers.Key words: tolerance, cultural approach, values, education, formation, specialists, primary school teacher, means.
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Ailauova, Zh S. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CROSS-CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 302–10. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.126.
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In modern conditions, the problem of multicultural education is very relevant to the formation and development of cross-cultural competence of a primary school teacher. The problem of the formation of cross-cultural competence is currently acquiring special social significance. Particular attention is paid to highlighting the problem of constructive transfer of knowledge in a multicultural environment. This may be due to the processes of globalization taking place in the world, integration in the educational space, as well as the low level of cross-cultural competence of people. The formation and development of cross-cultural competence is important in the system of foreign language education, especially in the process of professional training of a teacher. The teacher must be ready to solve urgent educational problems always associated with the need to train and educate students. Students can be from different ethnic and social groups with different cultural values, traditions and lifestyles. Accordingly, the education system should first of all strengthen intercultural ties and harmony in Kazakhstan, which entails a change in the requirements for modern graduates of higher educational institutions with a high level of competence in the field of cross-cultural relations. In this regard, the purpose of this study is to identify the pedagogical conditions for the formation of cross-cultural competence of future primary school teachers, capable of understanding and accepting values, having a developed cross-cultural self-awareness, capable of intercultural interaction, inherent in other cultures.
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Jumaevich, Khudoykulov Khol, and Boboqulova Dilfuza Mengliboevna. "FORMATION OF EDUCATIONAL CONCEPTS RELATED TO ENTREPRENEURSHIP AND SAVING IN THE LABOR PROCESS OF PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 130–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-24.
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Raising the status of teachers in the world in the United Nations Conventions on Education, Science and Culture "On Technical and Vocational Education" and "On Combating Discrimination in Education", the Agreement on the Import of Educational, Scientific and Cultural Materials , great attention is paid to the development of pedagogical skills of teachers on the basis of international qualification requirements. According to these documents, it is important to create equal conditions for the quality of teaching of teachers and prospective teachers, to share experiences and promote the development of their pedagogical skills, to pay attention to the introduction of innovative pedagogical technologies in the educational process.
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Semenovska, L., and L. Savenko. "THEORETICAL FUNDAMENTALS OF FUTURE UKRAINIAN AND LITERATURE TEACHER TRAINING FOR ETHNOCULTURAL ACTIVITY." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 44–53. http://dx.doi.org/10.33989/2226-4051.2021.24.255896.
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Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article.
The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The peculiarity of the active approach in the process of preparing future Ukrainian and literature teachers for ethnocultural activity in general secondary educational institutions is primarily in the mastering of the integrative system of knowledge of Ukrainian history, culturology, ethnography, Ukrainian studies, general pedagogy (ethno-pedagogy), general and social psychology, the Ukrainian language and literature and methods of their teaching.
The competent approach is aimed at developing the creative potential of the individual both a teacher and a graduate, and also contributes to the formation of the necessary skills, abilities, experience, and behavioral patterns of personality in the learning process. A teacher acts as an organizer of an educational activity and a student is an active independent and creative personality.
The organization of the educational process in the context of a personal approach in higher educational institutions involves focusing on the student’s personality, goals, motives, preferences, as well as creating the necessary conditions and taking into consideration the individual experience. In addition, such activity provides the mutual development of a student’s and a teacher’s personalities in the process of their joint activity to promote mutual respect, mutual understanding, increasing the authority of a teacher.
The application of the cultural approach contributes to the formation of the basic Ukrainian and literature teacher’s culture. Such a combination of the scientific approaches ensures the organization of the optimal educational process aimed at mastering the content of pedagogical culture, as well as the formation of the teacher’s ethnocultural outlook.
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LAZARENKO, Alyona. "Pedagogical conditions of formation of digital competence of future teachers." Humanities science current issues, no. 50 (2022): 335–38. http://dx.doi.org/10.24919/2308-4863/50-52.
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KUZEMKO, Lesia. "Experience of tolerance formation in future teachers of preschool children." Humanities science current issues 2, no. 40 (2021): 213–18. http://dx.doi.org/10.24919/2308-4863/40-2-35.
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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, Saltanat Abdigulova, Aksaule Mankesh, Toktar Kerimbekov, and Abylaikhan Ualikhanuly. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.
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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.
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BUHAIENKO, T. V. "FORMATION OF INDIVIDUAL STYLE OF FUTURE TEACHERS PROFESSIONAL ACTIVITY: PEDAGOGICAL SITUATIONS SIMULATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 36–45. http://dx.doi.org/10.31494/2412-9208-2021-1-3-36-45.
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The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.
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Muskhanova, Isita, Fatima Bazayeva, and Khouzou Mamalova. "The personality of a teacher in contemporary socio-cultural space." E3S Web of Conferences 273 (2021): 12038. http://dx.doi.org/10.1051/e3sconf/202127312038.
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The article deals with issues related to the formation of the personality of a future teacher. The main goal of modern education system is to form an intellectual, moral and harmonious personality. Therefore, the teacher is entrusted with the mission to be a translator and navigator in the information space. development of a future teacher’s personality in the modern socio-cultural space is conditioned by motivational settings to achieve positive results of own activity, conditions of self-realization in the process of university training, participation of teacher trainees in national projects and contests of teaching skills, providing modern infrastructure of higher school teachers’ training system.
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Filonenko, Oksana. "FORMATION OF PROFESSIONAL AND PEDAGOGICAL CULTURE OF FUTURE TEACHERS." Academic Notes Series Pedagogical Science 1, no. 206 (January 2022): 81–86. http://dx.doi.org/10.36550/2415-7988-2022-1-206-81-86.
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The article reveals the role and place of professional and pedagogical culture in the training of a teacher of a higher education institution. Professional-pedagogical culture is a special formation, a dialectical integrated unity of pedagogical values, between which there are certain connections and relationships that are formed, implemented and improved in various types of professional-pedagogical activity and communication, determining the nature and level of the latter. Increasing the level of professional and pedagogical culture of the future teacher is considered as the result of improving the creative and personal potential of the specialist. In the process of formation of professional and pedagogical culture, the future teacher actualizes only those values that acquire vital and professionally necessary meaning for him. On this basis, an image of the cultural personality of the future professional is formed in his mind as a set of goals, ideas, and attitudes that adjust the individual experience of cultural practice and related experiences, beliefs, connections and relationships. Assimilating and transforming socially necessary and social group values, the future teacher builds his own system of values and develops a personal and professional concept of the meaning of professional activity. This requires updating the content, methods and forms of pedagogical training in order to form the personality of a professional teacher who is able to think independently and creatively. It should be based on an individual approach and a research-oriented paradigm. The research-oriented paradigm is characterized by: creating an environment of search and creativity; the implementation of modern innovative interactive information technologies of training in the preparation of future specialists of the highest educational qualification level "master's"; formation of readiness for professional self-development (the need and ability to think independently, the ability to navigate in a new cognitive situation, to see the problem and ways to solve it, to strive for self-development, self-improvement).
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Smirnova, Elena. "PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 326. http://dx.doi.org/10.17770/sie2020vol2.4939.
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The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation results on students at teaching practice and school teachers’ survey data are given.
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Yulisinta, Florence, Rustono Farady Marta, and Hana Panggabean. "Teacher Identity Formation: A Vernacular Discourse Analysis of Television Public Service Advertisement." ProTVF 7, no. 2 (September 30, 2023): 110. http://dx.doi.org/10.24198/ptvf.v7i2.42006.
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Background: The influence of technology and media on teachers’ beliefs and self-concepts is substantial. The social identity theory explains how an individual’s perception of themselves as a group member influences their social identity. Purpose: This study aims to examine the analysis of vernacular discourse in public service announcements (PSA) from two perspectives: cultural syncretism and pastiche. Methods: The methodology utilized in this study is vernacular discourse analysis with a critical paradigm-based qualitative approach. The objects of this study were two PSA videos of the Ministry of Education (MOE) Singapore. Results: The vernacular discourse analysis reveals that cultural and social contexts influence teachers’ rhetoric, with sociocultural and linguistic conditions reinforcing educational hegemony in the PSA videos of Singapore. Conclusion: MOE’s PSA videos shape teachers’ social identity by employing persuasive strategies to promote teachers’ roles and self-concepts based on the belief that student and societal success begins with the teacher. Implications: Theoretically, this study implies that media can shape teachers’ social identities. The practical implications of this study are using PSA videos to align the role and self-concept of Indonesian teachers, demonstrating how the noble but less prestigious teaching profession shapes the next generation. Additionally, media can be utilized to enhance the quality of education in Indonesia.
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Zholtayeva, G. N., G. S. Mailybayeva, and N. Zh Zhanatbekova. "Questions of resource provision of teacher training for work in the conditions of distance education." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 143, no. 2 (2023): 98–110. http://dx.doi.org/10.32523/2616-6895-2023-143-2-98-110.
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At the present stage of the development of distance learning, the requirements for the training of teachers working in this environment are increasing. High-quality training of people with different abilities, interests and needs, considering the personality characteristics of students, as well as the specifics of distance learning can be carried out only by a professional teacher. Given the novelty of the situation in which teachers are involved, and the likelihood that teachers will face the prospect of teaching online in the future, it is extremely important to learn more about their experience and about the necessary professional qualities of teachers to implement distance learning. The research is aimed at establishing the actual state of readiness of teachers for distance learning of students on the basis of theoretical and empirical study and identifying the components of the resource support technology for the formation of teachers’ readiness for distance learning of students. The article states that the formation of teachers’ competencies in distance learning of students is possible in the process of implementing educational programs at universities, as well as professional development and retraining programs. The authors, based on the analysis of empirical data obtained during the survey of practicing teachers and future teachers on the use of distance learning technologies in the educational process, identified problems and difficulties in the implementation of distance learning, and determined the conditions necessary for the successful implementation of distance learning. Сonclusion is made about the need for further development of such issues as conducting a study to evaluate the developed technologies for the formation of a teacher’s readiness for distance learning of students, developed program and methodological materials.
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KRASNYTSKA, OLHA. "PEDAGOGICAL CONDITIONS OF FORMING PEDAGOGICAL PROFICIENCY OF FUTURE TEACHERS OF HIGHER MILITARY EDUCATIONAL INSTITUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 42–51. http://dx.doi.org/10.25128/2415-3605.22.2.5.
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At the present stage of information society development there is a growing demand for preparation of a new generation of scientists and pedagogical workers, who would be able to actively cooperate with their students, create the innovative educational space focused on students’(cadets’) inquiries and needs, involving them into dynamic cognitive independent activity and informal education by means of mastering the disciplines, able to develop and implement authorial methods into the educational practice. These new requirements for teachers deepen the issues of their training, professional development and, in particular, their pedagogical excellence formation. The purpose of this article is to determine the pedagogical conditions for the pedagogical excellence formation of future teachers of higher military educational institutions. In order to conduct the research in a proper way, the author used such research methods as theoretical analysis, synthesis, comparison and generalization of scientific literature. In addition, the author took into account her own empirical experience of training the future teachers of higher military educational institutions at the second (master's) and third (educational-scientific) levels of higher education.
The research outcomes, presented in the article, prove that the formation of pedagogical excellence should begin during the teachers’ training and continue throughout their pedagogical work. In addition, it is extremely important to lay the foundation that will open teacher’s personal opportunities and allow them to achieve acme in their professional work. Moreover, it is necessary to pay attention to the formation of professional knowledge, pedagogical skills, professionally important qualities, pedagogical techniques and culture as components of teacher’s pedagogical excellence.
To achieve this, nine pedagogical conditions, significant for the pedagogical excellence formation of future teachers of higher military educational institutions, are identified and described in the article as an outcome of the research, namely: motivation of research and teaching staff to train qualified future teachers; favorable socio-psychological climate in the educational environment; educational process interactivity at a higher military educational institution; educational process technologicalization; mastering psychological and pedagogical disciplines, in particular "Pedagogical Skills of a Teacher of Higher Military School"; participating in teaching practice; providing (building) an individual educational trajectory of the future teacher; involvement of future teachers in non-formal and informal education; combination of training and practice of military-professional activity (e.g. military internship, command-staff exercises).
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Hrechanyk, N. I. "ESSENTIAL CHARACTERISTIC OF THE FORMATION OF CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." Innovate Pedagogy 19, no. 1 (2019): 78–81. http://dx.doi.org/10.32843/2663-6085-2019-19-1-17.
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Muskhanova, Isita, Fatima Bazayeva, and Khouzou Mamalova. "The personality of a future teacher in contemporary socio-cultural space." E3S Web of Conferences 273 (2021): 12055. http://dx.doi.org/10.1051/e3sconf/202127312055.
Full textAbstract:
The study deals with issues related to the formation of the personality of a future teacher. The main goal of modern education system is to form an intellectual, moral and harmonious personality. Therefore, the teacher is entrusted with the mission to be a translator and navigator in the information space. development of a future teacher’s personality in the modern socio-cultural space is conditioned by motivational settings to achieve positive results of own activity, conditions of self-realization in the process of university training, participation of teacher trainees in national projects and contests of teaching skills, providing modern infrastructure of higher school teachers’ training system.
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Aliksiichuk, Olena, Tetiana Borysova, Olena Priadko, Mariia Kuziv, Zhanna Kartashova, and Svitlana Chaban-Chaika. "Formation of intercultural competence of future music teachers." Multidisciplinary Science Journal 6 (January 21, 2024): 2024ss0211. http://dx.doi.org/10.31893/multiscience.2024ss0211.
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The international standards of higher education establish a wide range of competencies for graduates from artistic pedagogical institutions. Art education, as defined in normative concepts, aims to cultivate in future teachers personal and value-based attitudes toward reality and art, fostering their abilities for self-fulfillment, spiritual self-improvement, and intercultural competence. Intercultural competence, described in contemporary scientific literature from various perspectives, is depicted as a dynamic and integrated quality within an individual. It encompasses a meaningful worldview, communication practices, and productive conduct within a multicultural society. The purpose of this academic paper is to identify the factors and characteristics involved in shaping the intercultural components of competence among future music teachers. Through the research findings, the most significant theoretical aspects concerning the development of intercultural competence among future art teachers have been delineated. The components of intercultural skills have been systematically organized, and trends in the advancement of these skills within the educational milieu have been outlined. Drawing upon an analysis of effective curriculum content, this academic paper outlines the key types of skills necessary for education seekers. These skills play a pivotal role in guiding educational activities within artistic pedagogical institutions, fostering intercultural competencies, and nurturing the socio-cultural competence of aspiring music teachers.
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Shovkova, A. "AXIOLOGICAL BASES OF INNOVATIVE CULTURE FORMATION OF THE FUTURE TEACHER OF THE VOCATIONAL EDUCATION INSTITUTION." Ukrainian professional education, no. 9-10 (September 7, 2021): 59–66. http://dx.doi.org/10.33989/2519-8254.2021.9-10.263593.
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The methodological bases of professional training of pedagogical staff for vocational education institutions are considered in the article. The research is aimed at outlining methodological approaches to improving future teacher professional training, in particular, substantiating the axiological bases for teachers’ innovative culture formation, and providing training for light industry workers. Values and value orientations as a necessary component of the innovative culture of teachers of vocational education institutions are highlighted.
The essence of the basic concepts and conceptual provisions of students’ innovative culture formation based on axiology is revealed. Innovative culture includes values, principles of humanization, tolerant communication, and aesthetic and cultural values, which are realized in the interaction between the participants of the educational process. Innovations in the field of education are the most effective newly created or improved educational, didactic, educational, and administrative systems that contribute to the formation of a creative and active personality capable of adaptation to constant change. Involvement of the future teacher in innovative activities promotes teachers’ innovative culture formation.
The axiological principles of innovative culture formation in the process of professional training of future teachers of vocational education institutions in the field of light industry are determined. They are based on the transformation of universal values into students’ value orientations; future teachers’ professional self-improvement as bearers of society’s cultural values; formation of future teachers’ professional experience, development of value orientations in pedagogical activity; development of a system of values and value orientations as a direction and result of future teacher professional training.
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HURIN, Ruslan, Suzanna IHNATENKO, and Zulfiiy MAMATOVA. "Peculiarities of personal maturity formation of the future physical education teachers." Humanities science current issues 1, no. 36 (2021): 265–71. http://dx.doi.org/10.24919/2308-4863/36-1-42.
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