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1
Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.
Повний текст джерелаАнотація:
Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.
2
Taurbekova, A. S. "Structure of professional competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 16–22. http://dx.doi.org/10.31489/2021ped4/16-22.
Повний текст джерелаАнотація:
At the present stage of the development of Kazakhstani higher education in the context of the transition to the updated content of education, the problem of future primary school teachers’ professional training is relevant. It is not enough to identify the problems in the training of future specialists in the field of primary education in order to list the competencies that a graduate should master. It is reasonable to consider the model of the predicted result as a system of interrelated components. In this regard, this study aims to identify and substantiate the structural components of the professional competence of primary school teachers. The main methods of studying this problem are comparative and model methods, which allow to to take account of various research approaches for understanding the structure of teachers’ professional competence. The results of the study indicate the process of developing analytical, diagnostic, and prognostic professional actions make up the structure of the professional competence of an elementary school teacher, other important characteristics of the teachers’ professional development, such as communicative, are also being successfully improved, which also confirms the integrative basis of the structure of professional competence.
3
Zhumash, Zhanara, Saniya Nurgaliyeva, Aziya Zhumabaeva, Larisa Anatolevna Lebedeva, Gulbanu Saduakas, and Saule Bazarbaevna Zhoraeva. "Professional teaching competence in preservice primary school teachers: Structure, criteria and levels." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 261–71. http://dx.doi.org/10.18844/wjet.v13i2.5699.
Повний текст джерелаАнотація:
Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided.
Keywords: Professional, teaching competence, preservice, primary school teachers, education.
4
Solovyeva, Tatiana, and Olesia Karpovich. "THE METHODICAL COMPETENCIES’ PROPAEDEUTIC OF THE FUTURE PRIMARY SCHOOL TEACHERS AT THE NATURAL SCIENCE LECTURES IN HIGH SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 491. http://dx.doi.org/10.17770/sie2019vol1.3699.
Повний текст джерелаАнотація:
The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.
5
Kydyrbayeva, Gulnaz, Assel Stambekova, Urazgaliyeva Svetlana, Nurekeshova Gulsim, and Matzhanova Gulvira. "Preparing future primary school teachers for trilingual teaching with Clil technology." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 1137–53. http://dx.doi.org/10.18844/wjet.v13i4.6314.
Повний текст джерелаАнотація:
The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions
6
�����������, V. Zhurakovskaya, ������, Galina Meychik, �����, and A. Karma. "The Structure of the Professional Competence of the Teacher." Standards and Monitoring in Education 3, no. 5 (October 19, 2015): 42–54. http://dx.doi.org/10.12737/14341.
Повний текст джерелаАнотація:
The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers.
This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge
of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an
analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary
schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern
pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem
of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of
pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional
competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary
education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.
7
Biliavska, T. M. "FORMATION OF LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS (PHRASEOLOGICAL LEVEL)." Innovate Pedagogy 1, no. 41 (2021): 84–87. http://dx.doi.org/10.32843/2663-6085/2021/41/1.16.
Повний текст джерела
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Volyk, Olena. "PEDAGOGICAL CONDITIONS OF FORMING FUTURE TEACHERS’ READINESS FOR DEVELOPMENT OF CREATIVE POTENTIAL OF PRIMARY-SCHOOL STUDENTS." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 26–35. http://dx.doi.org/10.51706/2707-3076-2021-4-3.
Повний текст джерелаАнотація:
The current innovations in the system of education demand the high level of readiness, abilities to changes, rapid adjustment, and adaptation to new educational conditions. The article reveals and analyzes basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential. It was found out that the basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential are providing motivation for teachers to develop students’ creative potential; purposeful filling of the content of primary school teachers' training with a creative component in order to improve professional teachers’ competence about the development of students’ creative potential; organization of educational and methodological support for teachers. The article proves that the structure of readiness of future primary school teachers to the development of students’ creative potential consists of components that are closely related, criteria and factors that make dynamic integrity and have level characteristics. The structure of readiness of future primary school teachers to the development of students’ creative potential includes motivational, procedural and resulting components. Substantiated by the author tools for evaluation of readiness of future primary school teachers to the development of students’ creative potential made it possible to understand the content and the relationship among the criteria (motivational and value, activity and creative, professional and evaluation), relevant indicators of the specified readiness (the formation of the teacher's internal motives for professional development and value orientations; the degree of creative solution of educational tasks and creative approach to pedagogical activity with primary school students; professional readiness for pedagogical activity and readiness for professional self-development). The result of the primary school teachers’ training is readiness for the development of primary school students’ creative potential, the specifics of which are the motivation of future teachers to master the professional knowledge, skills and abilities to develop students' creative potential, mastering the necessary creative abilities and a high level of professional competence.
9
Tovkanets, Hanna. "DIAGNOSIS OF COMMUNICATIVE COMPETENCE IN TRAINING OF FUTURE PRIMARY SCHOOL TEACHER." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 400–404. http://dx.doi.org/10.24144/2524-0609.2021.48.400-404.
Повний текст джерелаАнотація:
The purpose of the article: to process diagnostic methods for the level of communicative and organizational abilities of future teachers. Methodical tools for the study of communicative competence of students, are directed at determining the power structures that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. The article substantiates the methodological tools of research of communicative competence of students, which is aimed at determining the properties that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. It is emphasized that communicative competence is a demonstrated area of successful communicative activity based on acquired values and strategies of language communication, supported by language skills and abilities, and communicative competence is defined in modern science as an integrative personal resource that ensures successful communication. It is determined that to identify the manifestation of the level of communicativeness of teachers it is necessary to diagnose communicative and organizational abilities, the ability to communicative self-control and the diagnosis of empathic abilities. The results of diagnosing communication and organizational skills are presented. It is emphasized that the lowest level of formation of future primary school teachers is found in such quality as empathic abilities. It is proposed to introduce specialized courses aimed at developing professionally significant communicative and organizational skills of future teachers on the basis of communicative practices, project activities, development of reflexive abilities, development of self-education skills, etc. as areas of solving problems of improving communicative competence. It is concluded that diagnostics is primarily a process of analysis, which allows to identify a system of rules, guided by which people organize their interaction, to understand which rules promote and which hinder the successful implementation of communicative interaction. Diagnosis of the level of formation of communicative qualities of future professionals is an integral part of the system of monitoring the quality of education in higher education institutions.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
Повний текст джерелаАнотація:
The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Orenes Cárceles, José, Gabriel Enrique Ayuso Fernández, Manuel Fernández-Díaz, and José María Egea Fernández. "School Gardens: Initial Training of Future Primary School Teachers and Analysis of Proposals." Education Sciences 12, no. 5 (April 26, 2022): 303. http://dx.doi.org/10.3390/educsci12050303.
Повний текст джерелаАнотація:
This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.
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Orenes Cárceles, José, Gabriel Enrique Ayuso Fernández, Manuel Fernández-Díaz, and José María Egea Fernández. "School Gardens: Initial Training of Future Primary School Teachers and Analysis of Proposals." Education Sciences 12, no. 5 (April 26, 2022): 303. http://dx.doi.org/10.3390/educsci12050303.
Повний текст джерелаАнотація:
This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.
13
Robles Moral, Francisco Javier, and Manuel Fernández Díaz. "Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media." Sustainability 13, no. 5 (March 5, 2021): 2816. http://dx.doi.org/10.3390/su13052816.
Повний текст джерелаАнотація:
The digital revolution has transformed the ways of doing, acting, and training in the university field. For this reason, as an objective of this work, social media was used to generate and share knowledge related to sustainability, classification of living beings, and the functioning of the human body. The information was collected through questionnaires, that were completed before and after the intervention program, as well as the work carried out by the students. The participants were 131 students enrolled on the Primary Education degree course of the University of Murcia. The students were well aware of social media, although initially not their educational use. This perception changed when having to make concrete proposals with Instagram and Pinterest, since students valued the wide potential of the use of these networks in teaching. As a result of this intervention, 266 images were generated on Pinterest related to the classification of living beings and 67 about the devices and systems of the human body. Additionally, in terms of the activity on Instagram, 213 publications were created, reaching 1454 followers and 7885 likes. In addition, the participants recognized social media as a source of resources for education, and therefore teachers must explore all the possibilities they offer.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.
Повний текст джерелаАнотація:
Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.
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Astambayeva, Zhupat, Aziya Zhumabayeva, Marina Romanova, Nurbanu Nygymanova, Rabiga Bazarbekova, and Makhinur Nizamova. "Algorithmic methodological and mathematical literacy of the future primary education teacher: Perspective of learning technology." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 758–74. http://dx.doi.org/10.18844/wjet.v13i4.6263.
Повний текст джерелаАнотація:
The relevance of the study is based on the development of algorithmic methodological and mathematical literacy of future primary school teachers, the use of knowledge, practical skills and abilities acquired at universities in real professional activities, in everyday life. In this regard, this article is aimed at determining the dynamics of the development of algorithmic methodological and mathematical literacy of the future teacher through exercises of various content and directions. The main bases of research on the development of algorithmic, methodological and mathematical literacy of the future teacher of primary education were taken as systematic, operational, anthropological, axiological and competence. Systematic platform for the development of literacy on the basis of a systematic position in teaching methodological and mathematical materials were considered. The research included algorithmic literacy of 68 new students, a survey of 3rd year students 38 3rd year students and 38 primary school teachers. The essence and methods of teaching exercises aimed at developing literacy were revealed. The materials of the article are practical assistance to young teachers of pedagogical higher educational institutions of specialties 6B013 – Pedagogy and methods of primary education, pedagogical colleges and schools.
Keywords: algorithmic methodological and mathematical literacy; functional literacy; algorithmic literacy; mathematical literacy; methodological literacy; exercises aimed at developing literacy.
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Konotop, O. S. "THE IMPORTANCE OF MASTERING ENGLISH STRATEGIC COMPETENCE IN WRITING BY FUTURE PRIMARY SCHOOL TEACHERS." Innovate Pedagogy, no. 42 (2021): 75–78. http://dx.doi.org/10.32843/2663-6085/2021/42.14.
Повний текст джерела
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Hamurcu, Hülya. "Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey." World Journal of Education 8, no. 6 (December 7, 2018): 21. http://dx.doi.org/10.5430/wje.v8n6p21.
Повний текст джерелаАнотація:
The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers aboutwhat teaching methods and techniques are more suitable to teach science. In addition, their perceived competence inselection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various coursesin the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable forsubjects and courses is considered important in terms of realization of learning. The study was also directed towardsexamining whether third-year university students having taken courses for methods and techniques used to teachdifferent subjects felt competent about selection of suitable methods and techniques.This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered withPerceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers,developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question “Whatteaching methods and techniques do you think you want to use in the future”. All the participants answered thisopen-ended question and completed the scale. Data obtained through the open ended-question were analyzed withcontent analysis.The study sample included 96 third-year students studying in the Department of Primary Education in BucaEducation Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative datawere analyzed with SPSS v. 22 and t-test.The prospective primary school teachers were found to plan to use student-centered methods and techniques and tohave high perceived competence concerning selection of teaching methods and techniques. Their perceivedcompetence did not differ between genders and students with different academic performance. Only having apositive perception of competence significantly differed between branches of students.
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Tovkanets, Hanna. "RESEARCH ACTIVITY IN THE DEVELOPMENT OF CREATIVE POTENTIAL OF THE MODERN SPECIALIST IN THE CONDITIONS OF SOCIALIZATION." Scientific Bulletin of Mukachevo State University. Series “Economics” 1(13) (2020): 118–23. http://dx.doi.org/10.31339/2313-8114-2020-1(13)-118-123.
Повний текст джерелаАнотація:
The article substantiates the student's science and research activity as a condition for developing the creative competence of the future primary school teacher. The scientific novelty of the article is to identify the peculiarities of students’ research work organization in the conditions of university education. The creative potential is defined as a set of personality traits, expressed in the abilities, knowledge, skills, mental characteristics of the teacher, readiness for creative pedagogical activity, to change, rejection of stereotypes in pedagogical activity, finding original solutions to complex pedagogical problems in a situation of uncertainty etc. The experience of organizing research activity of students of specialty 013 «Primary education» of educational degree «Bachelor» at Mukachevo State University has been presented. The peculiarities of the organization of the scientific-methodological seminar "Professional training of the teacher in the conditions of European integration processes", aimed at identifying, promoting innovative pedagogical methods, work of the scientific student circle "Perspectives of educational and pedagogical science" have been characterized. It has been emphasized that the competences in the field of research activity allow students to see and analyze problems, make assumptions about their solution; be able to receive and select information according to the purpose or need, use it to achieve the goal and own development; be able to make assumptions about the possible causes and effects of the phenomena of the material and idealistic world, to formulate and justify hypotheses; to set goals, to analyze situations, to receive and practically realize the finished product, to carry out reflection and self-assessment; conduct individual and collective activity. It has been suggested to introduce into the educational process of preparation of future primary school teachers a selective course, which would contribute to the teaching of modern strategies of actualizing the creative potential of the personality of teachers and students of primary school age. It has been concluded that the student's Серія Економіка. Випуск 1(13) 123 research activity in the conditions of university education contributes to the formation of a future primary school teacher interest in research, search for alternative means and ways of solving the problem, prognostic thinking, activation of intellectual potential for the production of new ideas. Key words: research activity, organization of student activity, university education, future primary school teacher
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Reinertsen, Anne. "Sans Souci and the Pedagogical Experience." International Review of Qualitative Research 4, no. 1 (May 2011): 93–109. http://dx.doi.org/10.1525/irqr.2011.4.1.93.
Повний текст джерелаАнотація:
This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.
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Bilavych, Halyna, Nataliia Bakhmat, Borys Savchuk, Mykola Pantyuk, and Tetyana Pantyuk. "Preparation of Primary School Teachers for Communicative and Rhetorical Activity in School in the Context of their Practical Training." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 2 (March 10, 2022): 147–64. http://dx.doi.org/10.53656/str2022-2-3-pre.
Повний текст джерелаАнотація:
The article deals with the analysis of the state of the primary school teachers’ preparation for communicative-rhetorical activity at school, diagnostics of formation of communicative-rhetorical skills of future teachers. The theorists and practitioners give an important place to rhetoric as a science and an academic subject in the training teachers of the new generation. It is the communicative and rhetorical skills as an important component of the general and professional culture of the teacher that will help the primary school educator to organize the pedagogical process effectively, build convincing communication with children, their parents, colleagues, officials etc. However, in the theory and practice of pedagogical education and science the phenomenon of communicative-rhetorical competence as the most important component of the teacher's professional profile is not realized, its structure is not distinguished, psychological and pedagogical bases and, technology of its formation for students are not clearly defined, the world’s experience of rhetorical personality formation is studied. This was confirmed by the results of a survey conducted among undergraduate students, graduates of pedagogical faculties of Vasyl Stefanyk Precarpathian National University, Kamyanets-Podilsky Ivan Ogienko National University, Drohobych State Pedagogical University of Ivan Franko, students of postgraduate pedagogical education Ivano-Frankivsk, Khmelnytsky, Lviv regions. Thus, most respondents consider their level of communication and rhetorical skills to be insufficient. More than 70% are afraid of the audience; 84% do not know how to speak “without paperˮ. All respondents, including teachers, regardless of work experience, called the main reason for the ineffectiveness of pedagogical communication the fact that during professional training they did not have well-formed communication and rhetorical skills. The obtained results convincingly prove the need for their purposeful formation in future primary school teachers. Optimal construction and implementation of the educational process for the formation of students’ communicative and rhetorical skills is possible with a technological approach, the essence of which is to modernize the didactic system based on the study of its components and experimental verification of its effectiveness, as well as the introduction of in general, the rhetoric of the initial process in the pedagogical institution.
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Smyrnova-Trybulska, Eugenia, Nataliia Morze, Piet Kommers, Wojciech Zuziak, and Mariia Gladun. "Selected aspects and conditions of the use of robots in STEM education for young learners as viewed by teachers and students." Interactive Technology and Smart Education 14, no. 4 (November 20, 2017): 296–312. http://dx.doi.org/10.1108/itse-04-2017-0024.
Повний текст джерелаАнотація:
Purpose This paper aims to discuss issues related to science, technology, engineering and mathematics (STEM) education. It is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors present selected previous experiences, publications, research into the study topic, and review examples of primary school robotics and programming curricula, as well as associated educational activities. The authors stress that workshops, using kits to build and programme robots, are a modern form of interdisciplinary education of children and youth. Design/methodology/approach The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics – if properly taught – will have an impact on the development of mathematical literacy and scientific–technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as results of a survey, conducted in Poland and Ukraine among in-service teachers and prospective teachers. Findings The study was carried out with the participation of 91 primary school teachers and future teachers in the province of Silesia and at the University of Silesia in Poland, and in Ukraine, at Borys Grinchenko Kyiv University. The survey contained 15 questions about the pedagogical research “Robotics and children”. The study was carried out to determine the needs of modern education to introduce the basics of robotics in the educational process of primary school. Originality/value It can be expected that the findings from the prior Polish and Ukrainian surveys can be extrapolated into curricula for secondary schools and vocational education and training (VET) in the coming years.
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ALEKSEEVA, Olga. "Methodological fundamentals of formation of future primary school teachers foreign language competences." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 9 (February 26, 2021): 13–18. http://dx.doi.org/10.33251/2522-1477-2021-9-13-18.
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Karasheva, Zhanar, Amina Amirova, Larissa Ageyeva, Mariya Jazdykbayeva, and Elmira Uaidullakyzy. "Preparation of future specialists for the formation of educational communication skills for elementary school children." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 467–84. http://dx.doi.org/10.18844/wjet.v13i3.5954.
Повний текст джерелаАнотація:
Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers.
Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers
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Sikhimbaeva, S. M., M. A. Baimakhanbetova, and K. B. Raiymkulova. "PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE FORMATION OF STUDENTS' SKILLS 4K." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 187–93. http://dx.doi.org/10.51889/2020-1.1728-5496.34.
Повний текст джерелаАнотація:
The article describes the issues of preparing future primary school teachers for new professional competencies. The article describes the need to prepare future teachers for the formation and consolidation of skills of the XXI century in the system of 4K. The individual content of skills and features of training in accordance with the model of 4K. According to the updated educational program, the reasons and expected results of the introduction of the natural science subject in the primary level are presented. The possibility of a natural science subject in primary classes in the formation of a wide range of skills is shown. Science lessons have a great potential for mastering the skills of group 4K, based on the basis of integration education. In the organization of the course "methods of teaching natural science in primary classes" students are offered the most effective forms of innovative teaching methods: "Fishbone", "smart 6 hats", "Zigzak", "SCAMPER", which have been tested. Each of them is characterized and confirmed by methods that allow to improve the skills of the group of 4K, necessary for the professional activities of future teachers.
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Veretennikova, Veronika, Olga Shikhova, Yuri Shikhov, and Agzam Valeev. "Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach." Education and Self Development 17, no. 1 (March 31, 2022): 233–54. http://dx.doi.org/10.26907/esd.17.1.18.
Повний текст джерелаАнотація:
In the didactics of higher education, the issue of professional thinking development (so-called pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the same time, pedagogical thinking, and the methods of its development and diagnostics can provide clear guidelines for teaching individualization and correction mechanisms. These methods should focus on fostering the professional qualities for future teachers. The purpose of the article is to describe the proprietary technology for diagnosing the level of students’ pedagogical thinking - future preschool teachers - using the group expert assessment method. Research methods and techniques. The study was carried out through a competency-based approach, which coordinates the competence-oriented goals of future teachers’ professional training with the level of their pedagogical thinking. The method of the group expert assessment was used to justify the structure, content, and students' pedagogical thinking levels. We involved qualified university instructors and pre-school teachers as experts. Findings. We determined the basic structure of pedagogical thinking and its development levels for these students. This helped to define the choice of teaching aids and targeted assistance to students within individual educational pathways. The article shows the interrelation of components and interdependence of the pedagogical thinking for students with the structural components of the professional and pedagogical competence for a bachelor degree student. The novelty of the research. The authors propose a methodology for diagnosing the development level of students’ pedagogical thinking which is coordinated with the competence-oriented goals of their professional training. The federal-state educational standard of higher education and the Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and secondary education)” determines the content of these goals. Practical significance. The findings of the research can be applied by administrative authorities and university instructors for planning individual educational pathways of undergraduate students, as well as of post-graduate students studying the current issues of preschool education.
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Voronina, L. V., and M. V. Byvsheva. "Experience of «USPU» in Organization of School and University Partnerships in Training Teachers (Basic Professional Educational Program «Teacher of Primary General Education»)." Psychological-Educational Studies 10, no. 1 (2018): 94–103. http://dx.doi.org/10.17759/psyedu.2018100109.
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The article presents the experience of participation of the Ural State Pedagogical University in the project «Implementation of the Competence Approach in the Development and Approbation of the Main Professional Educational Programs of Higher Education in the EGSD «Education and Pedagogical Sciences (Bachelor's, Master's and Postgraduate Education, «Primary General Education Teacher» profile)». The organization of students' practice at the faculty of pedagogy and methods of primary education is disclosed, the theoretical positions and features of the pilot project «Modernization of the practice of future teachers in conditions of continuing education in higher education» are described. The requirements for the selection of general education organizations as network partners have been singled out. The forms of interaction of all participants of the practice, positively evaluated by students, teachers-instructors, and methodologists of the university are revealed. The authors note that one of the important moments in the organization of the school-university partnership is the purposeful preparation and development of the professional skills of mentor teachers to accompany students in the practice. The main tasks of the School of Mentors are listed in the article.
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FILIMONOVA, Tetiana. "Formation of natural science competence future primary school teachers using innovative technologies in the implementation of the concept of the new Ukrainian school." Humanities science current issues 2, no. 48 (2022): 243–47. http://dx.doi.org/10.24919/2308-4863/48-2-41.
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Monkevičienė, Ona, and Birutė Autukevičienė. "Peculiarities of Mentor’s Competence of Pre-School and Pre-Primary Education Teaching Practice Organization and Reflection." Pedagogika 111, no. 2 (September 10, 2013): 176–86. http://dx.doi.org/10.15823/p.2013.1803.
Повний текст джерелаАнотація:
The aim of education is not only to echo wants of modern society, but also „to be a vanguard of democratizing society“. Hence education is closely related to the social cultural environment. The researcher of Lithuanian education and educational scientific development, Doctor of literature, actively participating in society life, an initiator and organizer of education reform documents, Dr. Meilė Lukšienė (1913–2009) announced pursuance: “it would be great if new school turned back at culture would become its home, where a young or old student could just exist. This existence itself would constantly enrich the person, would reach his or her soul, and would exhibit all person’s virtues”. One of the most important persons in educational institution is a pedagogue. Obviously, today‘s society raises higher and higher requirements. National strategy project of education 2013–2022 says that pedagogues must be reflecting, constantly perfecting themselves and working successfully. Such pedagogues will succeed in turning Lithuanian education into stable foundation for an independent and ambitious person who creates his future, the future of his country’s and the world’s future responsibly and solidarily. Therefore, high quality modern studies are necessary to provide a future pedagogue with deep theoretical knowledge, to create conditions for training practical pedagogue‘s skills of the highest level and to develop cultural awareness of a future pedagogue. M. Lukšienė (2000) stated that teacher training forms cannot be separated from contents. Seeking high quality studies, integrating theoretical knowledge into practice, an important role goes to mentoring. Regulation of teacher training (2012 May 15, ord, Nr. V-827) describes mentor as an experienced and successfully working pedagogue, trained according to the orders confirmed by Education and Science Ministry, who is a help to a student on teaching practice in one or several institutions or any other institutions (companies, organizations) related to pedagogical work in any way. Thus, a mentor must be able to create appropriate conditions for teaching practice, help a student realize practice programme and reflect upon gained experience. This makes the essence of mentor’s practice organization and reflection competence.
The article draws great attention to the integration of theory and practice in the process of training teachers, which enables to recognize theoretical knowledge and to apply it in concrete practical situations, create the opportunity for future pedagogues to perfect their professional skills. The article also discusses models of organizing teaching practice, mentor’s role in instructing practice, the meaning and importance of mentor‘s professional practice organization and reflection competence from the point of view of experienced students.
The main aim of the article research–to reveal pre-school and pre-primary mentor’s competence of professional practice organization and reflection, the importance and expression of its components while mentoring students’ practice.
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Urrea-Solano, Mayra, María J. Hernández-Amorós, Gladys Merma-Molina, and Salvador Baena-Morales. "The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers." Education Sciences 11, no. 10 (October 14, 2021): 644. http://dx.doi.org/10.3390/educsci11100644.
Повний текст джерелаАнотація:
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.
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Arvelo-Rosales, Carmen Nuria, Olga María Alegre de la Rosa, and Remedios Guzmán-Rosquete. "Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity." Education Sciences 11, no. 8 (August 9, 2021): 413. http://dx.doi.org/10.3390/educsci11080413.
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Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.
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Levinsen, Karin Tweddell. "Substituting ICT as a Lever for Inclusion of Children with Reading and Writing Difficulties." Journal of Cases on Information Technology 12, no. 3 (July 2010): 75–89. http://dx.doi.org/10.4018/jcit.2010070105.
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This paper presents research findings from a 3-year development and research project named Project IT-folder (PIF) that aimed at the inclusion of young children with potential reading and writing difficulties into normal classes in a suburb of the Danish capital. The project ran from 2007 to June 2010 as collaboration between the Danish University School of Education, the local municipality government, the Pedagogic Development Centre and two primary schools in the municipality. The aim of the project was to produce research-based knowledge that grounds and consolidates a future-oriented and sustainable implementation strategy and practice for all schools in the municipality regarding ICT as a change agent. The project’s methodology was designed as research-based interventions into everyday practice, while data was collected through qualitative and anthropological methods, collection of student work and school assessment measures. PIF has succeeded in producing a series of interventions ranging from everyday practices over competence building for teachers to organisational changes in the single school and at the municipality level. These interventions are at present being implemented in the municipality.
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Truța, Luciana, and Olga Chiș. "Adjusting 1st year students' teaching practice to the online environment." Educatia 21, no. 21 (December 14, 2021): 97–106. http://dx.doi.org/10.24193/ed21.2021.21.10.
Повний текст джерелаАнотація:
The current study aimed to collect relevant feedback on teaching practice effectiveness in relation to the tutors, students’ engagement in teaching practice, as well as self-reflection regarding necessary competences for a primary school teacher. Pedagogical activities within the teaching practice have considered: students’ online attendance to the classes held by the primary teacher, filling in an observation form regarding the lessons taught, mentorship session for analyzing the lessons along with the teachers, drafting a psycho-pedagogical record for a pupil, filling a form on reviewing the student’s performance and implication in the teaching practice. Having concluded the study’s results, we can now state that the teaching practice’s way of planning in the second school semester has proven efficient. The mentor-student / inter-student interaction has contributed to developing competences that a primary school teacher does require, through the feedback provided by the observation forms, as well as by involving students directly in the didactic activities, encouraging initiative and self-reflection. Objective analysis of results, suggestions, proposals, as well as difficulties encountered has made it possible to build a solid reference for future teaching practice – both online and in the classroom – and working towards improving it and all its partakers.
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Piekharieva, A. S., T. M. Tsehelnyk, and Yu O. Saienko. "APPLICATION OF THE COMPETENCE APPROACH IN TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONDITIONS OF INCLUSIVE EDUCATION DEVELOPMENT: EXPERIENCE OF EASTERN EUROPEAN COUNTRIES." Innovate Pedagogy, no. 39 (2021): 203–6. http://dx.doi.org/10.32843/2663-6085/2021/39.41.
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Tsankov, Nikolai. "Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 238–46. http://dx.doi.org/10.32744/pse.2021.5.16.
Повний текст джерелаАнотація:
The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).
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Миленовић, Живорад, Марија Миленовић та Јелена Седларевић. "КОМУНИКОЛОГИЈА КАО НАСТАВНА ДИСЦИПЛИНА У СТУДИЈСКОМ ПРОГРАМУ ЗА РАЗРЕДНУ НАСТАВУ– ПОТРЕБА И ЗНАЧАЈ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 6, № 2 (30 грудня 2021): 39–52. http://dx.doi.org/10.46630/gped.2.2021.3.
Повний текст джерелаАнотація:
The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.
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Stanojević, Dragana, Aleksandra Rosić, Branislav Ranđelović, and Željko Stanković. "Micro: Bit as a Tool for Improvement of Education." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 7, no. 2 (2021): 14–19. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.72.1002.
Повний текст джерелаАнотація:
Technical education and Computer science education is easier to understand and more meaningful to learn using new teaching materials. This paper describes the use of miniature Micro: bit computers, developed by the British company BBC, in cooperation with several technology companies, with a purpose to increase the number of technologically educated people. Paper presents possible use of Micro: bit in teaching technical and informatics education and its impact on the development of digital competence. Micro: bit is already used in schools in the UK and part of teachers in Serbia had the opportunity to get acquainted with characteristics of this device. It is shown how students can try out the programming in the Microsoft Block Editor. Another benefit of this mini-computer is getting to know the basics of robotics. The curriculum in primary education enables the use of such tools in teaching process. Use of this tool and others, similar to it, in work with students, creates the atmosphere in school that is oriented towards new technologies. The simplicity of this mini-computer allows the student to become familiar with different professional challenges that can help them with choosing a future profession.
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Zaytseva, S. A., V. V. Ivanov, V. S. Kiselev, and A. F. Zubakov. "Development of educational robotics: Problems and prospects." Education and science journal 24, no. 2 (February 11, 2022): 84–115. http://dx.doi.org/10.17853/1994-5639-2022-2-84-115.
Повний текст джерелаАнотація:
Introduction. The inclusion of schoolchildren in the development of robotics can serve as an effective method of popularising technical education and a means of vocational guidance work. Educational robotics can be viewed as a means of integrating science, technology, engineering and mathematics in the context of school education, as a tool for developing flexible skills in students. The problem of the lack and/or incompetence of teaching staff in this area is a limiting factor in the development of children’s technical creativity.Aim. Based on the analysis of the development of educational robotics (a popular and promising direction of children’s technical creativity), the current research aimed to compare the trends of its implementation in different countries, identify problems arising on the way of integrating educational robotics into school and additional education, and outline ways to overcome these problems.Methodology and research methods. The methodological basis of the study was the theory of professional development of future teachers and the concept of forecasting the prospects in the field of education.The identification of problems and prospects for the integration of robotics into the education of schoolchildren was carried out by the method of thematic content-analysis of publications with a search depth of 10 years, placed in the Web of Science, Google Academy and eLibrary databases.The identification of the need for teachers in robotics in school and additional education was carried out on the basis of generalising the results obtained in the course of questioning the heads and teachers of children technical creativity centres. 275 respondents from 11 regions of Russia took part in the online survey based on Google forms.Diagnostics of teachers’ interests and readiness to receive additional education in educational robotics was carried out on the basis of a questionnaire survey of students in pedagogical areas of training. The study involved 185 students – future teachers from 6 universities in Russia. The equipment of the system of school and additional education in Russia and the availability of appropriate equipment for schoolchildren were studied on the example of one of the Russian regions. The authors obtained empirical data from the annual reports of educational institutions.The assessment of the availability and quality of methodological support for robotics classes was carried out by processing data from an online survey of teachers, in which 98 respondents took part.Results. Research papers on the development of educational robotics have been divided into three main groups: robotics as a means of STEM integration; robotics as a means of forming Soft Skills; robotics as a means of forming professional competencies among teachers. The most significant problems of integrating educational robotics into school and additional education are highlighted: weak material base for organising classes; absence or low qualification of existing teachers; lack of a clear systemic plan for the implementation of robotics in the education of schoolchildren; lack of educational and methodological support. As strategies for the provision of education with teachers in educational robotics, the following are proposed: introduction into the practice of professional training of teachers in the higher education system of the profile “Educational Robotics”; implementation of professional retraining under the “Educational Robotics” programme for teachers of computer science, mathematics, technology, physics and primary education; attracting students –future teachers to receive additional education at the stage of study at the university in the framework of professional training “Pedagogy of Additional Education: Robotics”.Scientific novelty. The problems of successful integration of robotics into school and additional education are identified and described, among which the leading one is the absence or low qualifications of existing teachers in educational robotics. The ways of overcoming the identified difficulties based on mutually beneficial cooperation of universities, schools and centres of additional education are outlined; the system-forming role of pedagogical universities in this process is outlined.The practical significance of the study consists in the possibility of using its results to determine the prospects for the development of educational robotics, as well as to select the optimal ways of professional training and/or retraining of teaching staff for the implementation of this type of activity.
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Nicolau, Cristina, Ramona Henter, Nadinne Roman, Andrea Neculau, and Roxana Miclaus. "Tele-Education under the COVID-19 Crisis: Asymmetries in Romanian Education." Symmetry 12, no. 9 (September 12, 2020): 1502. http://dx.doi.org/10.3390/sym12091502.
Повний текст джерелаАнотація:
The COVID-19 pandemic has deepened social and educational asymmetries in some developing countries, such as Romania. Tele-education failed to replace face-to-face education due to the lack of symmetrical policy, connectivity, infrastructure, digitalized educational materials and digital competences. Was this issue predictable and, hence, the stakeholders’ mission failed? Our qualitative research aims at analyzing, in depth, these digitalization asymmetries, with a sample formed of Information and Communication Technology (ICT) specialists working for/with Romanian 1–4 International Standard Classification of Education (ISCED) schools. The collected primary data were processed with Atlas.ti 8. The results emphasize major key areas to be addressed with future public symmetrical policy and change management strategies: equal access to infrastructure, as well as development of compulsory and complementary digital skills (for teachers and students). The necessity to support school management in accessing funding is also required to enhance digitalization.
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Rodrigues, Ana Luísa, Luísa Cerdeira, Maria de Lourdes Machado-Taylor, and Helena Alves. "Technological Skills in Higher Education—Different Needs and Different Uses." Education Sciences 11, no. 7 (June 30, 2021): 326. http://dx.doi.org/10.3390/educsci11070326.
Повний текст джерелаАнотація:
Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.
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Karashash, Zhanadilova, Zhumabayeva Aziya, Arenova Assyl, Ospanbekova Meirgul, Zhanazarova Zagira, and Zhankushkov Bauyrzhan. "Developing metacompetence in future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 294–305. http://dx.doi.org/10.18844/cjes.v17i1.6709.
Повний текст джерелаАнотація:
The general aim of this study is to determine the development of meta-competences of future primary school teachers. The research was carried out in the fall semester of 2021-2022. The research consisted of 362 volunteer primary school teachers who continue to work in various schools in Kazakhstan. The data collected for the quantitative method in the research through an online questionnaire were analyzed using the SPSS program. Thanks to this wide participation, the meta-competence status of distance education and primary school teachers were emphasized and described. The results demonstrated that the use of innovative education with the blended learning method provides a better understanding of the lesson and that thanks to the meta-competence model of education, a bond is formed between the students who take the course. Finally, it is thought that the repetition of these studies with different methods for primary school teachers will benefit both the field, the educator, and the future primary school teacher candidates.
Keywords: Corona Virus (COVID 19), Distance Education, Meta Competence, Pandemic, Technology
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Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.
Повний текст джерелаАнотація:
The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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Vasіutina, Тetiana, Оlena Kondratiuk, Olga Lukianchenko, Alla Romanchuk, and Tetiana Теslenko. "Competence approach to teaching future primary school teachers." Revista Tempos e Espaços em Educação 15, no. 34 (January 18, 2022): e16598. http://dx.doi.org/10.20952/revtee.v15i34.16598.
Повний текст джерелаАнотація:
The article discusses the problems of forming the readiness of future primary school teachers for professional activity on the basis of a competence-based approach in the conditions of university complexes. Pedagogical experience shows that the educational process in a modern university already has many opportunities to solve problems that worry our specialists. However, these opportunities in universities are not yet fully used, as evidenced, in particular, by the contradictions that we examined in detail in this study. It is also noted that the training of a future teacher on the basis of a competency-based approach should provide for the formation of his professional competence through the gradual development, formation of its levels (key, basic, special) as a result of specialized training of the future teacher. Thus, the main purpose of the article is to study the process of implementing a competency-based approach in teaching future primary school teachers. For this, the methods of theoretical research of specialized literature were used, as a result of which the basic principles of the process of introducing and adapting the competence-based approach in teaching future primary school teachers were analyzed and systematized
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Uaidullakyzy, Elmira, Aziza Zhunusbekova, Nabuova Roza, Raigul Doszhan, Karibayeva Gulnaz Maratovna, and Ulzharkyn Аbdigapbarova. "Development of entrepreneurial competence of future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1333–46. http://dx.doi.org/10.18844/cjes.v17i4.7157.
Повний текст джерелаАнотація:
The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that pre-service teachers associate their entrepreneurial skills with being innovative, evaluating opportunities, taking risks, self-confidence and emotional intelligence. In this direction, the majority of pre-service teachers stated that they partially have entrepreneurial skills. In addition, pre-service teachers stated that universities, schools, teachers and teacher candidates have duties to develop entrepreneurship skills. In line with the research results, it is necessary to intensify entrepreneurship courses for primary school teacher candidates in universities, and to organise seminars for personal development and development of entrepreneurship skills.
Keywords: Entrepreneurship, entrepreneurial skills, prospective teachers
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Hrynko, V. О. "Measuring the digital competence of future primary school teachers." Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences, no. 2(97) (August 30, 2019): 43–50. http://dx.doi.org/10.35433/pedagogy.2(97).2019.43-50.
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TSYKHMEISTRUK, Oksana. "Development of civic competence of future primary school teachers." Humanities science current issues 2, no. 49 (2022): 203–15. http://dx.doi.org/10.24919/2308-4863/49-2-33.
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Qodirova, Feruza Damirovna. "TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 27–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-08.
Повний текст джерелаАнотація:
The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.
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Ірина Сухопара. "CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 165–75. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219588.
Повний текст джерелаАнотація:
Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem, which allowed forming their own view on the content and structure of future teacher's emotional competence. Primary school teachers' emotional competence is understood as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage pupils own emotions and emotional state, which shapes the ability to successfully organize the educational process on an emotional basis, empathy principles, to realize themselves in professional activity. The concept contains two components: personal, which includes the ability to understand, express, identify, stimulate their emotions and feelings, manage them and interpersonal – the ability to perceive, understand the emotional state of pupils, their parents, colleagues, to understand the motives of their behaviour, effectively communicate with them, interact, solve problems, influence emotions and feelings to achieve educational goals. The emotional competence structure of a future primary school teacher is represented by such interrelated components as cognitive, value, activity.
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Pluhina, Alona. "Methods of Forming Media Competence of Future Primary School Teachers." Path of Science 6, no. 9 (September 30, 2020): 3034–45. http://dx.doi.org/10.22178/pos.62-9.
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Kotkova, V. "DIAGNOSTICS OF LEVELS OF FUTURE PRIMARY SCHOOL TEACHERS’ INFORMATIVE COMPETENCE." Information Technologies in Education, no. 14 (April 1, 2013): 65–70. http://dx.doi.org/10.14308/ite000377.
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Popadych, Olena. "CONCEPTUAL FUNDAMENTALS OF FUTURE PRIMARY SCHOOL TEACHERS’ LEGAL COMPETENCE FORMATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(46) (November 17, 2020): 116–19. http://dx.doi.org/10.24144/2524-0609.2020.46.116-119.
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