Готові списки джерел за темами / Training of future Physical Training teachers

Добірка наукової літератури з теми "Training of future Physical Training teachers"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Training of future Physical Training teachers"

Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ". Теорія та методика навчання та виховання, № 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.

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Анотація:

The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.

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Khasanova, Rezeda. "Features of psychological adaptation of training future teachers of Physical Culture." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 573–83. http://dx.doi.org/10.18844/gjhss.v3i1.1822.

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Ergashovich, Sattorov Anvar, and Fatullaev Azizjon Nasullaevich. "Professional training of future teachers of physical education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 510–14. http://dx.doi.org/10.5958/2249-7137.2020.01414.7.

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Maksymchuk, Borys, Roman Gurevych, Tetiana Matviichuk, Oleksii Surovov, Nataliya Stepanchenko, Nadiia Opushko, Andrii Sitovskyi, et al. "Training Future Teachers to Organize School Sport." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 310–27. http://dx.doi.org/10.18662/rrem/12.4/347.

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Анотація:

Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions.

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Похоруков, Олег, Oleg Pokhorukov, Екатерина Похорукова, and Ekaterina Pokhorukova. "PEDAGOGICAL CONSTRUCTS AND PEDAGOGICAL CONDITIONS FOR PREPARING THE FUTURE TEACHER OF PHYSICAL TRAINING FOR THE PHYSICAL ACTIVITY AND THE SELF-DEVELOPMENT OF THEIR STUDENTS." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 3 (October 25, 2017): 35–42. http://dx.doi.org/10.21603/2542-1840-2017-3-35-42.

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Анотація:

The article describes the possibility of providing pedagogical conditions to involve the future PE teachers into the system of multicultural relations. This system determines the quality of physical culture and self-development of the learner in models and means of self-expression and self-realization, cooperation and socialization. Specific features of professional training and organization of practice in obtaining professional skills and experience of professional activity determine the process and the content of the process of shaping the teacher's personality, which will enable them to independently solve the developmental tasks for their future students. Pedagogical conditions for the preparation of the PE teacher for physical training and self-development of their future students depends on the successful solution of the following tasks: personified use of the foundations of pedagogical modeling and constructs of pedagogical activity in vocational training. The paper features the concept of "pedagogical conditions of preparation of the future PE teacher for the physical training and self-development of their students". It stresses the possibility of personified solution of the task in the structure of continuous professional education of teachers.

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Utegenov, E., A. Kurakbaeva, and A. Baigaliev. "PREPARATION OF FUTURE TEACHERS OF PHYSICAL CULTURE FOR PROFESSIONAL ACTIVITY." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 243–48. http://dx.doi.org/10.51889/2020-1.1728-5496.44.

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Анотація:

The article in the preparation of teachers of physical culture in the Republic of Kazakhstan Law "About the status of a teacher" the modern direction in accordance with the rights and responsibilities of the teacher and examines the complex dynamic system of pedagogical training of the expert in physical culture, its efficiency lies in the General patterns of pedagogical process and the many factors that reflect its based on control. Physical education teachers have a lot of questions that they need to know so that they can use them in their daily work. To this end, the proposed article reveals the work on physical education, physical educationlessons, requirements for teaching methods, features of the organization of classes, how to improve its effectiveness, requirements for the level of training of teachers and problems. A future teacher of physical culture, who in his activity gives the opportunity to possess the appropriate professional competencies, ensure the quality of training and education, and improve his professional skills.

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Moseichuk, Yu Yu, and Yu A. Kurnyshev. "PEDAGOGICAL CONDITIONS OF ADAPTATION OF FUTURE PHYSICAL TRAINING TEACHERS." Innovate Pedagogy 4, no. 22 (2020): 150–53. http://dx.doi.org/10.32843/2663-6085/2020/22-4.30.

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Konovalska, Lyudmila. "The axiological and cultural-logical approaches to the professional training of future teachers of physical training for the physical-cultural-healing work at the high school." Scientific papers of Berdiansk State Pedagogical University. Series: Pedagogical sciences 1, no. 1 (April 27, 2018): 152–58. http://dx.doi.org/10.31494/2412-9208-2018-1-1-152-158.

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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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Анотація:

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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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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Анотація:

The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

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Більше джерел

Дисертації з теми "Training of future Physical Training teachers"

Кусовнік, Максим Олександрович, та Maksym Oleksandrovych Kusovnik. "Сутність та специфіка професійної підготовки майбутніх учителів фізичної культури до професійної діяльності". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12159.

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Анотація:

В даній роботі розглядаються проблеми формування готовності майбутніх вчителів фізичної культури до різних сторін професійної діяльності: позаурочної роботи, професійної творчості, індивідуалізації навчання, виховної роботи, спортивно-педагогічної роботи. Вивчено проблеми формування особистості студента у процесі навчальної діяльності, педагогічної майстерності, педагогічних здібностей, педагогічних умінь та навичок, професійно-педагогічної спрямованості особистості тощо. Розроблено методику формування професійної готовності майбутніх вчителів фізичної культури до професійної діяльності, що передбачає застосування комплексу різноманітних методів навчання з поступовим переходом від репродуктивних до проблемно-пошукових та тестових методик.
This paper considers the problems of forming the readiness of future teachers of physical culture for various aspects of professional activity: extracurricular activities, professional creativity, individualization of education, educational work, sports and pedagogical work. Problems of formation of the student's personality in the process of educational activity, pedagogical skill, pedagogical abilities, pedagogical abilities and skills, professional-pedagogical orientation of the personality, etc. are studied. A method of forming the professional readiness of future physical education teachers for professional activities has been developed, which involves the use of a set of different teaching methods with a gradual transition from reproductive to problem-solving and test methods.

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Буланий, Анатолій Володимирович, та Anatolii Volodymyrovych Bulanyi. "Формування педагогічної майстерності майбутніх учителів фізичної культури у процесі професійної підготовки". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12089.

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Анотація:

В роботі розкриті питання ознайомлення з практикою навчання майбутніх вчителів фізичної культури, виявлено низку проблем в їхній підготовці, зумовлених суперечностями між: об’єктивними потребами суспільства, прагненням майбутнього вчителя досягти належного рівня педагогічної майстерності та недостатньо ефективною організацією професійної підготовки вчителів фізичної культури; сучасними вимогами освітньої галузі до рівня компетентності вчителів фізичної культури і низьким рівнем застосування новітніх педагогічних технологій на етапі їхньої професійної підготовки у ЗВО; потребою формування педагогічної майстерності відповідно до сучасної парадигми освіти і концепцій педагогічної освіти та недосконалим навчально- методичним забезпеченням процесу вивчення педагогічних дисциплін у ЗВО галузі ФКіС.
The paper reveals the issues of acquaintance with the practice of teaching future physical education teachers, identified a number of problems in their training due to contradictions between: objective needs of society, the desire of the future teacher to achieve the appropriate level of pedagogical skills and insufficiently effective organization of professional training of physical education teachers; modern requirements of the educational field to the level of competence of physical education teachers and the low level of application of the latest pedagogical technologies at the stage of their professional training in the Free Economic Zone; the need to form pedagogical skills in accordance with the modern paradigm of education and concepts of pedagogical education and imperfect educational and methodological support of the process of studying pedagogical disciplines in the field of free education in the field of FKiS.

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Рекуненко, Євген Вікторович, та Yevhen Viktorovych Rekunenko. "Аналітичний зміст структури основних видів діяльності вчителя фізичної культури". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12164.

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Анотація:

Головною метою даної роботи є теоретичне обґрунтування змісту структури основних видів та складових компонентів діяльності майбутнього вчителя фізичної культури, з якою автор впорався повністю. В даній роботі зовсiм новими є вiдомостi про взаємозв'язки змiсту професiйної дiяльностi вчителя фiзичної культури. Встановлено, що технологiя вирiшення вчителем фiзичної культури кожного педагогiчного завдання складається з трьох, тісно пов'язаних мiж собою, етапiв: пiдготовчого, виконавчого й контрольного. Професiйна діяльнiсть майбутнього фахiвця характеризується iнтегративним станом особистостi, що вмiщує в собi оптимальну систему знань, умiнь, навичок, потреб, мотивiв i здiбностей, тобто все те, що складає професiйнi якостi фахiвця та його ставлення до дiяльностi. Визначено залежнiсть оцiнок значимостi компонентiв професiйної дiяльностi вiд рiвня квалiфiкацiї фахiвця.
The main purpose of this work is to theoretically substantiate the content of the structure of the main types and components of the future teacher of physical education, with which the author has fully coped. In this paper, information about the relationship between the content of the professional activities of a physical education teacher is completely new. It is established that the technology of solving each pedagogical task by the teacher of physical culture consists of three, closely connected, stages: preparatory, executive and control. The professional activity of the future specialist is characterized by the integrative state of the individual, which contains the optimal system of knowledge, skills, abilities, needs, motives and abilities, ie all that constitutes the professional qualities of the specialist and his attitude to the activity. The dependence of the estimates of the significance of the components of professional activity on the level of qualification of the specialist is determined.

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Kucheruk, Maryna. "Vocational training for future teachers." Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.

Повний текст джерела

Анотація:

The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.
Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.

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Хіміч, В. Л., та V. L. Khimich. "Підготовка майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності". Дисертація, Хмельницький національний університет, 2021. http://elar.khnu.km.ua/jspui/handle/123456789/10230.

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Анотація:

У дослідженні здійснено теоретичне узагальнення та вирішено наукове завдання щодо підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. З’ясовано, що актуальність розглянутої проблеми підтверджується змінами вимог суспільства до особистості вчителя фізичної культури, який має бути активним, творчим, прагнути до самовдосконалення. Обґрунтовано основні принципи, закономірності й методологічні підходи підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Уточнено сутність поняття «підготовка майбутніх учителів фізичної культури» як процесу, що передбачає формування професійної спрямованості особистості, засвоєння нею сукупності теоретичних знань, формування практичних умінь і навичок, накопичення досвіду, результатом якого є готовність майбутніх учителів фізичної культури до професійної діяльності. Встановлено, що готовність майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності – це інтегральне особистісне утворення, що містить знання сутності народної хореографічної діяльності, характеризується зацікавленістю студентів та їх активною участю у творчій діяльності, застосуванням необхідних професійно-педагогічних умінь та навичок. Обґрунтовано структуру готовності майбутніх вчителів фізичної культури до використання засобів народного хореографічного мистецтва в єдності її компонентів: мотиваційно–ціннісного, когнітивного і діяльнісного. Ураховуючи напрацювання науковців і компонентний склад готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва, визначено критерії її сформованості, зокрема: особистісний, змістовий і творчий. Диференційовано рівні (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Проведено діагностику аналізованого процесу визначено й науково обґрунтовано педагогічні умови, спроектовано модель підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва (лексика народного танцю, хореографічні композиції, рухи народних танців, музика). Ураховуючи результати аналізу наукової літератури, досвіду роботи закладів вищої освіти, результатів констатувального етапу експерименту щодо підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва, визначено педагогічні умови: формування позитивної мотивації майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; удосконалення змісту підготовки майбутніх учителів фізичної культури на основі впровадження міждисциплінарного спецкурсу «Танцювальний хортинг»; використання інноваційних методів навчання у підготовці майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Теоретично обґрунтовано авторську модель підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у єдності її складових: цільової, теоретико-методологічної, організаційно-змістової та діагностично-результативної. У цільовому блоці моделі відображено соціальне замовлення суспільства на підготовку конкурентоздатних і висококваліфікованих учителів фізичної культури, мета і завдання освітньої діяльності. Теоретико-методологічний блок містить методологічні підходи (культурологічний; компетентнісний; системний; особистісний; діяльнісний; аксіологічний (ціннісний); міждисциплінарний, етнопедагогічний) і принципи організації підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. В організаційно-змістовому блоці моделі конкретизовано зміст, форми, методи і організацію підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Діагностично-результативний блок моделі репрезентує очікувані результати впровадження педагогічних умов шляхом виявлення рівнів (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; а також результат цього процесу – позитивну динаміку готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. За результатами формувального етапу експерименту підтверджено дієвість запропонованих педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Його методика охоплювала сукупність комплексних і системних педагогічних заходів впливу на майбутніх учителів фізичної культури з метою поетапного формування в них усіх компонентів готовності до використання засобів народного хореографічного мистецтва у професійній діяльності. Статистичну значущість виявлених у результаті аналізу змін у рівнях готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності експериментальної і контрольної груп підтверджено відповідною математичною обробкою одержаних даних за допомогою критерію кутового перетворення Фішера φ*. Доведено, що впровадження педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності сприяло статистично значущим змінам. Удосконалено навчально-методичне забезпечення підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності, зокрема розроблено: авторський спецкурс «Танцювальний хортинг»; методичні рекомендації «Ритміка і хореографія: методичні вказівки до вивчення дисципліни та самостійної роботи для студентів спеціальностей 014.11 «Середня освіта (Фізична культура)» і 017 «Фізична культура і спорт»». Для підвищення кваліфікації вчителів фізичної культури та забезпечення урізноманітнення практики викладання у закладах середньої освіти укладено методичний посібник «Методика вивчення варіативного модуля «Танцювальний хортинг» для закладів загальної середньої освіти, розроблений авторським колективом і схвалений Міністерством освіти і науки України (Протокол № 2 від 01. 07. 2019р.), варіативний модуль «Танцювальний хортинг» для загальноосвітніх навчальних закладів 10 –11 класів (рівень стандарту); навчальну програму для гуртків фізкультурно-спортивного та оздоровчо-прикладного спрямування загальної середньої освіти «Народний танець», схвалену для використання Міністерством освіти і науки України; методичний посібник для закладів загальної середньої освіти для вивчення варіативного модуля «Танцювальний хортинг», розроблений у співавторстві.
The research makes theoretical generalization and accomplishes the scientific task in training future Physical Training teachers for using means of folk choreographic art on professional activities. It is elucidated that applicability of the examined problem is justified by changes of demands of the society to the personality of a Physical Training teacher who is supposed to be active, creative, striving forself-improvement. The research substantiates the main principles, consistent patterns and methodological approaches of training future Physical Training teachers for using means of folk choreographic art in professional activities. Itclarifies the essence of the concept “training of future Physical Training teachers” as the process that provides professional orientation of a personality, their acquiring of accumulated theoretical knowledge, formation of practical skills, gaining experience resulting in readiness of future Physical Training teachers for professional activities. It is determined that readiness of future Physical Training teachers for using means of folk choreographic art in professional activities is an integral personal entity comprising knowledge of the essence of folk choreographic activity and is characterized with application of necessary professional and pedagogical skillsand means of their usage. The research substantiates the structure of readiness of future Physical Training teachers for using means of folk choreographic art in integrity of its components:motivational and axiological, cognitive and activity-oriented. Taking into consideration best practices of scientists and composition of the readiness of future Physical Training teachers for using means of folk choreographic art, there were determined criteria of its formedness including incentive, content-related and creative.There were differentiated the levels (high, medium, low) of readiness of future Physical Training teachers for using means of folk choreographic art in professional activities. There was made the diagnosis of the analyzed process,were identified and scientifically grounded pedagogical conditions and was designed the model of training future Physical Training teachers for using means of folk choreographic art (lexis of a folk dance, choreographic compositions, movements of folk dances, music). Taking into consideration the results of the analysis of scientific literature, work experience of higher educational institutions, results of the ascertaining stage of the experiment concerning training of future Physical Training teachers for using means of folk choreographic art, there were determined the following pedagogical conditions: formation of positive motivation of future Physical Training teachers for using means of folk choreographic art in their professional activities; updating of the contents of educational and instructional materials of the educational process of future Physical Training teachers and implementation of an interdisciplinary special course “Dancing khorting”; usage of innovative methods of training future Physical Training teachers for using means of choreographic art in their professional activities. There was theoretically grounded an authoring model of training futurePhysical Training teachers for using means of folk choreographic art in unity of its components: target, theoretical and methodological, organizational and content, diagnostically resultative. The target block of the model reflects social demand of the society for training competitive and highly qualified Physical Training teachers, aims and tasks of educational activities. Theoretical and methodological block comprises methodological approaches (cultural; competency-based; system; personality-oriented; activity-oriented; axiological; interdisciplinary; ethno-pedagogical) and principles of organizing the process of training future Physical Training teachers for using means of folk choreographic art in their professional activities. Organizational and content block specifies content, forms, methods and organization of training future Physical training teachers for using means of choreographic art in professional activities. Diagnostically-resultative block of the model represents the anticipated results of implementation of pedagogical conditions by identifying the levels (low, medium, high) of formednessof future Physical Training Teachers for using means of folk choreographic art in their professional activities as well as the result of this process which is positive dynamics of readiness of future Physical Training Teachers for using means of folk choreographic art in their professional activities. According to the results of the forming stage of the experiment, there was confirmed the efficacy of the suggested pedagogical conditions of training of future Physical Training teachers for using means of folk choreographic art in their professional activities. Its methodology encompasses combination of complex and system pedagogical measures of influence on future Physical Training teachers aiming at their gradual formedness of all the components of readiness for using means of folk choreographic art in their professional activities. Statistical importance of the discovered changes in the levels of formedness of readiness of future Physical Training teachers for using means of folk choreographic art in their professional activities of the experimental and reference groups was validated by corresponding mathematical processing of the received data via linear discriminant Fisher’s criterion φ*. It was proved that implementation of pedagogical conditions of training future Physical Training teachers for using means of choreographic art in their professional activities contributed to statistically significant changes. There were elaborated educational and instructional materials for training future Physical Training teachers for using means of folk choreographic art in their professional activities including the special course “Dancing khorting”; methodological recommendations “Eurhythmics and Choreography”: methodological recommendations for teaching the discipline and independent study of students of the specialty 014.11 “Secondary Education (Physical Training)” and 017 “Physical Training and Sport”. In order to improve the skills of physical education teachers and to diversify teaching practices in secondary education, a manual "Methods of studying the variable module" Dance Khorting" for institutions of secondary education was developed by the authoring team and approved by the Ministry of Education and Science of Ukraine (Minutes № 2 from 01. 07. 2019), there was worked out the variable module "Dance Khorting" for secondary schools of 10-11 grades (standard level); the curriculum for clubs of physical education and sports with health and applied orientation of general secondary education "Folk Dance" was approved for use by the Ministry of Education and Science of Ukraine; the handbook for general secondary education institutions for studying the variable module "Dance Khorting" was developed in co-authorship.

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Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.

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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.

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Randall, Victoria Katherine. "Becoming a primary physical educator : sourcing professional knowledge and confidence." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/915/.

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Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming a primary physical educator at the initial stage of a teacher’s career. The aim of which is to consider the ways beginning teachers source their professional knowledge and the implications this has on their confidence to teach. The study argues for a clear articulation of the subject’s knowledge-base and proposes a framework for the development of knowledge in primary physical education initial teacher education. Participants were drawn from a range of providers in England and were in the final year of their programme. The research adopted a mixed method approach using an online survey to obtain quantitative data and interviews to elicit constructs about beliefs from four case-study participants. The study identified that beginning teachers had perceived high levels of confidence across the subject’s knowledge-base, but areas of most and least confidence were varied and personal to the individual. The sourcing of knowledge was mainly drawn from school and university settings, but in many cases personal interests and prior experiences formed a central role in sourcing content knowledge when no opportunity was presented. Despite the varying routes that exist to become a primary physical educator, this research argues that all beginning teachers require a breadth of knowledge during initial teacher preparation, with university and school partnerships offering explicit roles in developing professional knowledge to a secure level. It further argues that it is through a focus on individual teacher transformation, not merely reflection that will ensure inherent challenges faced by primary physical education will be addressed.

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Huber, Patricia Ann. "A modified training program for pre-student teachers to optimize pupil motor engagement time /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939532.

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Стома, Валентина Миколаївна, та Valentyna Mykolaivna Stoma. "Принцип когнітивної візуалізації у підготовці майбутніх учителів фізики". СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6106.

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У тезах розглядається застосування принципу когнітивної візуалізації у підготовці майбутніх учителів фізики.
The thesis discusses the principle of cognitive visualization in the preparation of future teachers of physics.

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Cullen, Theresa A. "The role of technology in preservice teachers' images of their future classrooms." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223035.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Thomas Brush.

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Hyde, Cheryl L. Fitness instructor training guide. 4th ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2002.

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National Union of the Deaf. The future training of teachers of the deaf. [s.l.]: NUD, 1987.

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Cort, Pia. PROFF--professionalisation of VET teachers for the future. Luxembourg: Office for Official Publications of the European Communities, 2004.

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Ropo, Eero. Subject Teacher Education in Transition: Educating Teachers for the Future. Tampere: Tampere University Press, 2020.

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Russell-Hughes, Linda M. Game plans: A resource pack for PE teachers. Walton-on-Thames: Nelson, 1992.

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Russell-Hughes, Linda M. Game plans: A resource pack for PE teachers. Houndmills, Basingstoke: Macmillan Education, 1989.

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Systematic supervision for physical education. Champaign, Ill: Human Kinetics Publishers, 1992.

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Mike. The Great Ontario physical education teachers' resource. Calgary, Alberta: Detselig Enterprises Ltd., 2009.

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National standards for beginning physical education teachers. 2nd ed. Reston, VA: NASPE Publications, 2003.

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Force, National Association for Sport and Physical Education Beginning Teacher Standards Task. National standards for beginning physical education teachers. Reston, VA: The Association, 1995.

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Korobkova, Venera Viktorovna, Larisa Alexandrovna Kosolapova, Margarita Alexandrovna Mosina, Anna Illarionovna Sannikova, and Natalya Vladimirovna Tarinova. "Distance Interactive Collaborative Training for Future Teachers." In Advances in Intelligent Systems and Computing, 39–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40274-7_4.

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Martignon, Laura. "Future Teachers’ Training in Statistics: The Situation in Germany." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 33–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_6.

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Muwaniki, Chenjerai, and Volker Wedekind. "Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future." In Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_26-1.

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Muwaniki, Chenjerai, and Volker Wedekind. "Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future." In Handbook of Vocational Education and Training, 1649–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_26.

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Nechuiviter, Olesia, Halyna Sazhko, and Anastasiia Kovalchuk. "Digitalization of the Educational Process of Training Future Engineering-Teachers." In Advances in Artificial Systems for Logistics Engineering, 204–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04809-8_18.

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Broneder, Elisabeth, Christoph Weiß, Julian Thöndel, Emanuel Sandner, Stephanie Puck, Monika Puck, Gustavo Fernández Domínguez, and Miroslav Sili. "TACTILE – A Mixed Reality-Based System for Cognitive and Physical Training." In Human Interaction, Emerging Technologies and Future Systems V, 752–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85540-6_95.

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Harju-Luukkainen, Heidi, and Jonna Kangas. "The Role of Early Childhood Teachers in Finnish Policy Documents—Training Teachers for the Future?" In International Perspectives on Early Childhood Teacher Education in the 21st Century, 65–80. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5739-9_5.

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Buchenau, Barbara, Carola Hecke, Paula M. L. Moya, and J. Nicole Shelton. "Postethnic America? A Multicultural Training Camp for Americanists and Future EFL Teachers." In Identity in Education, 225–50. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230621565_11.

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Pears, Arnold, Erik Barendsen, Valentina Dagienė, Vladimiras Dolgopolovas, and Eglė Jasutė. "Holistic STEAM Education Through Computational Thinking: A Perspective on Training Future Teachers." In Informatics in Schools. New Ideas in School Informatics, 41–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33759-9_4.

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Nikolenko, Oksana, and Lyudmila Zheldochenko. "Stress Resistance of Future Teachers-Psychologists at the Stage of Training at the University." In XIV International Scientific Conference “INTERAGROMASH 2021”, 847–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80946-1_77.

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Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.

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Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.

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Kiseleva, A. "TECHNOLOGICAL METHODS OF LEARNING IN TRAINING FUTURE TEACHERS OF PHYSICS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.21.

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Dammer, Manana, Vladimir Kudinov, and Elena Chabaeva. "METHODOLOGICAL TRAINING OF FUTURE TEACHERS OF PHYSICS TO WORK WITH EXPERIMENTAL TASKS FOR FIGURATIVE-SENSORY IDENTIFICATION OF PHYSICAL QUANTITIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1492.

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Dammer, Manana, Vladimir Kudinov, Elena Leonova, and Natalia Zubova. "TRAINING OF FUTURE PHYSICS TEACHERS IN MASTER'S DEGREE FOR RESEARCH ACTIVITIES IN EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1308.

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Tripon, Cristina. "Teacher Training In Developing Skills For The Future – A Problem- Solving Case." In ICPESK 2018 - International Congress of Physical Education, Sports and Kinetotherapy. Education and Sports Science in the 21st Century, Edition dedicated to the 95th anniversary of UNEFS. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.63.

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Shefer, O. "CONDITIONS FOR THE FORMATION OF CULTURAL AND EDUCATIONAL COMPETENCES IN THE PRACTICE OF TRAINING FUTURE TEACHERS OF PHYSICS." In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.128.

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CERCHEZ, Gabriela, Dan Ionuț PETRE, and Răzvan Ioan NEDELCU. "TRAINING THEORY-INTERACTIVE STRATEGIES IN THE EDUCATIONAL PROCESS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/05.16.

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In this paper we aim to analyse the extent to which the strategies used in online teaching influence students' learning. As a result, we wish to provide an image on the importance of how to approach teaching strategies that can influence the degree of understanding and learning of notions taught online and what are their advantages and disadvantages, given that online schooling is a completely different environment from physical school. The novelty of the paper is that it capitalizes on the strategy of learning through cooperation in online instructional and educational activities and adapting effective methods, especially in current conditions, when in today's society there is a strong evolutionary process that requires all social categories to keep up, including education. Online training is difficult to practice in the classroom. In the concrete conditions that our society makes available to the teaching process, teachers are aware of both the obvious virtues of the new approach in student education and the difficulties of its application in the classroom, especially in the online environment. The current context has shown that the digitization of the educational system involves more than adapting to a technological context. Digital pedagogy is not a simple material in pdf format presented on the screen, but a much more complex notion. Thus, we can conclude that online learning technology can play an important role in education, it can influence and generate in the future a new paradigm, as an integral part of the educational system.

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Khanin, Pavel Anatolyevich. "The role of students' pedagogical practice in the professional training of future physical education teachers for the organization of extracurricular activities for schoolchildren." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-461856.

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Pranckūnienė, Eglė, Rūta Girdzijauskienė, Remigijus Bubnys, and Liudmila Rupšienė. "Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.56.

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After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***

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Звіти організацій з теми "Training of future Physical Training teachers"

Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.

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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.

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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.

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Ribeiro, Jorge, Miguel Camões, José Afonso, Hugo Sarmento, Ricardo Lima, and Filipe Manuel Clemente. Methodological characteristics, physiological and physical effects and future directions for concurrent training in soccer: A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2020. http://dx.doi.org/10.37766/inplasy2020.11.0132.

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Ribeiro, Jorge, José Afonso, Miguel Camões, Hugo Sarmento, Mário Sá, Ricardo Lima, and Filipe Manuel Clemente. Methodological characteristics, physiological and physical effects and future directions for velocity-based training in soccer: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2021. http://dx.doi.org/10.37766/inplasy2021.6.0036.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko, and Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.

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