Wyniki wyszukiwania - Biblioteka Nauki

1

ДОСЛІДНИЦЬКА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ: СПЕЦИФІКА ФОРМУВАННЯ

100%

Мартиненко О. , Ковтун Г.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

nr 5(39)

286-294

EN

One of the main criteria for operation and effectiveness of higher education system is, above all, training of highly qualified personnel. This is facilitated by the introduction of the competence approach that focuses on the final outcome of the educational process and actually meets the requirements of modernity. An important task of higher pedagogical education is to develop future teachers’ research competence as a part of their professional skills. On the one hand it can be attributed to over subjective (basic) competencies, and on the other hand – can be considered as general subjective, as well as special subjective ones in the system of competencies, built according to the criterion of the contents of education. Attributing research competence to over subjective competencies appears to be valid because its formation involves the combination of the particular set of knowledge, skills and attitudes that are acquired as in the process of mastering the entire contents of education, as well as in the study of various academic disciplines. On the other hand, research competence can be considered to be general subjective one, as successful learning of academic disciplines that requires a high level of awareness as far systematization and generalization is concerned, is not actually possible without it. From the perspective of the future teacher of mathematics and basics of economics, it can be defined as ability to analyze mathematical and economic processes and adequately evaluate them; use inductive and deductive methods in the study of economic phenomena and while solving mathematical problems; define the main trends of economics development and establish cause-effect relations; use appropriate mathematical tools in the study of applied problems. Research competence in the suggested system of competencies can reasonably be attributed to the special subjective competencies, as the grasp of a special scientific apparatus of the theoretical and practical vocational-research activity in the study of professional disciplines determine the level of training of the future specialist. In the view of the teachers of mathematics and basics of economics it is characterized by the grasp of mathematical and economic disciplines theoretical foundations, by the proficiency in the corresponding conceptual apparatus, by the specific methods of economic-mathematical models research and the set tasks solution.

2

РОЛЬ ПЕДАГОГІЧНОЇ ПРАКТИКИ У ФОРМУВАННІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ

100%

Ковтун Г. , Мартиненко О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 2(56)

47-56

EN

The entry of Ukraine into the European educational space needs reforming the national education system in line with European standards, in particular, in the sphere of higher education. Recently, there are increasing demands to the level of professional training of teachers, capable of self-actualization. An essential part of the formation of the future teachers’ professional competence is the pedagogical practice of students, during which the theoretical knowledge of professional, psychological and pedagogical subjects and teaching methods are used for the acquisition of professional skills. Particular attention should be paid to the differences between the demands of the modern school to the level of the teachers’ professional competence formation and teaching practice organization in conditions of the university; between the tasks of teaching practice and existing models of its organization. Pedagogical practice at higher education institution is learning, in which takes place the accumulation of experience and raises awareness of students who participate in real educational process as a teacher. It is aimed at the formation of professional competence and development of the creative potential of students and enables them to adapt to the work of the school as educational institution, to identify and understand the specifics of the teaching profession. The main objectives of teaching practice are: practical implementation of professional competencies acquired by students during the theoretical training at the pedagogical higher education institution; formation of professional skills and acquiring professional experience necessary for successful educational activities; deepening educational, psychological and professional knowledge through self-study of additional information; working methods of teaching vocational subjects in view of its specific character; exploring new psycho-pedagogic and information technologies and their introduction in the educational process; study of the experience of leading teachers in conditions of an education institution and the search for individual style of work; development of management skills on the organization of students group; upbringing of personal qualities of the modern teacher.

3

РЕФОРМУВАННЯ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ УКРАЇНИ В УМОВАХ ЄВРОІНТЕГРАЦІЇ

100%

Ковтун Г. , Мартиненко О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 2(46)

332-339

EN

One of the priorities of the state policy in the field of education in the conditions of European integration process and in accordance with the Bologna declaration provisions is to build higher pedagogical education in Ukraine. This process needs updating of the goals and improvement of the content of teacher education based on the competence approach, raising the level of professional preparation of teachers taking into account not only the achievements of national science, but also the main trends and regularities of teacher training functioning in Europe. Among the main problems there can be distinguished the lack of the long term single conceptual approach to the operation and development of the national system of pedagogical education; low level of material and technical, educational and information provision of higher education; weak motivation to public,businesses and investment in education; insufficient correspondence between the requirements of the society in the higher education system and its financial support from the state; the lack of an effective system of social and economic incentives for teachers and scientific-pedagogical staff. Considerable attention needs solving the problem of lowering the motivation of school leavers for acquiring teaching profession, inefficient system of employment of graduates of higher pedagogical institutions and lack of mobility systems retraining of pedagogical staff according to the needs of the labour market. There is a need in overcoming inconsistencies in education quality monitoring system according to the international standards and improving the quality of the evaluation system of university graduates, including pedagogical. The key point of reform of higher education in Ukraine is the adoption on July 1, 2014 a new law «On Higher Education», which regulates functioning of higher education system. Improving the quality of teacher training requires a change of the status of pedagogical education and its carrier – Pedagogical University – into their space. Pedagogical Universities should become centres of educational research and educational complexes and take the initiative and leaders of innovative processes in education. Reforming pedagogical education provides for demonopolization and diversity system of postgraduate pedagogical education and forms of advanced training of teaching staff at educational establishments outside their permanent place of work.

4

ФОРМУВАННЯ МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ

100%

Мартиненко О. , Ковтун Г.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 3(57)

398-406

EN

One of the priorities of modernization of the national system of education is to form the key competencies of the teachers that will determine the success of their professional activity. An important component of professional competence of the teacher is methodical competence, which considers different aspects in his scientific writings as a researcher. In the scientific and educational literature, there is no single approach to determine the methodical competence, so there is a need to clarify the concept of «methodical competence of the teacher of mathematics and economics» and the description of its components. The introduction of two-tier system of teacher training and the requirements of the modern school necessitate further development and improvement of technology of formation of methodical competence of the teacher of mathematics and economics according to the stages of his professional development. In the article the necessity of formation of methodical competence of the teacher for his successful pedagogical activity in modern conditions of the educational process is described. The authors have analyzed the scientific approaches to determining the methodical competence and refined the concept of «methodical competence of the teacher of mathematics and economics». The study also singled out the components describing methodical competence and competence that determine the level of formation of methodical competence of the teacher; formulated pedagogical conditions of formation of methodical competence of the teacher of mathematics and economics. The operational readiness and the ability of teachers to teach mathematics and economy is in the process of acquisition of pedagogical experience through a simulation of future educational activity while learning at the pedagogical university (role-playing games, project activity), during the passage of pedagogical practice in secondary schools, drawing on the experience of colleagues while visiting demonstrative lessons, conducting of demonstrative lessons, participation in methodological seminars. The issue of constructing a model of the development of methodical competence of the teacher of mathematics and economics, organizational and pedagogical conditions for its implementation and impact of innovative learning technologies at different levels deserves further study.