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Journal articles on the topic 'Psychological and pedagogical training'
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1
Hvozdetska, Yuliia. "PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF VOCATIONAL TEACHERS: A DEFINITIONAL ANALYSIS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 70–78. http://dx.doi.org/10.31499/2307-4906.4.2023.292341.
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The article presents the results of the definitional analysis of the concept of “psychological and pedagogical training of vocational teachers”. The essence of the terms “vocational education”, “vocational teacher”, “vocational training”, “vocational and pedagogical training”, “psychological and pedagogical training of vocational teachers” is substantiated. “A vocational teacher is a mobile specialist who organizes and carries out engineering and pedagogical activities of students, is engaged in self-education, is creative in solving professional problems, knows how to cooperate in a team and communicate in an educational and information environment”. Specified components of psychological and pedagogical training: basic psychological and pedagogical training; fundamental psychological and pedagogical training; scientific psychological and pedagogical training; functional psychological and pedagogical training; creative psychological and pedagogical training. It is determined that “psychological and pedagogical training of future vocational teachers is a complex process of combining different types of activities of a future specialist in the field of vocational education, which results in the formation of psychological and pedagogical readiness of a future vocational teacher”.
 Keywords: vocational teacher; vocational education; vocational training; vocational and pedagogical training; psychological training; psychological and pedagogical training of vocational teachers.
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Пеньковець, Дмитро Васильович. "ПСИХОЛОГО-ПЕДАГОГІЧНА СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ". Педагогіка та психологія, № 52 (19 березня 2016): 162–72. https://doi.org/10.5281/zenodo.47917.
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<em>The article examines psychological and pedagogical component of future PT teachers’ professional training. Psychological and pedagogical knowledge is essential for everyone, especially for future teachers of physical culture, as their professional activity involves permanent contacts such as "person – person". That is why psycho-pedagogical training is considered as one of the important tasks in the formation of future PT teachers’ professional competence. The analysis of scientific and methodological, psychological and pedagogical literature confirms that the psycho-pedagogical component is the basis of future PT teachers’ professional competence. In the article the structural components, the framework for the future specialists’ activity, the goals, objectives and main elements of professional competence formation in the process of psycho-pedagogical training are identified. The key components of future PT teachers’ professional competence are stated. It is elucidated that psycho-pedagogical training includes the mastering of students’ psychological and pedagogical knowledge, the formation of value attitude to them as to the basis of future PT specialist’ personal and pedagogical credo, the development of creative individuality, professional skills perfection; the understanding of psychological regularities in the process of communication; the development of communication skills; the formation of future specialists’ identity and worldview as an integral system of views on nature, society and man. </em>
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Hutoryanskaya, T. V. "Analysis of Psychological Pedagogical Aspects of Professional Training of Future Teachers." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 95–98. http://dx.doi.org/10.18500/2304-9790-2013-2-1-95-98.
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The article presents results of the analysis of psychological and pedagogical aspects of professional training of future teachers. The author marks that professional training of future teachers is primarily connected with the formation of the system of psychological and pedagogical knowledge and skills, which are necessary for carrying out pedagogical activity. He singles out internal and external conditions for professional training: interconnection of theoretical and practical thinking in the activity, collective and cooperative performance of the activity, formation of the professional orientation of a personality, creative activity and cooperation. The author comes to the conclusion that in the science of pedagogics there are different approaches to the definition of the students’ professional training, but its definition as social and personal significant purposeful pedagogical process is general and uniting. The applied aspect of the problem under study can be realized in the pedagogical practice of the professional training of future teachers.
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Haleta, Yaroslav. "PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF MANAGEMENT." Academic Notes Series Pedagogical Science 1, no. 204 (2022): 20–24. http://dx.doi.org/10.36550/2415-7988-2022-1-204-20-24.
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The thesis is devoted to exploration of theoretical and applied aspects of psychology and pedagogical of personnel management in organizations. The psychological and pedagogical roots of management, methodology and structure of proactive approach, psychological and pedagogical features of realization of aims and functions of proactive approach to management are analyzed and summarized. Psychological and pedagogical resources of improvement of organizations management on the basis of principles of humanistic individual approach, optimization and systems analysis are investigated. Psychological and pedagogical conditions of optimization of the main components of organizations personnel management system – selection, motivation, personnel development and monitoring are revealed. Conception of organizations personnel' professional selection based on the ground of registration of person's readiness for training and professional activity is proved. The author suggested psychological and pedagogical means of optimization of interpersonal interaction between managers and subordinates, defined psychological and pedagogical conditions of team building, leadership, preventive measures against conflicts and distresses. Several theoretical and methodological approaches for effective realization of the different elements of proactive management are established, especially while choosing the optimal complex of diagnostics instruments for defining the level of objective and subjective person's readiness for education and professional activity; determination of group roles and team formation; organizing of trainings of motivation and self development, preventive psychological procedures; establishing of training and retraining system for police managers. Psychological and pedagogical basis of managers' training for proactive management has been developed. A conceptual notion for defining of proactive management processes has been systematized; the key terms of pedagogical psychology and psychology of management have been defined more exactly.
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Nazirova, Guzal Malikovna, and Dilgira Dilmurodjon qizi G`ulomova. "CONTENT AND PEDAGOGICAL CONDITIONS OF DEVELOPMENT OF PROFESSIONAL COMPETENCE OF PEDAGOGUES-EDUCATORS OF PRESCHOOL EDUCATIONAL ORGANIZATIONS." Academic Research Journal 1, no. 6 (2022): 119–27. https://doi.org/10.5281/zenodo.7419055.
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The study of theoretical and methodological aspects of pedagogic and psychological peculiarities of preparation and improvement of pedagogic-pedagogical educational organization and improvement of methods and improvement of qualifications shows what is necessary for the creation of pedagogical conditions, training and quality organization of training and the development of professional skills.
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Tytova, Nataliya. "THE PSYCHOLOGICAL AND PEDAGOGICAL TRAINING MODEL OF THE PROFESSIONAL EDUCATION TRAINING TEACHER." Educational Discourse: collection of scientific papers, no. 7(8) (August 30, 2018): 31–40. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-3.
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The psychological and pedagogical training model of the professional education training teacher consists of such blocks as target, conceptual, informative, procedural and efficient. The central element of the psychological and pedagogical training model of the professional education training teacher is the interaction of the student and teacher based on transparency, participatibility and collaboration. The proposed techno-logization of the psychological and pedagogical training of the professional education training teacher in institutions of higher education will contribute to its constant updating and improvement in order to improve the quality of vocational education. Modern information technologies of training project the role of the professional education training teacher as a tutor, facilitator, coach, mentor, moderator, educator, master, etc.
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Bulgakova, Tetiana. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF FUTURE TRAINERS AT PRACTICAL CLASSES OF THE SUBJECT “PEDAGOGICAL SKILL”." Educational Discourse: collection of scientific papers, no. 11(3) (April 30, 2019): 78–87. http://dx.doi.org/10.33930/ed.2019.5007.11(3)-7.
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The problem of psychological and pedagogical support for future trainers can be solved in classes on "Pedagogical Skill", where students develop the pedagogical skills that are needed during the work of the trainer. One of the most important skills of the trainer is organizational, which contributes to the development of the ability to organize training and education in trainings and competitions, to develop group interaction. These skills and abilities are also relevant in other areas of social practice of the individual, harmonize life, adjust the balance of spiritual forces, introduce guidelines in the views on the surrounding world, save from the limited consciousness and stereotypes of thinking. Successful learning and psychological development of the individual are the basis of interaction in the education and training of students in solving problems associated with psychological and pedagogical support.
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Mukan, Nataliya, and Fei Gao. "ENCOURAGING HR MANAGERS TO DEVELOP PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE WITHIN THE FRAMEWORK OF CORPORATE TRINING." Педагогічні науки: теорія, історія, інноваційні технології 10, no. 134 (2023): 018–27. http://dx.doi.org/10.24139/2312-5993/2023.10/018-027.
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The article is devoted to highlighting the problem of encouraging HR managers to develop psychological and pedagogical competence. The aim of the article is as follows: to substantiate the encouraging of HR managers to develop psychological and pedagogical competence as a pedagogical condition within the framework of corporate training. The role and significance of psychological and pedagogical competence in the professional activity of HR managers is substantiated. An analysis of the scientific literature on the research problem, highlighting various aspects of HR managers’ professional competence development, the peculiarities of motivation development, the influence of organized training to encourage HR managers to develop psychological and pedagogical competence, pedagogical conditions, etc., was carried out. The concepts of “pedagogical conditions”, “psychological‐pedagogical competence”, “encouraging HR managers to develop psychological‐pedagogical competence” are substantiated, the features and content of its implementation are presented (content, tasks, forms of training organization Педагогічні науки: теорія, історія, інноваційні технології, 2023, № 10 (134) 19 and methods, features of participants’ activities, expected results, indicators of development). The examples of training organization using the potential of a seminar, training, role‐playing and business games, team building and teamwork, etc. are provided. On the basis of the conducted research, the conclusion was formulated that the development of the motivational component of HR managers’ psychological and pedagogical competence within the framework of corporate training is possible if its theoretical foundations are substantiated, as well as the specifics of the implementation of such a pedagogical condition as the encouragement of HR managers to develop psychological and pedagogical competence; and the selection of appropriate organizational forms of training and methodsis provided.
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Shakirova, Araily, Galina Romanova, and Svetlana Vlasova. "Development of Students' Pedagogical Abilities through Socio-Psychological Training." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (2021): 79. http://dx.doi.org/10.3991/ijet.v16i16.23335.
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The research is devoted to the study of the effect of socio-psychological training on the development of pedagogical abilities in rising teachers. The study involved 88 full-time five-year students of the Xxxx Academy (Moscow) and four-year students of Xxxx University (Taldykorgan). The goal was achieved based on a system of special tasks with the involvement of socio-psychological trainings. The experiment and research were carried out for 6 months. The standard devia-tion in the sample and the Student's t-test were studied for the experimental and control groups. The result of the post-test is the opposite; thus, the mean value of the experimental group is higher than that of the control group. The study re-vealed that there is a weak positive relationship between age and pedagogical abil-ities (r <0.2). The results of the study also indicate a positive correlation between gender and pedagogical abilities (r> 0.3). Thus, in accordance with the goal set, it was determined that socio-psychological training improves students' pedagogical abilities. The results of this study can be recommended to teachers of universities and training centers, as well as pedagogical students.
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Fetisov, Alexandr S., and Yulia V. Kudinova. "A Retrospective of Specialized Psychological and Pedagogical Classes and Technology of their Practical Implementation in a Pedagogical University." Siberian Pedagogical Journal, no. 2 (April 22, 2024): 64–73. http://dx.doi.org/10.15293/1813-4718.2402.06.
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The article provides a historical overview of the development of psychological and pedagogical classes, as well as the current state of the network of psychological and pedagogical classes in the Russian Federation. The importance of psychological and pedagogical classes in the system of pre-professional pedagogical training is shown. The purpose of the article is to analyze the retrospective of specialized psychological and pedagogical and to show the technology of their practical implementation in a pedagogical university. The main methods of this article are: content analysis of the concepts of “pre-professional pedagogical training” and “psychological and pedagogical class”, analysis of scientific and methodological literature, analysis of historical and pedagogical, normative and comparative sources, as well as the results of domestic and international studies of specialized pedagogical classes, their formation, specialization, features of manifestation in different regions and model specifics. The results of the study. It is revealed that the idea of creating specialized psychological and pedagogical classes is not new. The conducted historical and pedagogical analysis showed that pedagogical classes arose in the middle of the XIX century and are connected with the history of the formation of women’s education in Russia. Over more than a century of history, teaching classes have acquired new formats, been abolished several times and revived again. A new period in the history of specialized psychological and pedagogical classes began in 2021 with the adoption of the Concept of specialized psychological and pedagogical classes. The technology of practical implementation of the Concept of specialized psychological and pedagogical classes in a pedagogical university is shown on the example of one of the models. The experience of organizing psychological and pedagogical classes in the Voronezh region is analyzed. In conclusion, conclusions are drawn about the importance of psychological and pedagogical classes in the system of continuing pedagogical education, as well as the integration of pedagogically gifted schoolchildren into professional community at the stage of studying at school. Various model organizations in the educational practice of psychological and pedagogical classes contribute to increasing the status of a teacher, as evidenced by the practice of the Voronezh region on the example of the Voronezh State Pedagogical University.
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Xusainova, Zarina Komiljonovna. "PEDAGOGICAL POSSIBILITIES OF TRAINING PSYCHOLOGISTS FOR THE EDUCATION SYSTEM." Multidisciplinary Journal of Science and Technology 5, no. 1 (2025): 31–32. https://doi.org/10.5281/zenodo.14619168.
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The place and role of psychological personnel in the education system is becoming increasingly important. Together with teachers and other employees of educational institutions, psychologists play an important role in the development of students, ensuring their psychological health, and effectively organizing pedagogical processes. Therefore, studying the pedagogical possibilities of training psychological personnel for the education system will help increase the role of psychology in educational institutions.
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Kandalina, Yelena, and Nataliya Kim. "ENHANCING PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES IN ASPIRING POLICE OFFICERS VIA VOCATIONAL TRAINING." 3i intellect idea innovation - интеллект идея инновация 2 (2024): 174–83. http://dx.doi.org/10.52269/22266070_2024_2_174.
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In the face of significant global changes affecting Kazakhstan and ongoing reforms across state structures, society is witnessing a surge in specific categories of crimes, emphasizing the urgency of addressing socially dangerous trends. Consequently, there is a crucial need for improved initial professional training for law enforcement officers and an exploration of effective pedagogical methods to foster the necessary personal and professional qualities for their service. The purpose of the article is to demonstrate the development of pedagogical and psychological skills of future police officers in the educational process. The research employs analytical methods, including a thorough examination of psychological and pedagogical literature, scrutiny of normative documents governing educational institutions of the Ministry of Internal Affairs, and an analysis of curricula for initial vocational training courses at the Academy of the Ministry of Internal Affairs. Additionally, diagnostic techniques including surveys, expert evaluations, and empirical data analysis and synthesis were employed. The study involves a questionnaire survey of 350 students undergoing initial professional training for senior, private, and junior command staff, with results compared to expert assessments provided by instructors. The findings reveal a tendency for students to overestimate their self-evaluation regarding the development of professional and psychological skills, qualities, and stability. In response, the authors advocate for an increase in the study hours dedicated to the "Fundamentals of Psychological Preparedness" discipline and propose a curriculum revision aimed at fostering analytical-psychological and technical-psychological skills, professional thinking, and professional-psychological qualities among students. This research aims to establish the theoretical underpinnings for cultivating the professional psychological preparedness of future police officers. It involves analysing its constituent elements, pinpointing challenges, and suggesting objectives for psychological and pedagogical interventions aimed at the students' personal development. The findings of this study offer practical value for the development of educational programs in initial vocational training courses and provide a foundation for further investigations in this field.
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Zhang, Ying. "The role of psychology in the pedagogical work aimed at the elimination of bleating in the process of teaching singing." PHILHARMONICA. International Music Journal, no. 4 (April 2021): 54–66. http://dx.doi.org/10.7256/2453-613x.2021.4.36369.
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The article reveals the contents of pedagogical skills of the future music teachers in the process of vocal training based on the value-based attitude of would-be teachers to technologically oriented vocal and pedagogical activity, their technological knowledge and skills in the field of vocal performance and vocal pedagogics and psychology, abilities to use singing training techniques. Vocal and psychological training of would-be teachers of music is considered as a process of acquisition of vocal-technical and art and performance knowledge and skills, vocal and pedagogical skills, using the singing teaching techniques, in order to use them in the work with students, especially those with voice defects. The research methodology is based on the theoretical analysis of the existing approaches, techniques and methods of forming pedagogical competence of would-be vocal coaches. Based on the analysis, the authors systematize and combine different instruments (pedagogical and psychological) in order to increase the effectiveness of eliminating bleating in the process of vocal training. The vocal-pedagogical psychology is characterized as an integrative system combining task-oriented, step-by-step and algorithm-based pedagogical, psychological and vocal activities of a coach aimed at the improvement of the result of teaching singing with account of voice defects in order to use them in the work with middle-school and out-of-school education students especially in terms of working with bleating.
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Mukhtarova, Aziza E. "PSYCHOLOGICAL FEATURES OF PROFESSIONAL TRAINING OF TEACHER PSYCHOLOGISTS." American Journal Of Social Sciences And Humanity Research 02, no. 12 (2022): 69–75. http://dx.doi.org/10.37547/ajsshr/volume02issue12-11.
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In the context of dynamic processes taking place in the economy of Uzbekistan, the current stage of development of society is characterized by a change in educational paradigms, a transition to new pedagogical technologies focused on variability, subjectivity, creative individuality, personal potential of specialists who are as ready as possible for practical activities, able to quickly engage in innovative processes and adjust their professional activities.
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Chuvasov, Mykhailo. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF DIAGNOSTIC ACTIVITIES OF FUTURE TEACHERS." Alfred Nobel University Journal of Pedagogy and Psychology 2, no. 28 (2024): 93–100. https://doi.org/10.32342/3041-2196-2024-2-28-9.
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Based on modern realities and requirements of society, it is considered that the leading task of professional and pedagogical training of future teachers should be the formation and development of the teacher’s personality, which involves comprehensive psychological and pedagogical support for diagnostic activity, variable use of the entire set of basic theoretical provisions and practical skills, vision of the problem in pedagogical phenomena, understanding of others, readiness to take the position of a student, and ability for pedagogical reflection, for critical assessment of oneself in various planned and spontaneously arising pedagogical situations. The purpose of the study is to reveal the essence of the concept of “support for diagnostic activity” and to consider the main provisions of psychological and pedagogical support for the preparation of future teachers for diagnostic activity. Research methods are as follows: analysis, synthesis and systematization of philosophical, psychological and pedagogical, and methodical studies devoted to the problem of psychological and pedagogical support of diagnostic activity of future teachers, formation of readiness of future teachers for diagnostic activity, in particular, formation of their readiness for diagnostic activity in the process of professional training at university, to study the state of the problem and theoretical justification of the need for it; comparative analysis, generalizations, which make it possible to highlight the main provisions of psychological and pedagogical support for the training of future teachers for diagnostic activities. In the course of the research, it was found that the support of diagnostic activity is psychological and pedagogical support, which is considered as an activity that ensures the consideration of individual capabilities and abilities of the participants of professional training; contributes to the development of that special, peculiar thing that is embedded in the personality from nature or that was acquired with individual experience. Regarding diagnostic activities, it is important to interpret the process of psychological and pedagogical support as a set of diagnostic tools, procedures, and methods that ensure the creation of the necessary emotionally favourable atmosphere and tolerant relations during interpersonal communication, which is the basis of individual, psychological and professional development of future teachers, as well as productive use of diagnostic tools based on the principles of pedagogical interaction, cooperation and co- creation. Methodical support of professional training of students for diagnosis provides conditions for them to acquire experience of diagnosis and self-diagnosis of individual support of professional development, understanding of their importance in professional formation and increasing the effectiveness of professional training in forming their readiness for diagnostic activity. In the course of professional training of future teachers for diagnostic activities, psychological and pedagogical support of diagnostic activities ensures a logical relationship of actions, processes, and regularities. The teacher as a subject of diagnosis activates the mechanism of implementation of diagnostic procedures: needs, motives, incentives, resources, reserves, and active actions of students (objects of diagnosis), establishes feedback and controls the actions of all participants of professional training. It has been concluded that the effectiveness of preparing future educators for diagnostic activity is determined by a system of diagnostic actions implemented under specially created pedagogical terms. This process involves the interaction of these terms, tools, and diagnostic self-development instruments for each student to foster their readiness for diagnostic activity.
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Вороніна-Пригодій, Дар'я. "ОСОБЛИВОСТІ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ПРОФЕСІЙНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ У НІМЕЧЧИНІ". Professional Pedagogics 2, № 27 (2023): 175–82. http://dx.doi.org/10.32835/2707-3092.2023.27.175-182.
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Relevance. Ukraine's European integration orientation requires the implementation of the accumulated experience of teacher training in the European Union; given Germany's leading economic indicators, it is necessary to analyse its experience of training teachers of vocational institutions in terms of mastering the issues of the psychological and pedagogical block. Aim: to determine the peculiarities of psychological and pedagogical training of vocational educational institutions teachers in Germany and to substantiate recommendations for the psychological and pedagogical training of vocational teachers in Ukraine. Methods: analysis and synthesis – to determine the state of psycho-pedagogical training of vocational teachers in Germany; comparative analysis to find similarities and differences in the psycho-pedagogical training of vocational teachers in Germany and Ukraine; generalization – to formulate conclusions and recommendations for the psycho-pedagogical training of vocational teachers in Ukraine. Results: it was found that the number of credits allocated for psychological and pedagogical training of teachers in Ukraine and Germany is approximately the same. At the same time, the national system of teacher training in vocational education is characterised by the reverse distribution of credits for psychological and pedagogical training. As a rule, at the bachelor's degree, Ukrainian students receive the whole complex of "academic psychological and pedagogical training", and in the master's degree they consider certain issues of teaching disciplines in their specialisation. Practical training is identical in Ukrainian and German higher education institutions that train teachers for vocational (vocational and technical) education. A significant difference is observed in the organisation of students training for research activities. The national system is characterised by the training of students in this area at the master's level. Conclusions: it is necessary to focus the attention of Ukrainian university education on meeting the expectations of students to receive proven instructions for their future work (to shift the emphasis from the encyclopaedic study of educational theories to practical training); to integrate psychology issues directly into the problems of teaching and organising the educational process; to develop a unified standard of psychological and pedagogical training for teachers of vocational (vocational and technical) education institutions, taking into account current trends and credit differentiation; to begin training students to conduct empirical research at the bachelor's level.
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Санникова, Ирина Геннадьевна. "THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS." Pedagogical Review, no. 4(38) (August 9, 2021): 76–82. http://dx.doi.org/10.23951/2307-6127-2021-4-76-82.
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Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.
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G. Gein, Alexander, and Vladimir P. Nekrasov. "Metacognitive Invariants as Psychological-Pedagogical Factors of Training." Universal Journal of Educational Research 1, no. 2 (2013): 128–32. http://dx.doi.org/10.13189/ujer.2013.010213.
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Tytova, Nataliia, Oksana Katsero, and Valentina Yatsenko. "Psychological-Pedagogical Training of Professional Education in Ukraine." Edukacja – Technika – Informatyka 30, no. 4 (2019): 283–88. http://dx.doi.org/10.15584/eti.2019.4.39.
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Shcherban, Tetiana D., Iryna I. Bretsko, and Victoriya S. Varha. "Psychological and Pedagogical Features of Training Future Psychologists." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 3 (2021): 71–77. http://dx.doi.org/10.52534/msu-pp.7(3).2021.71-77.
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The relevance of the topic submitted for consideration in the framework of this scientific research is determined by the need for a deep study of various aspects of training future specialists in the field of psychology in higher pedagogical educational institutions, in the context of the wide demand for the specialty of a psychologist in society and the need to improve the quality of training specialists in this field. The main purpose of this research work is to study the key features of psychological and pedagogical training of future psychology specialists at the stage of training in an educational institution, from the point of view of forming their competencies necessary for conducting further professional activities. The leading approach in this research work is a combination of methods of systematic analysis of the currently available methods of training specialists in the field of psychology with an analytical study of the features of teaching in modern educational institutions, from a pedagogical and psychological point of view, in order to form the most complete and objective picture of scientific research. The results obtained in the course of this research reflect the existing problems of the modern education system in the context of the training system of future psychologists, both professional and from a purely pedagogical point of view, and serve as a qualitative basis for formulating final conclusions based on them. The results and conclusions of this research work are of significant practical importance for improving the training systems of future psychologists in modern educational institutions in terms of forming their competencies necessary for high-quality further professional activity
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Orlov, A. B. "Problems of Restructuring the Teacher's Psychological-Pedagogical Training." Soviet Education 31, no. 6 (1989): 46–66. http://dx.doi.org/10.2753/res1060-9393310646.
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Keiv, M. A., and N. A. Zhuravleva. "Teaching mathematics in psychological and pedagogical classes." Вестник Северо-Кавказского федерального университета, no. 5 (2024): 161–68. https://doi.org/10.37493/2307-907x.2024.5.17.
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Introduction. The staff shortage of Mathematics, Physics and Informatics teachers necessitates the popularization of the pedagogical profession, early identification of pedagogically gifted young people and their pre-professional training at the stage of pre-profile and profile education. The first stage of continuous pedagogical professional education is profile psychological and pedagogical classes (groups). Goal. Analysis of the existing pedagogical experience of teaching in psychological and pedagogical classes and presentation of prospective forms of organizing mathematics classes. Materials and methods. The study is based on the analysis of works of domestic and foreign teachers, normative documents and methodological recommendations on the organization of training in psychological and pedagogical classes. Methods of mathematical processing of statistical data are used. Results and discussion. In the course of the work it was found that mathematics education in psychological and pedagogical classes has a number of features: popularization of mathematical knowledge; career-oriented context of mathematics education; professional auditions. In the 2023 / 2024 academic year on the basis of the Institute of Mathematics, Physics and Informatics of Krasnoyarsk State Pedagogical University named after V.P. Astafyev the project “School of Young Teacher” – a cycle of scientific-cognitive classes – was realized. The article presents prospective forms of organizing mathematics classes for students of psychological and pedagogical classes: a class on the topic “Popular Probability Theory” with elements of the role-playing game “Teacher and Students” and a class on the topic “Graphs” in the form of a pedagogical workshop “How to tell younger students about graphs?”. Conclusion. According to the results of the conducted research, the conclusion is made about the lack of special methods of teaching in psychological and pedagogical classes of physical and mathematical orientation and the author's experience of organizing mathematics teaching is presented. The results of the admission campaign of 2024 indicate positive dynamics of professional self-determination of students of psychological and pedagogical classes of physical and mathematical orientation.
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Bayborodova, Lyudmila V., Anna P. Chernyavskaya, Inna V. Golovina, Mikhail V. Gruzdev, Galina Al Paputkova, and Alexander M. Khodyrev. "Prospects of pre-professional pedagogical training of schoolchildren in modern conditions." Research Result Pedagogy and Psychology Of Education 7, no. 3 (2021): 3–13. http://dx.doi.org/10.18413/2313-8971-2021-7-3-0-1.
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The purpose of the article is to identify some promising ideas and directions for the development of pre-professional pedagogical training of schoolchildren. The main research methods are analysis, systematization and generalization of survey data from representatives of 87 regions of the Russian Federation, study of documents presented on the websites of educational organizations, colleges and universities, conversations with teachers and organizers of pedagogical and psychologicalpedagogical classes and groups. The advanced experience of using an integrated approach to training personnel for the education system is revealed: implementation of the Pedagogical Classes Program; organization of psychological and pedagogical training of schoolchildren with the involvement of pedagogical universities and colleges in the region; development of student’ skills and abilities necessary for activities in the social and pedagogical sphere; training high school students according to the individual curriculum; attracting learners of pedagogical classes to participate in psychological and pedagogical olympiads and competitions of professional skills. The main promising directions of pre-professional pedagogical training of schoolchildren are determined: consistency of the target, content and organizational components at all stages of training for the education sector; development of a regulatory framework taking into account different models of psychological and pedagogical classes; development of interaction between educational and professional organizations; stimulating the professional development of personnel working in pedagogical and psychological-pedagogical classes.
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Bayborodova, Lyudmila V., Anna P. Chernyavskaya, Inna V. Golovina, Mikhail V. Gruzdev, Galina Al Paputkova, and Alexander M. Khodyrev. "Prospects of pre-professional pedagogical training of schoolchildren in modern conditions." Research Result Pedagogy and Psychology Of Education 7, no. 3 (2021): 3–13. http://dx.doi.org/10.18413/2313-8971-2021-7-3-0-1.
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The purpose of the article is to identify some promising ideas and directions for the development of pre-professional pedagogical training of schoolchildren. The main research methods are analysis, systematization and generalization of survey data from representatives of 87 regions of the Russian Federation, study of documents presented on the websites of educational organizations, colleges and universities, conversations with teachers and organizers of pedagogical and psychologicalpedagogical classes and groups. The advanced experience of using an integrated approach to training personnel for the education system is revealed: implementation of the Pedagogical Classes Program; organization of psychological and pedagogical training of schoolchildren with the involvement of pedagogical universities and colleges in the region; development of student’ skills and abilities necessary for activities in the social and pedagogical sphere; training high school students according to the individual curriculum; attracting learners of pedagogical classes to participate in psychological and pedagogical olympiads and competitions of professional skills. The main promising directions of pre-professional pedagogical training of schoolchildren are determined: consistency of the target, content and organizational components at all stages of training for the education sector; development of a regulatory framework taking into account different models of psychological and pedagogical classes; development of interaction between educational and professional organizations; stimulating the professional development of personnel working in pedagogical and psychological-pedagogical classes.
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Iurtaeva, Marina Nikolaevna, and Natalya Stepanovna Glukhanyuk. "Psychological foundations of teamwork training." Психология и Психотехника, no. 3 (March 2020): 31–42. http://dx.doi.org/10.7256/2454-0722.2020.3.33545.
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The subject of this research is the individual psychological characteristics for learning teamwork skills. The relevance of the selected topic is defined by solving the tasks of teaching team interaction skills in the process of professional training of specialists, as well by insufficient empirical data on psychological mechanisms of pedagogical influence upon the effectiveness of tram-building process. The goal consists in comparing individual traits of the students and nature of their relationships, which determine the type of team interaction. For achieving the set goal and verification of the advanced hypothesis, the author surveyed teams of students (N=11) based on quasi-experimental plan. Along with the comparative design and correlation design, the author also applied the following psychodiagnostic methods: Eysenck's Personality Inventory (EPI), questionnaire for emotional intelligence by D. V. Lusin, &ldquo;lifestyle index&rdquo; method (adapted by L. I. Wasserman and others), characterological questionnaire by G. Shmishek, self-esteem model by A. Budassi; as well as statistical methods: Kruskal-Wallis criterion, Spearman&rsquo;s rank correlation coefficient. Based on the acquired results, the author empirically describes the types of team: &ldquo;introverted&rdquo;, &ldquo;restless-intellectual&rdquo;, &ldquo;inconsistent&rdquo;, &ldquo;narcissistic&rdquo;, and &ldquo;aggressive-manipulative&rdquo;. Comparability of the types of teams with characteristics of &ldquo;dark triad-tetrad&rdquo; is determined. The novelty of this work consists in the empirical substantiation of differential approach towards teaching teamwork skills, as well as in outlining the two key trends in pedagogical work with the students. The first is aimed at overcoming social insecurity by means of intellectual self-affirmation. The second implies the students&rsquo; desire to exercise control over emotions and the object of relations. The proposed recommendations for work with each type of team can be implemented in pedagogical practice of the higher school.
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Зобенько, Наталія, Тетяна Зорочкіна та Інна Литвин. "ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 223–34. http://dx.doi.org/10.24139/2312-5993/2024.04/223-234.
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At the current stage of education reform in Ukraine, there is a need to train not only qualified, but also psychologically literate teachers with a personal orientation in teaching and educating students. That is why research related to the identification of ways, factors and means of personal and professional growth of the future teacher in the process of his professional training become important. The need to integrate psychological knowledge into the practice of primary school teachers becomes especially relevant in the context of growing educational requirements and social challenges. The purpose of the article is to justify the importance of forming the psychological competence of the future primary school teacher in order to create an effective and adaptive educational system that is able to respond to modern challenges. The psychological training of a primary school teacher in terms of his professional activity is also actualized by the fact that the educational process is a subject-subject socio-pedagogical interaction that includes a mechanism for managing the mental development of a person. Therefore, the fundamentality of the teacher's psychological-pedagogical and methodical training, the level of methodological armament, mastery of the psychological foundations of pedagogical thinking, and the ability to implement a multi-subject dialogic approach in the educational process are of particular importance. The future primary school teacher must possess the methodology of psychological and pedagogical interaction, which ensures not just the transfer of some information from the teacher to the students, but the compatible personal development of people who cooperate. This requires the teacher to rely on knowledge of methods, principles, postulates and strategies of dialogue, on the experience of folk wisdom. The analysis of modern psychological and pedagogical scientific and methodological sources makes it possible to assert that psychological competence is not only an important aspect of the professional activity of the future primary school teacher, but also a critical element that determines his professional development and teaching effectiveness. Developed psychological competence allows teachers to better understand the needs of their students, manage the classroom more effectively, and create an educational environment that promotes active learning and development of each child. It is a deep understanding of the psychological processes of students that can significantly improve the quality of education. Key words: professional training of the future primary school teacher, organization of the educational process, psychological competence, the formation of psychological competence, the fundamental nature of the teacher's psychological-pedagogical and methodical training, the level of methodological armament; mastery of the psychological foundations of pedagogical thinking, the methodology of psychological-pedagogical interaction; completion of various types of practices, writing coursework and qualification papers in psychology.
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Tytova, Nataliya, Oksana Katsero, and Oksana Kondur. "System Analysis of the Future Educators’ Psychological and Pedagogical Training Experience." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (2020): 199–206. http://dx.doi.org/10.15330/jpnu.7.1.199-206.
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It is established that the integration of the higher education of Ukraine to the European educational space is connected to the problems of vocational education system reformation in order with the international requirements. It was determined that an effective way to implement the requirements to the future specialists' professional qualities is to diversify their professional training as well as to create and provide conditions for a positive synergy with the aim to ensure scientific character, conformity to culture, fundamentals, humanization, consistency, innovation, accessibility, unity and accessibility, continuity and diversity training for applicants. The research work deals with the terminological aspects of future specialists’ psychological and pedagogical training in higher education institutions. The essential analysis of vocational training teachers’ psychological and pedagogical training is based on the unity of pedagogical theory and practice and considers contextual education and upbringing, based on the laws and mechanisms of pedagogical creativity. The analysis of scientific works, published up till now by domestic and foreign researchers, made us come to the conclusions that one of the reasons for the backwardness of the students' psychological and pedagogical training is a low level of pedagogical science development, inflexibility of educational programs, fragmented courses, lack of practical orientation. Development of requirements for the training of vocational teachers, with sectorial and integrated psychological and pedagogical components, is a priority now. The main task of higher vocational education is to prepare teachers who are ready for the organization and implementation of fundamental, technical and vocational training in practice at all levels of vocational education: vocational schools, technical schools, colleges, professional lyceums and gymnasiums, etc. The research work analyzes the terminology and clarifies the concepts “training”, “vocational teacher training”, “general pedagogical training” and “psycho-pedagogical training of future specialists in pedagogical institutions”.
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Kulikova, T. I., та N. A. Stepanova. "Психологическая подготовка в классах психолого-педагогической направленности: трудности и перспективы развития педагогических способностей обучающихся". International Journal of Medicine and Psychology 7, № 4 (2024): 112–19. http://dx.doi.org/10.58224/2658-3313-2024-7-4-112-119.
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the article deals with the problem of profile training of students in classes of psychological and pedagogical orientation in the context of the development of their pedagogical abilities and orientation to pedagogical specialities. The analysis of scientific and pedagogical literature on the issues of organising profile psychology-pedagogical classes allowed to define the main objectives of profile training, which include the development of students' need for self-development and pedagogical abilities. The authors present the results of an empirical study to determine the significance of training in psycho-pedagogical classes for the development of professional interests and professional self-determination of students in schools of Tula and Tula region. The study involved 635 schoolchildren from 38 classes of psychological and pedagogical orientation. The results of questionnaire survey of schoolchildren confirm the "usefulness" of psycho-pedagogical classes and help in professional self-determination. It is concluded that there are pupils with pedagogical abilities in psycho-pedagogical classes. в статье рассматривается проблема профильной подготовки обучающихся в классах психолого-педагогической направленности в контексте задач развития их педагогических способностей и ориентации на педагогические специальности. Анализ научно-педагогической литературы по вопросам организации профильных психолого-педагогических классов позволил определить основные цели профильной подготовки, к числу которых следует отнести развитие у обучающихся потребности в саморазвитии и педагогических способностей. Авторы приводят результаты проведенного эмпирического исследования с целью определения значимости обучения в психолого-педагогических классах для развития профессиональных интересов и профессионального самоопределения обучающихся в школах г. Тулы и Тульской области. В исследовании приняли участие 635 школьников из 38 классов психолого-педагогической направленности. Результаты анкетирования школьников подтверждают «полезность» психолого-педагогических классов и помощь в профессиональном самоопределении. Сделано заключение о том, что в классах психолого-педагогической направленности есть школьники, обладающие педагогическими способностями.
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Nepomniashcha, Iryna. "Psychological-pedagogical support of professional training aimed at future Specialists of Preschool Educational Institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 165–71. http://dx.doi.org/10.24195/2617-6688-2019-3-23.
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The article reveals the essence of the concept “support” and its place in the professional training intended for future specialists of preschool education institutions (PSEI). The types of support have been determined, to be more precise: psychological, pedagogical, communicative, speech-centred, methodological, social, monitoring, etc. It has been concluded that the overall purpose of the psychological and pedagogical support in the educational process is to ensure the full development of the future specialist of a preschool education institution (the subject). The psychological and pedagogical support is widely used in the process of professional training intended for future preschool teachers. It has been substantiated that the tasks of the psychological and pedagogical support are fulfilled in the unity of the scientific-theoretical, methodological and practical components of the training aimed at future teachers of the PSEIs, which is reflected in the curricula. The leading role in the professional training belongs to the cycle of the disciplines aimed at profession-oriented and practical training as well as pedagogical practice, the latter being the main component and the result signalising about the professional readiness of the future PSEI specialists. While conducting the questionnaire aimed at studying and improving the professional training within the process of pedagogical practice, we came to the conclusion that it is necessary to use psychological and pedagogical support, enhancing the humanistic-personal communication of the teacher in the process of studying in institutions of higher education, which testifies to the high motivation of modern students to pedagogical activities, their desire to professional self-improvement and self-development, the orientation to the enrichment of professional competence in the latest scientific achievements, as well as the realization of their own scientific and methodological research. The psychological and pedagogical support for the professional training intended for the future professionals of PSEIs is used to outline and form a positive profession- and person-oriented “I”, confidence in his / her own abilities, creative development, independence in making positive decisions, etc. Keywords: support, psychological and pedagogical support, methodological and speech support, professional training, future specialists of preschool education.
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Yuldoshev, Umidjon Yuldoshevich. "PEDAGOGICAL-PSYCHOLOGICAL APPROACHES TO THE PROFESSIONAL PREPARATION OF THE FUTURE MUSIC TEACHER." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 56–61. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-11.
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This article discusses the requirements for modern music education, pedagogical conditions for improving higher music education, pedagogical techniques, pedagogical communication and the peculiarities of pedagogical training of future music teachers and pedagogical-psychological approaches.
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Naboichenko, E. S., and M. V. Noskova. "Higher achievement sport development strategy: psychological and pedagogical aspect." Current Issues of Sports Psychology and Pedagogy 1, no. 1-2 (2021): 65–70. http://dx.doi.org/10.15826/spp.2021.1-2.6.
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The article outlines the principles of the strategy for the development of high-performance sports from the point of view of the psychological and pedagogical aspect. The purpose of the work is to substantiate the importance of psychological and pedagogical support of high-performance sports in the modern realities of society development. The strategy for the development of psychological and pedagogical support is presented in the form of four interrelated components: the principles, goals, objectives and technologies of psychological and pedagogical training. The work focuses on the key directions of strategy of high performance sport development and suggests the ways of their implementation based on the formulated principles of: humanization, integrity, activity, common unity, special training and psychological support of the athlete at different stages of sports training, personality-oriented approach, professional validity and expediency, objectivity, consciousness, the relationship of training and education.
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Zhampeisovа, K. K., N. N. Khan, and Sh Zh Kolumbayeva. "PSYCHOLOGICAL AND PEDAGOGICAL COMPONENT IN THE PERSONALITY STRUCTURE OF A NON-PEDAGOGICAL UNIVERSITY TEACHER." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 6–12. http://dx.doi.org/10.51889/2020-4.1728-5496.01.
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The article actualizes the problem of training teachers of higher educational institutions of non-pedagogical profile. The authors substantiate the role and significance of the psychological and pedagogical component in the structure of their personality as an important condition for improving the quality of the educational process. The main idea implemented in this work: the transition of higher education in Kazakhstan from an informative system of education to a problem-based, creatively developing system without serious psychological and pedagogical training of higher education teachers, without mastering the mechanisms of personal and professional growth is impossible. As a result of the analysis of foreign experience and literature sources, the authors conclude that it is necessary to strengthen the psychological and pedagogical training of teachers of Kazakhstan higher school of non-pedagogical profile through updating the content of advanced training courses for University teachers, modernization of educational programs of postgraduate education. In this context, the authors consider the introduction of an additional specialty "higher education Teacher", an assistant to a University teacher, to be a promising direction.
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Баліка, Людмила, та Філоненко Руслана. "ПЕДАГОГІЧНА БІБЛІОТЕРАПІЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ". Інноватика у вихованні, № 20 (24 листопада 2024): 36–44. http://dx.doi.org/10.35619/iiu.v1i20.641.
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The article emphasizes the importance of improving the professional training of future primary school teachers, who will be able to qualitatively implement new technologies, methods, forms, and tools in their professional activities. Pedagogical bibliotherapy is analyzed as a component of professional training of future primary school teachers. In psychological and pedagogical science, pedagogical bibliotherapy is considered as a field of knowledge that contributes to the creation of a psychologically comfortable educational environment in which an optimistic attitude towards the world is formed in elementary school students. The essence of the concept of «pedagogical bibliotherapy» is specified and it is emphasized that it performs not only the role of psychological support and rehabilitation, but also a pedagogical one. Attention is focused on the fact that pedagogical bibliotherapy is the latest therapeutic technology in the educational process, which contributes to the harmonization of the emotional, spiritual and intellectual spheres of the student's personality. In the conditions of the war, the problem of introducing the means of pedagogical bibliotherapy into the teacher's professional activity is particularly relevant, therefore, it should occupy an important place in the professional training of future primary school teachers. It is noted that the means of pedagogical bibliotherapy should be used to optimize the educational process, as they help to develop students’ activity, sociability, creativity, satisfy their cognitive needs, and form self-determination and self-organization skills. The main means of pedagogic bibliopedagogy, which are expedient to use in the pedagogical activities of elementary school teachers, are highlighted, in particular: formal-content, genre-content, and educational-integration esthetic therapy technologies of personal influence.
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Mazilov, Vladimir A., and Yuriy N. Slepko. "Psychological Analysis of Competencies in the Structure of Teacher Professional Training." Integration of Education 28, no. 4 (2024): 514–32. https://doi.org/10.15507/1991-9468.117.028.202404.514-532.
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Introduction. The continuous updating of pedagogical educational standards impacts the shifts in ideas about the results of training of future teachers. The use of a competency-based approach for this purpose is accompanied by the structuring of the planned results on the basis of general and specific competencies, which formally corresponds to the real structure of pedagogical activity. The purpose of the study is to determine the psychologically substantiated structure of pedagogical competencies, correlated with the subject and psychological level of analysis of the teacher’s activity. Materials and Methods. The study used groups of methods. In order to study the history and the current state of the problem of pedagogical competencies, an analysis of studies on the structure of pedagogical abilities, the psychological structure of the teacher’s activity was used. The substantiation of the demand for a competency-based approach to teacher training was carried out in the course of a comparative analysis of academic performance in subjects and assessments of the formation of competencies of students studying in the direction of “Pedagogical Education”. The sample size was 228 people, including 38 students of the 1st year, 47 students of the 2nd year, 46 students of the 3rd year, 52 students of the 4th year, 45 students of the 5th year. Statistical data processing was carried out using methods of primary descriptive statistics, comparison methods and correlation analysis. Results. During the analysis of the history of development of ideas about the structure of pedagogical activity it was found out that the classifications of pedagogical skills are mainly analytical in nature, reflect individual aspects of pedagogical work and do not reflect the real structure of teacher’s activity. For the modern classification of the results of professional training of a teacher also formal grounds for identification of general and special competences are used. However, in order to substantiate the relevance of the competency-based approach to teaching, the authors propose to use the competency-based structure of pedagogical work based on the ideas of V.D. Shadrikov about the psychological functional system of activity. The advantages of the competence-based structure of teaching over the subject-based one are substantiated not only by the fact that the former corresponds to the real structure of the teacher’s activity, but also by a number of empirical facts: the insensitivity of the subject-based academic performance to changes in professional training (differences in academic performance by courses are statistically insignificant – p 0.05; variability of academic performance data ≤ 10%); statistical significance of differences in the formation of competencies in different courses (p ≤ 0.05); weak correlation between indicators of academic performance and development of competencies (r ≤ 0.18 at p 0.05 in each year). Discussion and Conclusion. The results of the study open opportunities for overcoming the contradiction between the competence structure of the professional training of future teachers and the psychological structure of the pedagogical activity of the teacher. The psychological structure of pedagogical competencies, classified on the basis of the content of the teacher’s activity, discussed in the article, allows us to determine the directions of experimental and empirical studies of psychological and pedagogical mechanisms and patterns of development of pedagogical competencies at the stage of professional education.
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Н., В. Шварп, та М. Калашнікова Л. "ФОРМУВАННЯ ПРОФЕСІЙНОЇ ПОВЕДІНКИ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ НЕПЕДАГОГІЧНОГО ПРОФІЛЮ У СИСТЕМІ ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ФАХІВЦІВ". Педагогіка та психологія, № 59 (24 квітня 2018): 230–43. https://doi.org/10.5281/zenodo.1228352.
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One of the important problems of psychological and pedagogical training of professors of non-pedagogical profile is the problem of professional behavior of the lecturer, the formation of his ability to build a pedagogically justified interaction with all subjects of the educational process and to find ways to overcome the negative display of professor’s behavior and to establish creative cooperation with students. This relationship involves the professor’s compliance with ethical rules, the developed personal and professional culture of implementing an individual-oriented approach in the educational process, eventually, creates conditions for a favorable psychological climate in pedagogical communication. Behavior of the individual is determined by its activity in relation to the environment and displayed in his ability to solve complex life problems based on his own experience, values, world outlook. The problem of professional behavior of professors of higher medical and pharmaceutical educational institutions is analyzed on the basis of the study of the problem of psychological and pedagogical training and retraining of faculty for the high school of pedagogical and, especially, non-pedagogical profile. The peculiarities of the behavior of professors in different directions of professional pedagogical activity were determined and the coping strategy of behavior was defined as the dominating one, inherent to teachers of medical and pharmaceutical high school. The study determined the strategy of "seeking for social support" is the dominant strategy for the behavior of non-pedagogical professors (pharmacists-professors and doctors-professors), which indicates the lack psychological and pedagogical training, namely, knowledge and skills in resolving relevant problems in professional communication. There was experimentally proved the expediency of the introduction of a specially developed course of lectures, practical and training sessions on the formation of non-pedagogical profile of professors, skills to analyze pedagogical situations, to evaluate alternatives, to choose the optimal variant and to plan its implementation, to develop persistent skills in solving practical professional problems and ability to actively counteract occupational stress situations and improve their training in the implementation of pedagogical activity
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Sulaymanova, Rakhat. "STUDY OF THE ISSUES OF TRAINING OF PEDAGOGICAL PERSONNEL IN PSYCHOLOGICAL AND PEDAGOGICAL SCIENCES." Alatoo Academic Studies 20, no. 4 (2020): 205–14. http://dx.doi.org/10.17015/aas.2020.204.24.
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The problem of training of pedagogical personnel is one of the actual problems studied in psychology and pedagogical sciences. Research shows that interest in this issue has been high at all times. The results of the analysis of the issue of teacher training in higher education in the field of psychology and education Sciences have shown a growing interest of researchers in this area to the teaching profession, professional teachers, professional- pedagogical activity in modern society, the mission of higher education institutions in the training of teachers and changes in teacher training in higher education. In accordance with this, the article analyzes studies related to the preparation for the teaching profession in higher education, in the field of psychology and pedagogical sciences .
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Adolf, Vladimir Alexandrovich, and Elena Anatolyevna Tszyan. "Specialized Class of Creation Psychological and Pedagogical Direction with Profile Training at the Secondary School." Siberian Pedagogical Journal, no. 6 (December 27, 2021): 57–63. http://dx.doi.org/10.15293/1813-4718.2106.06.
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The article is devoted to the description of the experience of creating a specialized class of psychological and pedagogical orientation in a secondary school. The article outlines the organizational directions of its gradual formation, outlines the content component of each stage of the functioning of the psychological and pedagogical class, and determines the theoretical ideas of its creation. The purpose of the article is to describe the experience of creating a specialized class of psychological and pedagogical orientation in a secondary school. Methodology and methods of research. The theoretical basis of the process of organizing a specialized class of psychological and pedagogical direction is the ideas of P. K. Engelmeer, L. S. Vygotsky, B. M. Teplov, Yu. Z. Gilbukh. The main research methods are the analysis of scientific literature, generalization and modeling. The results of the study. In the course of the work carried out, the organizational directions of the phased formation of a specialized class of psychological and pedagogical direction in a comprehensive school are outlined. In conclusion, it is concluded that the creation of a specialized psychological and pedagogical class contributes to an increase in the proportion of graduates who have chosen professional psychological and pedagogical education programs; an increase in the number of students involved in continuing education; the organization of a psychological and pedagogical service to support the learning process in a specialized class; the creation of systemic links with universities.
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Maryana Mikhailovna, MARUSINETS, and CHEGI Tiberiy Tiberiyovych. "THE FORMATION OF INTEGRAL PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCY OF TEACHER HIGHER EDUCATION." Academis notes. Series: Pedagogical sciences 12 (March 21, 2025): 25–30. https://doi.org/10.59694/ped_sciences.2025.12.025.
Full textAbstract:
The article highlights modern requirements for a teacher of higher education (able to organize such research task that is perceived by students as their own initiative, to encourage students to integrate their efforts in solving specific educational tasks, to create an atmosphere of «learning – learning» in a group and to make their help students to provide effective interaction «teacherstudent», to solve non-standard educational and interpersonal situations, be able to create a situation of success, not to impose their own way of thinking, to give an opportunity exercise autonomy in intellectual behavior). The conceptual principles formation of psychological and pedagogical integral competence of the teacher in the process of vocational training are substantiated: 1) formation of psychological and pedagogical integral competence of the teacher of institutions of higher education is based on the integration of psychological and pedagogical preparation on the basis of the problem approach, 2) differentiation as the ability to determine the intended purpose as pedagogical, and psychological aspects in the preparation and professional activity of the teacher (integration of pedagogical and psychological knowledge in the content of teacher training for the correct organization requires an understanding of pedagogy, and psychology. In particular, psychological analysis is required for the compilation of psychological characteristics, as well as the understanding of mental processes in conjunction with pedagogy, since the goals of education are also formulated in the language psychology as a characteristic of the qualities of the personality of an educated person. 3) integration of psychological and pedagogical knowledge and skills based on the professional objectives of the teacher’s training of higher education. Most areas of pedagogical activity require an understanding of their psychological aspect, which led to the emergence of such branches of knowledge as in psycho-pedagogy and pedagogical psychology. Keywords: formation, integration, psychological and pedagogical preparation, integral psychological and pedagogical competence, teacher, institution of higher education.
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Knissarina, M. M., and G. S. Zhumaliyeva. "The program of psychological and pedagogical support to increase the social personal responsibility of university students." Herald of Omsk University. Series: Psychology, no. 4 (2022): 35–44. http://dx.doi.org/10.24147/2410-6364.2022.4.35-44.
Full textAbstract:
The article presents a program of psychological and pedagogical support to increase the social personal responsibility of a young person in the conditions of his professional training at the university, which is a methodological guide for teachers. Currently, the educational process needs to integrate approaches to the psychological and pedagogical support of all its subjects, that is, the harmonization of the educational process with the active participation of teachers, psychologists, education managers, parents, the public, employers. The program of psychological and pedagogical support to increase social responsibility among students consists of a thematic plan of curatorial educational work and activities, training exercises and a set of creative tasks and techniques. The program is advisory in nature and is applicable in the educational process of any educational institution. The form of implementation of the Program is a cycle of training seminars and trainings, master classes, at which teaching staff and curators, psychologists were given methodological and practical recommendations on tools to increase social responsibility among students.
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KRYVYLOVA, O., and O. GOLIK. "FACTORS OF INFLUENCE ON THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF PHYSICAL AND MATHEMATICAL SPECIALTIES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 214–23. http://dx.doi.org/10.31494/2412-9208-2022-1-2-214-223.
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In the article, based on the analysis of normative and legal documents, psychological and pedagogical literature and scientific research, it is established that the professional development of teachers involves a continuous process of acquiring new and improving previously acquired professional and general competencies necessary for professional activity. According to the conducted research, it was found that the expectation of higher education applicants is related to the realization of their own potential. This indicates the ability for self-development in achieving acme through regular concentration of one's key desires, active efforts (actions) to realize them in order to achieve balance and harmony. Future teachers of physical and mathematical specialties approve of the quality of knowledge, methodical skills and stable moral relations on the part of teachers, which is projected on their attitude to the own specialty. The results of the study made it possible to single out the main factors influencing the professional development of future teachers of physical and mathematical specialties based on psychological and pedagogical training. External and internal positions were clearly defined, namely: external – interpersonal relations, nature of educational activity, educational and professional requirements; internal – individual characteristics, internal activity, need for self-improvement, readiness for psychological and pedagogical activity. It is stated that the effectiveness of the professional development of future teachers of physical and mathematical specialties can be significantly increased if psychological and pedagogical training is oriented towards achieving the optimal level of psychological and pedagogical competence (as a final result) and the appropriate organizational and pedagogical conditions for its implementation are provided: competence orientation of external and internal components of psychological and pedagogical training; updating the content of psychological and pedagogical training taking into account the peculiarities of the professional activity of teachers of vocational and technical education institutions and modern requirements; organization of acmeological influence and support in the process of psychological and pedagogical training of future teachers of physical and mathematical specialties. Key words: professional development, future teachers, factors of influence.
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Shabarov, D. V., V. A. Gubin, and A. V. Moldovanov. "Psychological and Pedagogical Support for the Prosecutors Professional Training." Actual Problems of Russian Law 1, no. 12 (2020): 180–92. http://dx.doi.org/10.17803/1994-1471.2019.109.12.180-192.
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The relevance of the study lies in the lack of a prosecutors training program in psychological and pedagogical support. The goal is to develop a toolkit for researching the understanding of prosecutorial activities among persons with a higher legal education and a comprehensive program for training newly admitted prosecutorial officers of the prosecutor’s office of the Russian Federation for various types of supervisory activities. The methods and techniques used in the development of the diagnostic materials “Understanding the prosecutor’s activities” and the Comprehensive program for the training of newly adopted prosecutorial staff of the prosecutor’s office of the Russian Federation for various types of supervisory activities: method of expert assessments, comparative analysis, method of two portraits. 50 graduates of the departmental university of the prosecutor’s office of the Russian Federation and non-departmental law schools, as well as 10 prosecutors — highly qualified and experienced professionals, who acted as experts, took part in the study of ideas about prosecutorial activity. The paper presents the results of the study of ideas about prosecutorial activity among various categories of prosecutors. The authors used their own diagnostic materials “Understanding the prosecutor’s activities”, consisting of five methods developed and tested based on the St. Petersburg prosecutor’s office. The methods make it possible to determine the understanding of and focus on prosecutorial activities for persons with higher legal education, as well as to create an individual professional educational route for improving existing knowledge, skills and abilities within the framework of the Comprehensive Program for the Training of Newly Accepted Prosecutors of the Prosecutor’s Office of the Russian Federation for various types of supervisory activities. The presented diagnostic materials and program have found their application and are being successfully implemented in practice in the prosecutor’s offices of several constituent entities of the Russian Federation. The methods included in the diagnostic complex can be useful for district, specialized prosecutors, mentors of young specialists of the bodies and institutions of the prosecutor’s office of the Russian Federation, when deciding on the formation of an individual plan of training and education of newly adopted prosecutors. Personnel divisions of bodies and institutions of the prosecutor’s office of the Russian Federation can apply the presented comprehensive training program in order to improve knowledge and professional development of both newly admitted prosecutors and those who have changed the direction of their supervisory activities. A practice-oriented approach involves mastering the comprehensive program both independently and in organized forms of training (lectures, seminars, etc.) based on city, district and specialized prosecutors, prosecutors of the constituent entities of the Russian Federation.
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Bayborodova, Lyudmila V., and Vera V. Belkina. "Models of pre-professional pedagogical training of students." Yaroslavl Pedagogical Bulletin 6, no. 123 (2021): 69–80. http://dx.doi.org/10.20323/1813-145x-2021-6-123-69-80.
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Social and pedagogical training of students in modern conditions, in addition to solving professional problems in the context of continuing pedagogical education, is also of value and meaning for the development of society as a whole. Such effects are achieved due to the development of skills in constructive interaction and the use of cultural practices during pre-professional pedagogical training (PPT). Numerous psychological and pedagogical studies today are devoted to the study of various aspects of PPT — targeted, meaningful, effective, etc. At the same time, the subject of scientific discussions are approaches to highlighting training models and determining their essence. The purpose of the article is to synthesize the ideas available in the theory and practice of education about models of preprofessional pedagogical training of students, to describe the general model, as well as to accumulate ideas about possible approaches to classifying models of organizing the process under study. The orientation of students to the pedagogical profession can be carried out in various formats: the activities of psychological and pedagogical classes; support of individual educational projects of students; the work of associations of additional education for children, implemented, inter alia, on the basis of pedagogical universities and colleges; use of Internet resources and sites for virtual interaction during PPT. The article includes a meaningful description of the indicated models and their specifics in the context of the peculiarities of interaction between subjects of educational relations and pedagogical support of the process. Being aware of the variety of approaches to pre-professional training, the authors distinguish the following types of organization models: psychological and pedagogical classes, associations of additional education for children, virtual creative associations, individual educational projects.
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Telychko, Tetyana. "PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 171–74. http://dx.doi.org/10.24144/2524-0609.2022.51.171-174.
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The urgency of the problem is caused by the awareness of the need to find, develop and master such forms of methodological activities that would be focused on the formation of professional competence of future educators of preschool education. The key condition for improving the quality of education is the success of the professional activity of teaching staff. For this, it is important to create conditions in the education system for the development of the individual style of professional activity of future educators, learning and mastering new values that stimulate the creative search for promising approaches and technologies, including psychological and pedagogical support in professional training. The article is devoted to consideration of the role and possibilities of psychological and pedagogical support in the professional training of future teachers of preschool education institutions. The purpose of the study: to develop and test a program of psychological and pedagogical support for the professional training of future teachers of preschool education institutions. Research methods applied: analytical and descriptive methods of processing theoretical and critical sources and resources; generalization of the received scientific data; synthesis and generalization of own long-term experience of preparation of future teachers of a foreign language. The main components of the psychological and pedagogical support of the professional training of future teachers are determined: psychological and organizational and educational (pedagogical). It was determined that the implementation of the program of psychological and pedagogical support of professional training of future educators contributes to increasing tolerance to the uncertainty of the present, motivation to achieve success, formation of career orientations and ideas about oneself as a successful individual, reduction of resistance, anxiety of innovative activity.
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Kaloyanova, Rayna. "PSYCHOLOGICAL TRAINING – AT THE HEART OF SPEECH COMMUNICATION WITH BILINGUAL CHILDREN." Education and Technologies Journal 12, no. 2 (2021): 371–74. http://dx.doi.org/10.26883/2010.212.3510.
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Playing is the base upon which pedagogical interaction with children is built. More and more Roma children enter our system of education. Most of them speak only their mother tongue and are not proficient in Bulgarian. This impedes pedagogue’s speech communication with them and thus his/her whole pedagogical work. Since these children express themselves better emotionally, there arises the challenge of using psychological trainings which could be easily put into practice by teachers. They include interactive methods of training for bilinguals through which teachers’ work gets facilitated.T he psychological trainings are built upon dramatization, role-plays, art-therapeutic techniques, fairy-tale therapy with magical fairy tales, sessions of work with the emotions and other psychological instruments.
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Vovk, M., S. Solomakha, and Yu Hryshchenkо. "PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY." Aesthetics and Ethics of Pedagogical Action, no. 26 (December 25, 2022): 30–57. http://dx.doi.org/10.33989/2226-4051.2022.26.273086.
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The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.
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Tokareva, Svetlana, Vitaliy Avsiyevich, Natalya Kefer, Aliya Belegova, and Aibek Gabdullin. "Psychological and pedagogical support of coaching activities." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 8, 2024): 1339–46. http://dx.doi.org/10.54919/physics/56.2024.133yk9.
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Relevance. The development of mass sports is an important condition for the upbringing of a healthy nation in Kazakhstan. Relevant in this context is the issue of professional training of coaches responsible for the training of athletes for Kazakhstan to gain international recognition in the sports arena. Purpose. The purpose of the study was to reveal the specifics of psychological and pedagogical support, which is realized by the coach during interaction with athletes. Methodology. The study used the method of analysis, synthesis, comparison, deduction, generalization, abstraction. Results. As a result, it was found that coaching activity includes a system of measures aimed at achieving high sports results by wards. In this regard, it was proved that a professional coach should be comprehensively developed, as well as improve not only physical but also psychological qualities. As a result, it was noted that the success of coaching activity depends on the development of the relationship between the coach and athletes. That is why the priority is the formation of the former�s interpersonal skills, on the basis of which he can carry out psychological and pedagogical support of his charges. In addition, it was noted that in the course of professional activity, the coach experiences different emotional states that differ during training and competitive processes. The paper revealed the skills that a coach and athlete should possess to develop a favourable relationship and understanding between them. Conclusions. It was established that psychological development is an obligatory component of the professional formation of the coach�s personality, which is reflected in the interpersonal orientation of his charges. Keywords: athlete; personal qualities; professional development; emotional states; competitions
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Tytova, Nataliya. "THE PROFESSIONAL MOBILITY SIGNIFICANCE IN PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF PEDAGOGIES PROFESSIONAL EDUCATION." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 7–17. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-1.
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The driving force behind the development of Ukraine's improvement is the realization of the concept of "professionally mobile specialist". L. SUSHENTSEVA notes the importance of the psychological and pedagogical training of future specialists for the institutions of professional-technical (professional) education, Namely, "the urgency of the problem of the psychological and pedagogical readiness of the teachers of the vocational school is determined by the dynamic changes in the social order of the labor market, it constantly changes, the training of a qualified worker, the growing importance of the qualities of professional mobility, as a condition for the self-realization of the personality and its successful future professional life" [3, p. 356]. The author carried out a structural analysis of the psychological and pedagogical readiness of the vocational education teacher to form professional mobility among students in a vocational and technical educational institution and formulated three fundamental components: didactic competence, personal competence, psychological and pedagogical competence [3, p. 363-366]. To implement these components, we developed the content of the academic discipline "Professional Mobility" in the structure of psychological and pedagogical preparation of future bachelors of specialty 015 Vocational education (by specialties) at the National Pedagogical Dragomanov University. This discipline of 3 ECTS credits, 90 hours is studied in interdisciplinary relations with the disciplines: "Psychology", "Professional Pedagogy", "Methodology of vocational education ", "Pedagogical image", "Communicative processes in pedagogical activity" and others. The general objective of the discipline "Professional mobility" is the formation of the readiness of the future teacher of vocational education to change the professional tasks, the place of work, the ability to quickly solve pedagogical situations, to master new pedagogical technologies of instruction and the like.
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Eshnaev, N. J. "Psychological Aspects of Developing Pedagogical Professional Mobility in Students." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 4 (2025): 78–83. https://doi.org/10.55640/jsshrf-05-04-14.
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The psychological aspects of developing pedagogical professional mobility in students are an integral part of preparing future teachers capable of addressing challenges within a flexible, resilient, and dynamic educational environment. This article explores the key psychological factors influencing the development of professional mobility, including self-efficacy, motivation, emotional intelligence, and coping strategies. By studying the psychological components that enhance the adaptability and flexibility of pedagogy students, the research underscores the importance of fostering these traits during teacher training.
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Eglit, D. A. "Psychological Predictors of Aviation Personnel Readiness to Counter Terrorist Threats." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 3(69) (October 3, 2024): 215–17. http://dx.doi.org/10.46845/2071-5331-2024-3-69-215-217.
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The article presents the characteristics of psychological predictors of the readiness of civil aviation personnel to counter terrorist threats. An analysis of the existing practice of training civil aviation personnel is presented, the need to introduce into the educational process of training aviation personnel a system of psychological and pedagogical support for aviation personnel in the process of professional training to counter terrorist threats, which will be focused on increasing the psychological readiness of future specialists in the field of countering terrorism and extremism, is substantiated. The importance of training aviation personnel in profiling technology in the system of psychological and pedagogical support for the training of specialists is emphasized.
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����������, A. Pleshkunova, ���������, E. Vasileva, �������, and T. Tagaeva. "Students´ Attitude to Psychological and Pedagogical Training in Medical School." Standards and Monitoring in Education 3, no. 4 (2015): 8–13. http://dx.doi.org/10.12737/12924.
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The article shows the need for diagnostic of medical students� attitudes to psychological and pedagogical training in order to improve its quality and
 to give students a reflexive situation intended for accepting the understanding of the importance of psychological and pedagogical competency in the
 structure of professional medical practice. Authors provide the results of research aimed at studying the medical school students� attitude to psychological
 and educational training.