To see the other types of publications on this topic, follow the link: Teaching methods and forms of working oganization.
Journal articles on the topic 'Teaching methods and forms of working oganization'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teaching methods and forms of working oganization.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Et. al., K. J. Rustamov,. "Innovative Approaches and Methods in Teaching Technical Subjects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1861–66. http://dx.doi.org/10.17762/turcomat.v12i5.2263.
Full textAbstract:
: Relevance. In the learning process, it is necessary to pay attention, first of all, to those methods in which listeners identify themselves with the educational material, are included in the studied situation, are encouraged to take active actions, experience a state of success and accordingly motivate their behavior.
Aim. The purpose of our experimental study was to determine the possibility and effectiveness of using active and interactive forms in teaching technical disciplines.
Methods. Scientific methods were applied such as working with documents, comparative analysis, literature review, questionnaires, statistics, etc.
Results. In the results of experimental work, the indicators of students are given for three years in three subjects: theoretical mechanics, practical mechanics and modelling.
Conclusion. In the conclusion, conclusions are given on this topic.
2
Yelahina, N. I., and N. O. Fedchyshyn. "INNOVATIVE METHODS OF TEACHING PROFESSIONAL ENGLISH TO MEDICAL STUDENTS." Медична освіта, no. 2 (August 5, 2021): 100–106. http://dx.doi.org/10.11603/me.2414-5998.2021.2.12269.
Full textAbstract:
The given article is aimed at a thorough analysis of innovative methods of teaching Professional English, which have begun to develop actively and rapidly due to the growing need to master a foreign language. The situation with Covid-19 has made its own adjustments to this process, namely, we are talking about the transfer of all universities to distance learning, which prompted the search for new methods and forms of working with students. Special attention is paid to the use of these technologies in students’ foreign-language speech activities: dialogue / monologue, vocabulary work, reading a foreign-language text, translating and discussing it, studying lexical and grammatical phenomena of the English Professional language.
3
Зенько, Сергей Иванович. "The Poster Report As a Means of Considerd Representation Of Results Of Teaching And Methodical Activity By Future Teachers Of Informatics During Teaching Practice Title." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 583–88. http://dx.doi.org/10.26907/1562-5419-2019-22-6-583-588.
Full textAbstract:
The learning activities of students during pedagogical practice are aimed at preparing and conducting computer science lessons, and methodological – at analyzing the success of choosing and implementing various approaches, methods, forms and means when working with pupils. The poster report gives students the opportunity to present the results of these activities in a meaningful, considered and interrelated way.
4
Raimbekova, A., М. Eshimov, and S. Nurtileuova. "USE OF INNOVATIVE FORMS OF TRAINING IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN KAZAKHSTAN." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 368–75. http://dx.doi.org/10.51889/2020-3.1728-7804.58.
Full textAbstract:
The article considers innovative forms of studying and teaching Russian as a foreign language, methods of using new technologies in the practice of teaching non-native language, advantages and disadvantages of new multimedia educational systems. Since teaching a foreign language is, first of all, a communicative activity of students, the teacher needs to intensify the activity of each student in the process of mastering new lexical forms and structures, create living situations for their creative activity. To date, there are many non-standard forms of teacher work that increase the attention and interest of students in both foreign language and culture, history and spiritual heritage of the language studied. This article presents several types of innovative working methods when studying texts, vocabulary and performing practical tasks in a foreign audience.
5
Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.
Full textAbstract:
In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
6
Samorodova, Ekaterina A., Irina G. Belyaeva, and Sofia A. Bakaeva. "Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format." XLinguae 14, no. 1 (January 2021): 131–40. http://dx.doi.org/10.18355/xl.2021.14.01.11.
Full textAbstract:
The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.
7
Meiramova, Saltanat, and Akniet Zhanysbayeva. "The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 382–93. http://dx.doi.org/10.15503/jecs20152.382.393.
Full textAbstract:
It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning.
In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.
8
Mardashova, Ramziya, Tatyana Garnysheva, Zemfira Sharafetdinova, Elena Konovalova, Gulnara Khakimova, and Nailya Khakimova. "Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)." E3S Web of Conferences 258 (2021): 10022. http://dx.doi.org/10.1051/e3sconf/202125810022.
Full textAbstract:
The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.
9
Кniazieva, Оlena. "NEW APPROACHES TO EDUCATION UNDER CONDITIONS OF DIGITAL ECONOMY AND SOCIETY FORMATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 120–31. http://dx.doi.org/10.31499/2307-4906.1.2021.228799.
Full textAbstract:
In a time of the digital economy and society formation, the issue of reviewing the forms and methods of teaching in higher educational institutions has become relevant, since the traditional methods are not able to ensure the acquisition of the competencies, necessary for working under the new management conditions. The most immediate problems have been determined and the number of areas for transforming teaching approaches have been offered.These approaches are capable of giving an impetus to the development of national education integrated with the world educational space.
Keywords: digital economy and society, educational process, educational institutions, digital services, transformation of approaches, clustering, competencies, development.
10
Олександр Верітов. "FORMS AND METHODS OF ORGANIZATION OF STUDENT EDUCATION IN THE PROCESS OF FORMING ENTREPRENEURIAL CULTURE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 6–16. http://dx.doi.org/10.31499/2307-4906.4.2020.224068.
Full textAbstract:
It has been proved that the use of certain forms and methods of organization in training of future bachelors in physical culture and sports will contribute to the formation of entrepreneurial culture of students. The following organizational forms of training have been distinguished: training sessions, individual tasks, independent work, practical training and testing. It has been determined that the formation of entrepreneurial culture may be a subject of individual classes that require providing conditions to realize creative opportunities for students, who showed an aptitude for research and creative work. In compliance with the principles of freedom and variability, a key tool to assimilate educational material by students is considered to be independent work.A set of teaching methods proved to be the most effective and appropriate for the goal of the study, they are: methods of classroom work and practical training information (Information lecture, Lecture-presentation, Lecture-press conference), interactive learning (Round-table talks, Brainstorming, Working in small groups, Heuristictalks, Presentation and protection of the results of independent work), quasi-professional methods (Case method, Business games, Performing professional roles and functions in the workplace, SWOT-analysis), methods of consolidation of knowledge (Completion of educational tasks with regulated result), creative methods (Project method, Problem-solving training, Fantasizing method, Algorithmic analysis, Focal method objects, Creating an image of an ideal object), methods of ongoing monitoring and control (Oral face-to-face interview, Oral individual interview according to the plan, Testing knowledge on a specific topic, open answer questions) and distance learning methods are teaching methods for groups without feedback, methods of individual learning with feedback and methods that involve active interaction between all participants of the educational process. The concept map of the subject area “Forms and methods formation of entrepreneurial culture” can be used to simplify the process of developing training syllabus programs of certain disciplines. In particular, it will allow constructing the educational process in a more advanced technological way by comparing forms and teaching methods.
11
Marbach-Ad, Gili, Volker Briken, Kenneth Frauwirth, Lian-Yong Gao, Steven W. Hutcheson, Sam W. Joseph, David Mosser, et al. "A Faculty Team Works to Create Content Linkages among Various Courses to Increase Meaningful Learning of Targeted Concepts of Microbiology." CBE—Life Sciences Education 6, no. 2 (June 2007): 155–62. http://dx.doi.org/10.1187/cbe.06-12-0212.
Full textAbstract:
As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.
12
Fiszbak, Jolanta. "O potrzebie sięgnięcia do tradycji polonistycznej w zakresie kształcenia językowego." Kształcenie Językowe 14 (February 2, 2017): 19–34. http://dx.doi.org/10.19195/1642-5782.14(24).3.
Full textAbstract:
About the need for going back to traditional teaching methods in terms of Polish language teachingThe article relates to decreasing language proficiency among the graduates of high schools. The author points out the reasons of this tendency and discusses the newest suggestions for working over language in schools. As efforts of creating new strategy of language-development are not satisfactory, she proposes going back to ways worked out by the Polish didacticians, or even taking into consideration the autonomous aims of teaching the scientific knowledge of language. She reminds of neglected in practice scholastic forms of exercises which effectively affect the development of students’ language.
13
Turner-Wilson, Angela. "Teaching ‘Networking with Others’: A Reflective Account." Journal of Perspectives in Applied Academic Practice 6, no. 2 (September 5, 2018): 76–81. http://dx.doi.org/10.14297/jpaap.v6i2.308.
Full textAbstract:
Reflective practice is about seeing yourself and your life differently. It is a method of self-appraisal that, when used in academia, has the potential to provide insights that are not always immediately apparent to the practitioner. The author of this paper shares a piece of structured reflection based on Gibbs’s (1988) framework. This personal narrative relates to a teaching session entitled, ‘Networking with Others’ that was delivered to UK and International postgraduate health care students. It is this activity that forms the basis of this reflective work. A number of educational issues are considered as the reflection unfolds, many relating to methods and modes of delivery. The final part of this paper reports on an action plan developed to improve the session. This includes the adoption of more collaborative working in order to support the student’s professional as well as academic needs. It is anticipated that this new workshop style session will improve the learning experience, and provide students with a firm base from which to grow their networking skills for the future. In addition, the plan may offer suggestions for anyone running similar sessions throughout the UK and the world.
14
Jaworska, Mariola. "OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE." Neofilolog, no. 54/1 (March 31, 2020): 9–25. http://dx.doi.org/10.14746/n.2020.54.1.2.
Full textAbstract:
For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.
15
Stepanovic, Sasa. "The share of the teaching methods in the inclusive education on the appropriate sample at the territory of the City of Belgrade." Zbornik Matice srpske za drustvene nauke, no. 168 (2018): 835–48. http://dx.doi.org/10.2298/zmsdn1868837s.
Full textAbstract:
The aim of this study was to investigate the frequency of their usage in an inclusive teaching environment. The sample consisted of 16 elementary schools on the territory of the Republic of Serbia, which pupils with sensory impairments attend [visual and auditory impairments: N=69]. Systematic observation has been used as a method on 382 classes of sixth and seventh grade to collect data on the usage of social forms of work. Results have shown that in the two-thirds of observed classes the frontal work form was predominantly used [67.7%], following the individual work form [22.6%] present in a much lower degree, while the group work form [1.7%] and working in pairs [1.3%] were the least frequently used. Teacher-centered class is still a constant in schools, and the dominant usage of the frontal work form as well, by that very fact. This form has its advantages among which the efficiency in using the available class time stands out. However, this form by itself does not consider the social nature of learning which full understanding is mandatory for effective teaching. Therefore, it is necessary to use it in balance with individual and group forms in all phases of class.
16
Evtushenko, S. Ya. "FЕАTURES OF TRAINING FOREIGN STUDENTS IN BUSINESS COMMUNICATION IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE." Bulletin of Kemerovo State University, no. 2 (July 8, 2016): 171–75. http://dx.doi.org/10.21603/2078-8975-2016-2-171-175.
Full textAbstract:
The paper discusses the problem of teaching business communication to foreign students majoring in Linguistics. To date, it can be argued that it is very important, because it enhances the role of foreign language communication in the professional employment of modern professionals. The purpose of the paper is to develop guidelines for improving the educational process for teaching business communication to foreigners. The author focuses on the modern educational technologies used in their practice. The author allocates and describes the methods and forms of working to facilitate efficient formation of professional business competencies in foreign (Chinese) students at the advanced stage of training in the language environment. The research resulted in a number of significant proposals for optimatizing the educational process for foreign students.
17
Całus, Katarzyna, and Maria Malanyuk. "INTERSEMIOTIC TRANSLATION AS A METHOD OF TEACHING ENGLISH TO MENTALLY HANDICAPPED STUDENTS." Scientific Journal of Polonia University 35, no. 4 (June 28, 2019): 91–101. http://dx.doi.org/10.23856/3511.
Full textAbstract:
The article is focused on the problem of intersemiotic interpretation as a method of teaching English to mentally handicapped students. It also substantiates the objective necessity that a skilled teacher should be very flexible and methodologycally well-prepared for teaching English as a foreign language to such special students, using different methods tailored to their individual needs. The authors claim that working with students with special educational needs is a constant search for new forms and methods of work. It’s proved that while discussing literary texts that are especially difficult for mentally handicapped students, lessons should be based on students' creative activity, which leads to positive effects and provides children with new stimuli for quick reactions and critical thinking. The authors define that in intersemiotic translation the most valuable are activities of students, which allow to translate a literary text into a special text intended for recitation, radio, television, theater, when students have to do many analytical activities: to determine the place of events, to extract heroes, to choose fragments of the narrative, to transform text fragments into dialogues, to make a cast, to match the background music and acoustic effects.
18
Coulson, Susan. "Getting ‘Capital’ in the music world: musicians’ learning experiences and working lives." British Journal of Music Education 27, no. 3 (September 22, 2010): 255–70. http://dx.doi.org/10.1017/s0265051710000227.
Full textAbstract:
This paper discusses an exploration of the working lives of musicians working in a range of musical genres in the North East of England, revealing the factors that contribute to their ability to obtain a musical livelihood. These factors can be understood in terms of various forms of social, cultural and symbolic ‘capital’ (Bourdieu, 1986), which musicians amass throughout their lives, from early childhood and family influences to starting out in the music world and beyond. The accrual of such ‘musical capital’ is shown to be associated with the quality of musicians’ learning experiences and the findings are offered as having potential relevance to music education policy and practice. It is concluded that a wider range of teaching methods, including the recognition of different types of music and ability, could encourage more young people to remain involved in music learning and give musicians clearer signposts for embarking on a career in music.
19
Urtāne, Olga. "The Project of Social Skills Development in the Career Education for Students with Mental Health Problems." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 222. http://dx.doi.org/10.17770/sie2012vol2.136.
Full textAbstract:
Latvian education system has seen many changes that have been influenced on the structure, content and teaching methods which provide skills to use the knowledge acquired to cope with changes. Latvia has become a knowledge-based society, so the school offered the working methods that ensure students 'social skills and their level of resistance and promotes students' career education. The abstract summarizes the the most effective theoretical methods of working with students with mental health problems - the project work methods and the reachment of social skills in the career education. The research was done at Adamova Special Boarding School for students with mental health problems. At the projects students have learned to organize themselves independently, to take responsibility, to organize their time, to be able to follow the rules, learned to express their thoughts orally and in writing forms, the ability to evaluate themselves and to cooperate with others. At school the questionnaire was been done, where the teachers and students were asked in order to define the situation of social skill competence in the career education.
20
Podemska-Kałuża, Anna. "The blogosphere as a medium for the professional stimulation of teachers. Initial study." Acta Universitatis Lodziensis. Folia Litteraria Polonica 56, no. 1 (March 31, 2020): 143–62. http://dx.doi.org/10.18778/1505-9057.56.09.
Full textAbstract:
The dynamic development of the information society and the omnipresence of ICTs has changed the work of Polish teachers. As a result of the expansion of digital forms, Polish teachers engage in various professional activities in cyberspace. The author indicated that Polish teachers have become extremely active on the internet, and she discussed the phenomenon of teacher blogs. A hugely interesting issue is the influence of blogs on teaching Polish in schools, and the development of teachers’ professional competences. The act of writing journals online may bring benefits for the digital school (by adapting teaching processes to the needs of tablet children and global teenagers, combining the methods typical for the technological revolution with traditional teaching tools). A review of blogs maintained on Facebook enabled the author to indicate various strategies of working with pupils, and the evolution of creative attitudes of Polish teachers.
21
Gromova, C. R., and R. R. Khayrutdinova. "EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN." Educational Psychology in Polycultural Space 53, no. 1 (2021): 76–88. http://dx.doi.org/10.24888/2073-8439-2021-53-1-76-88.
Full textAbstract:
Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.
22
Vasilenko, Elena, Pavel Vasilenko, and Anastasia Kondyukova. "Methodology of teaching of design – creative manifestos." SHS Web of Conferences 101 (2021): 03040. http://dx.doi.org/10.1051/shsconf/202110103040.
Full textAbstract:
This article discusses the main manifestos of designers and theorists of the world, setting new trends in the methodology of education. The materials published in the 70s of the last century, which have not lost their relevance today, as well as modern materials in the field of design theory published in different countries of the world, are studied. The analysis of these sources allowed us to identify two groups of conditions and requirements for the new methodology of teaching design, the need for the formation of modern project thinking. One of them focuses the system on the idea of serving not advertising and industry that produces similar and even dangerous products, but something more valuable, durable and unique. As well as participation in solving important global problems. Another group forms the criteria for the nature of the educational process itself. It puts before us the need to choose methods of continuous, active education, integrate it into everyday life, saturate it with various creative technologies, points out the advantages of working in a team and calls for a constant rethinking of the past experience, both of all mankind and of an individual artist-designer. A methodology based on such requirements is being developed and used in the modern world. All this speaks of changes in the teaching of design, the creation of certain pedagogical conditions that play an important role in the development of design around the world.
23
Zautorova, E. V., and L. V. Kovtunenko. "Effective forms and methods of implementing an individual approach in educational work with convicts in prison." Penitentiary science 13, no. 3 (December 9, 2019): 427–33. http://dx.doi.org/10.46741/2686-9764-2019-13-3-427-433.
Full textAbstract:
The concept of development of the penal system of the Russian Federation until 2020 indicates the need for new modern approaches in organizing educational work with prisoners. The need for an individual approach is due to the fact that any effect on a person is refracted through his characteristics, “internal conditions” and is aimed at studying, encouraging or punishing, correcting or shaping and developing the behavior properties of a particular convict. The essence of this approach is the flexible use by the teacher of various forms and methods of educational impact in order to achieve optimal results of the correctional process. Effective forms and methods of individual educational work in penal practice include the method of character reconstruction aimed at teaching convicts productive behaviors, developing the ability to take responsibility for their behavior in various life situations; a method of communicative regulation aimed at developing the communicative sphere of prisoners; individual trainings with convicts of various categories (individual pedagogical exercises and tasks, questioning (testing, conversation, individual consultations), during which convicts receive answers to their questions; a method of alternating organizational tasks, which allows solving such problems as teaching convicts elementary managerial skills, ways of interacting with people, as well as understanding the essence of the positions of both the organizer of his own behavior and his subordinate; strengthening the emotional field of joint creative affairs, providing a special set of psychological tools aimed at enhancing emotional stress, developing sincerity, emotional closeness, emotional elevation of the convicted person (pleasant communication, approval of creative finds, psychological support); reflexive self-education method, when using which deeper psychological mechanisms are used that promote personality self-regulation), etc. The educational impact is carried out taking into account the age and individual characteristics of the person, the level of development of his moral upbringing, constant observation, studying the changes in human qualities in the life process of the correctional institution. The advantage of using various forms and methods during the implementation of an individual approach in working with convicts is that they are aimed at identifying and mobilizing the internal and external resources of the person. An individual approach to correction is one of the effective ways to help the convict, since any educational impact reaches the goal, if refracted through specific personality traits, helps to identify individual characteristics and social stereotypes of activity, predicting the behavior and effectiveness of the correction process.
24
Rybalko, Nataliya. "ACTUALIZATION OF METHODOLOGICAL SYSTEMS, SEPARATE FORMS AND METHODS OF NATIVE THEORY AND PRACTICE (END OF ХІХ – BEGINNING OF ХХ CENTURY) AS TO ORGANIZATION OF TEACHING FOREIGN LANGUAGES UNDER CONDITIONS OF FORMATION OF THE NEW UKRAINIAN SCHOOL." EUREKA: Social and Humanities 1 (January 31, 2019): 52–59. http://dx.doi.org/10.21303/2504-5571.2019.00842.
Full textAbstract:
The “foreign speaking competence” is an urgent task in the modern society. It is felt most acutely in countries of the post-Soviet space because of changing a paradigm of foreign language education, processes of integration of these countries in the world society. Organization of teaching foreign languages in the New Ukrainian school needs determining strategies and further perspectives as to the common work of pupils, parents and whole community on problems of the content and resource base for providing high-quality teaching taking into account the rich experience of teachers-practicians. The aim of the article is to use the historical experience for organizing teaching foreign languages for pupils of gymnasia. The brief analysis of substantial works of Ukrainian and foreign scientists as to the problem of organizing teaching foreign languages in tnative gymnasias at the end of ХІХ – beginning of ХХ century has been realized. Just this time there takes place a change of socio-economic conditions in the country that results in the fact that ancient foreign languages (Greek, Latin) lose their popularity. German, French and English occupy their place. It causes modernization of teaching methods and new organization of this process. We have elaborated and introduced in the working practice of secondary educational institutions: the technology of a special seminar for improving the qualification of primary school teachers “Organization of teaching foreign languages for pupils: historical aspects and modern challenges” and technology of training exercises “Rozmovlyajko” for pupils of primary schools. We think that teaching foreign languages may serve as a means of reformation of the Ukrainian school and creation of a new productive and creative personality.
25
Drozdova, Olga E. "Increasing motivation to learn Russian of children of compatriots abroad." Russian Language Studies 18, no. 2 (December 15, 2020): 195–208. http://dx.doi.org/10.22363/2618-8163-2020-18-2-195-208.
Full textAbstract:
Various aspects of teaching children of compatriots abroad are considered. These aspects can increase motivation to learn the Russian language and maintain their interest in the future. The relevance of the article is connected both with the needs of Russian-speaking compatriots and with a social request from the Russian Federation. The purpose of this study is to identify and summarize relevant and effective practices for teaching children the Russian language in the near and far abroad. The authors used the following research methods: analysis of scientific literature, observation and generalization of pedagogical experience. The theoretical significance of the study consists in analyzing facts from scientific sources and formulating some conceptual conclusions: for teachers and educators working abroad, it is necessary to form their students value-based attitude to the Russian language and a desire not only to communicate, but also to learn the world in the Russian language (simultaneously with learning the world in the language of the country of residence). The author also briefly presents the conceptual provisions of the developed new direction in the methodology - meta-subject teaching of the Russian language, gives recommendations on implementing this kind of training while teaching children of compatriots abroad. The analysis of specific types and forms of training aimed at increasing motivation for teaching the Russian language (including specific examples of working with teachers from Italy, Switzerland and Malta, kindergarten teachers from Oregon, USA) is of practical importance. The study proves the expediency of using the authors recommendations to increase motivation for learning the Russian language: mastering the language in the process of learning different subjects and design and research linguistic activities in different areas of life.
26
Kvasyuk, E. N., O. V. Putistina, and O. V. Savateeva. "The use of multimedia language laboratory in teaching English phonetics at the university." SHS Web of Conferences 113 (2021): 00053. http://dx.doi.org/10.1051/shsconf/202111300053.
Full textAbstract:
The importance of correct English pronunciation is growing due to its central role in communication and the speaker’s identity. Non-native English speakers lack a natural linguistic environment and tend to carry articulation rules and intonation from their mother tongue. Modern conditions of the fast-paced world require a revision of the forms and methods of the educational process. Teachers should engage students in independent and individual work at classes, increase the use of practical and research tasks. Information technologies in the teaching process at different levels of education (both school and university) change the roles of all participants in the educational process. Thus, teachers are given more opportunities to improve their work, and students are taught a foreign language at a higher level. The article aims to state the advantages of using multimedia technologies as an educational tool in teaching English practical phonetics and to find out university students’ attitude to it. The object of the research is the benefits of working in a language laboratory, equipped with Rinel-Lingo (a multimedia language programme to train phonetics of a foreign language of university students). The article analyzes the results of the survey conducted in Murmansk arctic state university.
27
Arkushyna, Hanna, and Halyna Naidonova. "TRADITIONAL AND LATEST FORMS OF LABORATORY CLASSES ORGANISATION IN THE PROCESS OF NATURAL DISCIPLINES TEACHERS TRAINING." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 76–81. http://dx.doi.org/10.36550/2415-7988-2020-1-190-76-81.
Full textAbstract:
The problem of organizing the initial process in higher education institutions of different accreditation levels was relevant at all stages of society formation and development. Thus, it does not go unnoticed by modern researchers, teachers-practitioners, and young scientists. Higher education puts forward new requirements for the organization of the training future professionals educational process, due to a number of needs and patterns of modern society development. This proves the urgency of this problem. The proposed article reveals the importance and necessity of proper organization of laboratory and practical work in biological and natural sciences during the future teacher training. The characteristic of laboratory and practical works is given there is a description of work methods during performance of the above-stated works. The influence of practical and laboratory works on personal orientations of students is revealed. The advantages of the newest technologies and the modern equipment application in the course of carrying out of a practical direction on biological and natural disciplines employment are noted. This allows students to better master the practical skills of the experiment, which they will directly apply while working at school. The educational process in higher education is aimed at the development of cognitive activity of students and the formation of a competent specialist of high qualification. That is why it needs a clear system organization that can combine traditional and modern forms and methods of learning. One of such traditional forms is laboratory classes, without which it is impossible to imagine the teaching of biological disciplines. Practical and laboratory classes are the most complex forms of organization of the educational process in a higher educational institution. After all, their effectiveness is determined not only by careful observance of all stages of preparation and conduct of classes, not only a high level of theoretical material, but the effectiveness of the necessary practical skills, which largely depends on the level of practical competence of research and teaching staff. Thus, practical and laboratory work is an active means of teaching biology in higher education. It is in the process of performing practical and laboratory work that it becomes clear how students have mastered the actual teaching material, whether the skills of creative use of these skills in practice have been formed, whether there are practical work skills.
28
Zagorodnyuk, N. I., and N. A. Murashova. "Tobolsk District Library activity in 1923-1930." Bibliosphere, no. 3 (September 30, 2018): 44–49. http://dx.doi.org/10.20913/1815-3186-2018-3-44-49.
Full textAbstract:
The article first considers the historical experience of Tobolsk District Library formation and development in 1923-1930. It characterizes the forms and methods of library practice, the specifics of working with other regional libraries, especially the personnel policy. The regional libraries management was carried on under difficult natural geographical conditions: the district area was more than 1,3 million square kilometers, a significant distance from administrative centers and settlements of the district, instability of socio-political processes, low level of socio-economic development, etc. Operating from 1923 to 1930, the district library was assigned the following tasks: combining libraries, coordination of their activities, assistance in work organization, books provision, creating teaching materials, and others. During the studied period, libraries experienced difficulties related to low funding, poor working conditions, lack of electricity, insufficient supply with literature. New forms of library work required additional funding, training and retraining. These problems have not been resolved. Methodological assistance was provided in various forms: meetings, group classes, by correspondence. In October 30, 1929 the CPSU (b) adopted a resolution «On the library activity improvement», which gave a negative assessment of the library business state in the USSR. In 1930 the work of the District Library was recognized as unsatisfactory. These shortcomings in the work fully coincided with the all-Union ones. Nevertheless, a small team carried on work to preserve the existing libraries and create new ones. Much attention was paid to the rural reading rooms, mobile libraries, and bibliography activity.
29
Sucharitha, Sree T., Suganya E., Balaji Arumugam, Karthik R. C., Radhakrishnan A., and Dhanuraja V. "Describing the perceptions of bioethics training requirements among young medical professionals: an observational studies." International Journal Of Community Medicine And Public Health 7, no. 3 (February 27, 2020): 1153. http://dx.doi.org/10.18203/2394-6040.ijcmph20200983.
Full textAbstract:
Background: Medical Council of India emphasises the training on bioethics for medical graduates and included the same in medical curriculum reforms. However, the universal implementation of structured training in bioethics remains elusive due to many challenges. Hence the study was planned to describe the perception about the bioethics training needs among trainee interns and junior residents training at tertiary medical teaching hospitals across Tamil Nadu.Methods: A web-based cross-sectional survey was conducted during September-December 2019.Google forms survey was designed, and link was disseminated using affinity groups and snowballing techniques through social media among current medical interns and junior resident doctors working at tertiary care teaching hospital settings across Tamil Nadu. Data was analyzed using MS Excel auto generated through google forms and descriptive statistics were performed.Results: Among 136 respondents of online survey from across 25 medical colleges in Tamil Nadu, 73 (57.5%) were females, 57 (42.2%) had training on bioethics and 31 (54.4%) during internship period. During these trainings, experts in bioethics scholarship conducted training for only 34% of participants. Self-reported inadequate levels of awareness on bioethics was seen in 20.6% subjects and 17.8% subjects professed awareness on Indian Council of Medical Research clinical research ethics guidelines. Combination of curriculum and self-directed learning was the favoured teaching-learning method.Conclusions: This study reveals major gaps in knowledge and attitudes of young medical professionals towards bioethics training and can be addressed through testing novel methods of training.
30
Artyuhova, Irina. "Differentiation and Individualization of Primary School Education Abroad." Primary Education 9, no. 3 (July 13, 2021): 41–48. http://dx.doi.org/10.12737/1998-0728-2021-9-3-41-48.
Full textAbstract:
The article presents the main results of a critical analysis of the global trend, which is aimed at implementing an individual approach to teaching younger students. The characteristics of the features of primary education in the leading countries, whose primary school students demonstrate a high level of educational achievements in the course of international monitoring studies and occupy corresponding places (Finland and Singapore) are given. Attention is paid to the approach to selection, current forms of work and encouragement of especially gifted children in the US primary education system, which may turn out to be interesting and useful for domestic teachers. Methods of organizing the process of individually differentiated education of primary school children based on proven experience of working with them are considered.
31
Erofeeva, Mariya, Anna Zuykova, and Aleksey Safronov. "Psychological and pedagogical characteristic of application of methods of promotion and punishment as means of socialization of teenagers with deviant behavior." Applied psychology and pedagogy 5, no. 4 (October 9, 2020): 23–37. http://dx.doi.org/10.12737/2500-0543-2020-23-37.
Full textAbstract:
The article handels the problem of using the methods of encouragement and punishment as a means of socializing adolescents with deviant behavior. Faced with various difficulties, a teenager may experience difficulties in the process of assimilation and reproduction of social experience that make up the essence of socialization. Against the background of objective difficulties in the process of following social norms, this category of children is faced with a variable pedagogical impact.
The main objective of the study was to identify the existing differences in the perception of the effectiveness of the methods of promotion and punishment as means of socialization in adolescents (as objects of education) and teachers (as subjects of education).
Materials and research methods In order to identify among teachers, their preferred forms of encouragement or punishment when working with deviant adolescents, at the first stage of the study, we used an author's questionnaire for teachers, which included questions about the teaching experience most often used in working with deviant teenagers of forms of encouragement and punishment, on the effectiveness of using methods of encouragement and punishment with this category of children. In addition, within the framework of this questionnaire, teachers had the opportunity to express a subjective opinion on the advisability of including in the educational process the missing forms of encouragement and punishment. The research sample included 7 teachers, carried out by class teachers in grades 7–9 of educational institutions in Kolomna, Moscow Region.
Results of the study Our study allows us to conclude that in most cases the expectations of children associated with receiving the desired promotion are not met, which in turn can subsequently form a negative attitude of the teenager towards the teacher, as well as a decrease in motivation in the performance of a task.
In addition, we have identified significant differences between the applied teachers and preferred forms of punishment by children. So, for example, if educators consider the most effective form of punishment as public censure, then children, on the contrary, prefer loyal methods of punishment, talking about such forms as remarking and removal from fulfilling responsible assignments, arguing that public punishment degrades the dignity of the child and causes even greater aggression and a desire to do “everything against”.
An interesting fact is that the teachers are against such a form of punishment as “removal from the class”, although the students themselves are not at all against such a measure, explaining this by saying that if the child interferes with the lesson, then he must leave the class.
32
Zadil’s’ka, Halyna. "Cooperative learning as one of the вasic pedagogocal technologies in language communicative competence formation of university students of linguistic departments." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 129–32. http://dx.doi.org/10.36550/2415-7988-2020-1-189-129-132.
Full textAbstract:
The notion of pedagogical technology «cooperative learning» as the effective innovative educational technology is analysed. The attention is concentrated on the interpretation peculiarities of this technology as the constituent of the learner-centered approach in teaching English to university students of linguistic departments. The author examines the issue of technology of students’ cooperation in the modern aspect of education with the creation of new learning technologies. Application of interactive forms and methods of teaching in the educational process promotes the formation of skills and abilities of university students, their active interaction, development of values, creation an atmosphere of cooperation. The author concludes that the development of new forms of learning that facilitate students’ integration into the educational process, the emergence of general educational skills, search of personal sense of activity, mastering a variety of social roles promote self-knowledge and formation of personal traits of readiness to create solutions and communicate fluently. Modern pedagogical technologies are of great necessity in training the skilful teacher. Such technologies must be integrated in the traditional teaching process. Cooperative learning is the contraversion to traditional system of teaching. Instead of domination in explanative and illustrative type of teaching and only students’ reproductive activity, cooperative learning assures more communication, hence the great motivation of students’ studying the definite foreign language and approving their skills in any difficult situation that is the preference in self-education and self-development. Cooperation is the sourse of unconscious help within the working group. Thus the students sustain each other motivating the realization of the necessary common result. The learner-centered approach is concentrated mainly on activity realization and leads to practicing foreign language more than individual reproducting the lexical and grammatical units. Therefore it is more effective and presupposes great results in language studying.
33
Androshchuk, Iryna, and Ihor Androshchuk. "Methodology in Training Future Technology and Engineering Teachers in the USA." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 70–74. http://dx.doi.org/10.1515/rpp-2017-0038.
Full textAbstract:
Abstract In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers’ training in the USA. The authors have considered Education Technology Standards, developed by the International Society for Technology in Education (ISTE), that are used as reference points and determine the minimum amount of training as well as electives. In addition, there have been outlined such training techniques as microteaching, reflective teaching, the simulation method that allow involving the students into real teaching rather than role-playing; decrease complexity of pedagogical actions through ensuring acquisition of specific skills needed for the teacher in order to form experience of pedagogical interaction. It has been found out that in order to prove themselves during the first year of study in a higher education institution the students create their own web pages and portfolios that consist of working portfolio, showcase portfolio and documentation portfolio. It has been established that mini courses are actively used to help future technology and engineering teachers acquire necessary pedagogical skills. Based on analysis of the research findings, the authors have concluded that counseling or mentoring as forms of training greatly contribute to personal development of both students and their mentor as well as effective collaboration between school and university staff. It has been identified that enhancing effectiveness of teaching practice in American higher education institutions ensures involving clinical professors who monitor, guide and assess teaching practice of future specialists.
34
Piskun, R. P., V. M. Shkarupa, N. M. Grynchak, O. V. Sprut, and I. M. Klimchuk. "The modern concept of teaching genetics at a medical higher educational institution." Faktori eksperimental'noi evolucii organizmiv 25 (August 30, 2019): 368–72. http://dx.doi.org/10.7124/feeo.v25.1193.
Full textAbstract:
Aim. To study and evaluate the peculiarities of teaching genetics in the system of higher medical education of Ukraine. Methods. Studying typical and working programs of educational disciplines of medical universities, analysis of their interconnections with the volume and depth of knowledge and achievements of genetics. Results. The worldwide rapid development of genetic technologies, that open up new possibilities for the diagnosis, treatment and prevention of many hereditary and non-hereditary diseases, requires the unification of the disparate efforts of scientists and practitioners. A significant role in solving this task should be played by higher medical school. Compact information about general genetics and the basics of anthropogenetics is received by medical students in the first year of study. This creates an appropriate basis for understanding the basic laws of the emergence of various forms of human pathologies, but does not ensure the assimilation of the genetic methodology of clinical disciplines and sections related to the organization of health protection and social medicine. Conclusions. An urgent need as of today is an inter-departmental and multi-level program on general genetics, human genetics, medical and clinical genetics, which would be compiled in accordance with the achievements of modern biology, medicine and genetics, and would penetrate all the stages of undergraduate and postgraduate education of doctors.
Keywords: genetics, teaching in higher medical school.
35
Paudel, Anish, and Bishnu Bista. "Compliance of surgical hand scrub in operation theatre of teaching hospital, Chitwan." Journal of Chitwan Medical College 9, no. 1 (March 31, 2019): 36–40. http://dx.doi.org/10.3126/jcmc.v9i1.23782.
Full textAbstract:
Background: Surgical hand scrub is an important practice that forms the base in the prevention and control of surgical site infection. The objective of the study was to evaluate the compliance of surgical hand scrub among surgical team in Operation Theatre of Teaching Hospital, Chitwan.
Methods: Descriptive cross-sectional design was used. Data collection instrument (a checklist) was developed based on national and international standards of surgical hand scrub. Data was collected by observation of surgical team who were scrubbing in the Operation Theatre, Chitwan Medical College before proceeding to surgical procedures.
Results: A compliance with the standards for surgical scrub prerequisites (70%), scrub process (81.53%), time of scrub (27%) and overall compliance (75.95%) observed. The total score of compliance with the standard was only 13%. The main issues found in the study were not correctly wore surgical cap and mask (44.9%), using of timer/wall clock before starting scrubbing (91.3%), improper follow the continue rotational action down opposing arms working to the elbow for one minute (53.6%) and repeated blotted dry of skin area once it done (30.4%)
Conclusions: The results showed there was gap in the surgical hand scrub of the studied hospital and the compliance with the standard can be improved by simple surgical hand scrub intervention, periodical observation audit and feedback.
36
Lemeshko, Olha V., Andrii V. Yankovets, Iryna O. Bets, and Ilona F. Isaieva. "Peculiarities of the English Language Training of Military Administration Masters." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 160. http://dx.doi.org/10.18662/rrem/123.
Full textAbstract:
The article deals with the methods of teaching English for specific purposes to border guard officers. Ability to communicate English is one of the core competences of border guards in order to provide the State border protection. The aim of the article is to characterise peculiarities and aim of the English language training of “Military Administration” masters. Particular attention is paid to the structure of educational program of the second (master’s) level of higher education on specialty “Military Administration (by branches of Armed Forces)” and development of working curriculum “English for specific purposes”. Our hypothesis is that it is efficacious to use modern methods of learning during the lessons of the English language that was verified by the experiment which was conducted from July 2017 to July 2018 in the form of a survey of the first year officers (47 people) in the Faculty of Executive Staff Training who were studying according to the new educational program on the basis of the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. Analysis of the results of graduation examinations of border guard officers has shown that due to the use of the modern communicative methods of teaching in the educational process of the Academy, the quality of officers’ knowledge increased significantly. The result of the experiment confirmed that the officers generally acquired a good level of texts reading and translation skills, knowledge of professional lexical material, military terminology, and ability to make decision according the current legislation in the professional situation. It has proved the effectiveness of the implementation of working curriculum of English for specific purposes especially due to use of modern learning methods, forms of compatible collective activity, friendly atmosphere, attentive attitude toward partners on a communication and mutual help.
37
Kartal, Seçil Eda, Tuncay Yavuz Ozdemir, and Ramazan Yirci. "Mentorship Needs of the Teachers Working in Rural Regions Throughout the Early Years of Their Profession." Journal of Education and Training Studies 5, no. 4 (March 10, 2017): 139. http://dx.doi.org/10.11114/jets.v5i4.1988.
Full textAbstract:
The purpose of this study is to identify the problems that teachers working in rural regions encounter concerning the Turkish educational system during the years they lack knowledge and experience and to determine their needs for mentorship services. The content analysis method, one of the qualitative research methods, was used in the study. An interview form was prepared by the researchers in accordance with the aims of the study and expert opinions were gathered to check content and face validity. The interview form took its final form according to the opinions of the experts. With respect to the study, 11 teachers working in rural regions were contacted through the purposeful sampling method and their opinions were collected. Interview forms were coded as “G1, G2, G3, …, G11” and transcribed to the computer. The data were analyzed through the content analysis processes. According to the findings of the study; teachers working in rural regions encounter serious problems in time management during the early years of their profession and that the effectiveness of presenting teaching contents decrease due to lack of family participation, low level of student academic achievement, poor physical conditions of the school and insufficient amount of teaching materials. It was also observed that they had problems in administrative operations and official correspondence. Arranging effective in-service training activities and offering mentorship services for inexperienced teachers in rural regions during their early years through a counselor or a mentor who will guide them is crucial in resolving these problems. For the effectiveness of the educational system, it is crucial for teachers, who are working in rural regions during their early years, to benefit from mentorship services in practicing the theoretical knowledge they acquired from their bachelor’s degree.
38
O.Yo., Fizeshi. "CONTENTS OF PREPARATION OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE “THEORY AND METHODS OF EDUCATION”." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 93–97. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-13.
Full textAbstract:
The article reveals the content and significance of the course “Theory and methods of education” in the system of training future primary school teachers at the bachelor’s level and features of preparation of students studying for a master’s degree (future teachers of pedagogy) for teaching this discipline.Purpose is: to generalize the features of training future teachers of pedagogy to teach the course “Theory and methods of education” in the system of professional education of future primary school teachers.Methods are: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; the method of generalization, systematization to formulate the conclusions of scientific research.Results are: the main attention of the publication is focused on theoretical and practical aspects of mastering by future primary school teachers the content of the discipline “Theory and methods of education”, formation on its basis of competencies for the implementation of pedagogical activities in a modern primary school. An important condition for the effective assimilation of the content of the course is the comprehensive training of future teachers of pedagogy in the master’s program. In particular, it is important in this context to study the methods of teaching the section of pedagogy “Theory and methods of education”, which includes acquaintance of future teachers of pedagogy with the main purposes and tasks of a course, its structure, features of construction of the working program on discipline, the list of sections and subjects, which are recommended for study by future primary school teachers. It is also important to master the most rational forms and methods of classroom organization (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodical literature, study of advanced pedagogical experience, etc.) of students’ work. Factors of effective preparation of future teachers of pedagogy for teaching the course “Theory and methods of education” in the system of training future teachers of primary school are: organizational and methodological preparation of future teachers of pedagogy for teaching “Theory and methods of education”, directing the content of teaching methods to the formation of a system of theoretical knowledge on the theory and methods of education and practical skills and abilities to apply them in teaching, development of professional competence through the use of interactive teaching methods, organization of reflective activities of students studying for a master’s degree in the process and results of their own teaching activities during the internship.Conclusionsare: preparation of future teachers of pedagogy for teaching the discipline “Theory and methods of education” is a systematic and complex activity, which is aimed at forming a teacher’s personality with a high level of scientific knowledge, ability to creatively rethink educational material, practical skills for teaching educational material.Key words: theory and methods of education, methods of teaching, primary school teacher, teacher of pedagogy.
39
O.Yo., Fizeshi. "CONTENTS OF PREPARATION OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE “THEORY AND METHODS OF EDUCATION”." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 93–97. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-13.
Full textAbstract:
The article reveals the content and significance of the course “Theory and methods of education” in the system of training future primary school teachers at the bachelor’s level and features of preparation of students studying for a master’s degree (future teachers of pedagogy) for teaching this discipline.Purpose is: to generalize the features of training future teachers of pedagogy to teach the course “Theory and methods of education” in the system of professional education of future primary school teachers.Methods are: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; the method of generalization, systematization to formulate the conclusions of scientific research.Results are: the main attention of the publication is focused on theoretical and practical aspects of mastering by future primary school teachers the content of the discipline “Theory and methods of education”, formation on its basis of competencies for the implementation of pedagogical activities in a modern primary school. An important condition for the effective assimilation of the content of the course is the comprehensive training of future teachers of pedagogy in the master’s program. In particular, it is important in this context to study the methods of teaching the section of pedagogy “Theory and methods of education”, which includes acquaintance of future teachers of pedagogy with the main purposes and tasks of a course, its structure, features of construction of the working program on discipline, the list of sections and subjects, which are recommended for study by future primary school teachers. It is also important to master the most rational forms and methods of classroom organization (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodical literature, study of advanced pedagogical experience, etc.) of students’ work. Factors of effective preparation of future teachers of pedagogy for teaching the course “Theory and methods of education” in the system of training future teachers of primary school are: organizational and methodological preparation of future teachers of pedagogy for teaching “Theory and methods of education”, directing the content of teaching methods to the formation of a system of theoretical knowledge on the theory and methods of education and practical skills and abilities to apply them in teaching, development of professional competence through the use of interactive teaching methods, organization of reflective activities of students studying for a master’s degree in the process and results of their own teaching activities during the internship.Conclusionsare: preparation of future teachers of pedagogy for teaching the discipline “Theory and methods of education” is a systematic and complex activity, which is aimed at forming a teacher’s personality with a high level of scientific knowledge, ability to creatively rethink educational material, practical skills for teaching educational material.Key words: theory and methods of education, methods of teaching, primary school teacher, teacher of pedagogy.
40
Tanabe, Kazuko. "The structural change of Japanese society and the simplification of honorific language. Including coverage of the university exchange programme and teaching of Japanese to foreign students." Impact 2021, no. 3 (March 29, 2021): 28–29. http://dx.doi.org/10.21820/23987073.2021.3.28.
Full textAbstract:
When learning a foreign language, it can prove difficult to become completely familiar with the intricacies of meaning and politeness as these elements have their roots in social and cultural contexts. In Japan, honour and politeness are of particular importance and, indeed, there exist honorific forms of the language. In the Department of Japanese Literature, Japan Women's University, Dr Kazuko Tanabe is working to improve the provision of language education for international students, which involves imparting understanding of Japanese society's honorifics. In her work, Tanabe is exploring the simplification of Japanese honorifics, looking at how far the language has transformed and the parallels with social changes. She is keen to shed light on the relationship between shifts in attitudinal expressions and social changes and is using a variety of analytical methods combining quantitative and qualitative research. In addition to analysing data, Tanabe constantly re-evaluates research methods and is not afraid to make changes. It is her belief that creating new research methods leads to new research fields. In order to advance the field, Tanabe is interested in collaborating with other researchers, particularly those involved in attitudinal expressions in foreign languages.
41
Savchenko, I. E. "The usage of project technology in English language classes in out-of-school establishments." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 186–93. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-186-193.
Full textAbstract:
The article considers the specifics of organization of English language teaching and education in out-of-school establishments. The advantages of the extracurricular club activities and their objectives have been identified, while new language teaching in particular. It has been also established, that out-of-school activities promote the development of pupils' speech, communication and sociocultural competences. Extracurricular club activities are more flexible, amateur and appropriate the pupil’s needs. The teacher of the club has a certain freedom of choice the form of teaching and of work and types of knowledge control. It has been found that one of the methods that meets the conditions is the project method. The typology of educational projects after E. Polat has been considered, as so as the methodology for phased implementation of the project. The study has suggested that the project technology allows to integrate various forms and activities into the educational process. Pupils with different language skills contribute as much as possible into the overall work, in this way all the participants are involved without exception. While working on the project pupils acquire the practical skills of using foreign language, get used for teamwork, have the opportunity to embody their creative potential. Thereby the project technologies are the integral part of the successfully organized work on English teaching and the whole educational process in general.
42
Sinyukova, Helena, and Oleg Chepok. "ON THE ESSENCE AND DIFFERENT FORMS OF INTRODUCTION THE PRACTICAL-ORIENTATED TRAINING TO THE TEACHING-LEARNING PROCESS OF THE FUTURE MATHEMATICS’ TEACHERS AT INSTITUTIONS OF HIGHER EDUCATION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 7 (2019): 78–86. http://dx.doi.org/10.28925/2414-0325.2019.7.8.
Full textAbstract:
Practical-orientated form of organization of teaching-learning process is one of the modern educational trends for all levels and all directions of education. It is obvious, by this, that such teaching-learning process must have different content and different forms of implementation on various levels and directions of education. The fact is bound up both with the general purpose of education in every separate direction and with age and psychological peculiarities of those who are going through the educational process. The authors consider practical-orientated training on the level of higher education a training directed onto the deliberate application of its results during the subsequent stages of training and during the subsequent professional activities. The authors’ concept of the essence of practical-orientated teaching-learning process for future teachers of mathematics at institutions of higher education is represented in the paper. The concept has been created on the base of analyzing the possible directions of organization of practical-orientated teaching-learning process in mathematics for secondary education institutions students. At the present situation the authors suggest to redistribute credits and training material between subjects of higher mathematics and subjects of elementary mathematics and methods of teaching mathematics at general secondary education institutions in the way that eliminates the incontestable duplication in training material existing at present. By the authors’ opinion, the proposed redistribution will create the necessary pre-conditions for organizing the integrity system of practical-orientated training at the corresponding direction of higher education and will essentially improve the quality of the process of training as a whole. For the suggested concept the possible ways of its implementation to the real teaching-learning process are introduced. For the future teachers of mathematics at institutions of general secondary education it is advisable to begin the process of working out the corresponding experimental Educational Professional Program of training with the purpose of its subsequent approbation in the educational process.
43
Nölting, Benjamin, Heike Molitor, Julian Reimann, Jan-Hendrik Skroblin, and Nadine Dembski. "Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation." Sustainability 12, no. 7 (April 7, 2020): 2925. http://dx.doi.org/10.3390/su12072925.
Full textAbstract:
Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.
44
Maslova, Inga, Gulnara Burdina, and Irina Krapotkina. "The Use of Electronic Educational Resources and Innovative Educational Technologies in University Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 68. http://dx.doi.org/10.3991/ijet.v15i16.14909.
Full textAbstract:
The penetration of digital technologies in the field of human sciences requires the use of more diverse teaching methods and techniques. Electronic educational resources (EER), which include a whole range of educational materials, allow varying the forms of teaching and contribute to improving the quality of education. This study analyses international experience in the development and implementation of EER and offers a practical description for organizing electronic teacher education with the bachelor's degree programmes. We tried to consider the specificity of using e-learning in the field of human sciences, specifically history. The study describes original development of electronic educational resources that have effectively proven themselves when working with students: the Eureka forum, creating a database project, text analysis of academic articles and creating a digest of scientific research on the problem. The study offers e-learning techniques that allow in a digital environment to preserve the traditional learning model – lecture-and-book model. To determine the impact of the e-learning, we conducted a survey among 98 students to evaluate the degree of involvement in the e-learning process and to obtain an assessment of its use in teaching practice. The study results can be practically used for creating new electronic educational resources focusing on distance education.
45
Aksenova, Inga. "The role of collocations in the formation of the lexical speech skills." Tambov University Review. Series: Humanities, no. 181 (2019): 17–25. http://dx.doi.org/10.20310/1810-0201-2019-24-181-17-25.
Full textAbstract:
The main goal of teaching foreign language is the formation of foreign language communicative competence which implies the development of speech skills. In the methods there are different approaches to teaching foreign language, one of which is the lexical approach. Undoubtedly, the lexical approach involves focus on learning the vocabulary of the language. However, there are different points of view on which methods and forms of work are the most effective ones. Mastering vocabulary occurs by studying the compatibility of words, phrases and combinations of words. Collocations are an isolated concept, meaning certain words in a language that tend to be used together. Working with collocations is an essential component of the lexical skills formation, accordingly, we should speak about the inclusion of collocational competence in communicative competence. Analysis of the methodic literature showed that the issue of the collocations’ role in the lexical speech skills formation is not very disclosed in the domestic and foreign methodic literature. In the presented article: 1) we conduct an analysis of the works of domestic and foreign scientists on the lexical approach in teaching foreign language; 2) we prove that the process of learning vocabulary goes by learning certain combinations of words and the ability to use them; 3) we derive the definition of collocations based on the definitions and classifications of scientists; 4) we determine the key place of collocations in the vocabulary learning.
46
Humeniuk, Iryna. "POLYCODE TEXT AS A MEANS OF IMPLEMENTATION OF THE TEXT-CENTRIC TEACHING TECHNOLOGY." Science and Education 2020, no. 3 (March 2020): 97–103. http://dx.doi.org/10.24195/2414-4665-2020-3-14.
Full textAbstract:
Formation of spoken and written professional language of students is connected with the increase of the level of a set of their competences. The efficiency of this process largely depends on usage of the potential of the text-centric technology in the process of teaching the Ukrainian language for professional purposes because text is the main means for creation of professional context. The aim of the article is determination of directions of implementation of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education, and analysis of the functional load of polycode text in this context. A set of methods has been used in the research process: the theoretical methods (reflexive analysis and generalization of literary sources for clarification of the level of solving the issue in the modern scientific area), the methods of visualization and generalization (for elucidation of the ways of usage of polycode texts while teaching the course). On the basis of analysis of scientific definitions of the concept “text” and its main features, there has been formulated a linguo-didactic definition of educational text and vectors of implementation of the text-centric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education. Research of polycode text as a means of implementation of the text-centric teaching has been conducted, the main kinds of polycode texts and their functional load in the course of the Ukrainian language for professional purposes have been defined and analyzed. The exceptional didactic potential of hypertext as a modern form of organization of material, which is becoming especially important in conditions of distant education, is emphasized. The most efficient organizational forms of working with hypertext have been defined. Considering the features of the structure of polycode text (combination of the verbal and nonverbal components), document has been defined as its specific form. The holistic view of the studied issue is illustrated by the constructed model of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education.
47
Turchyn, Tamara, Viktoriia Lehin, Lesja Vysochan, Lidia Pletenicka, Maryna Tomchenko, and Borys Maksymchuk. "Vocational training of future primary school teachers in the use of new pedagogical technologies in working with pupils." (Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(130) (February 22, 2021): 111–21. http://dx.doi.org/10.31392/npu-nc.series15.2021.2(130).26.
Full textAbstract:
The courses «physical education» and «increasing sportsmanship» are an important part of the entire process of preparing future primary school teachers for physical education. It is worth noting that the subject «physical education» should be professionally directed, because it is recommended to transform this course from a purely practical direction into a vocational and pedagogical one, introducing into «physical education» - theoretical, methodological, organizational and pedagogical blocks. The subject «physical education» addresses the tasks of improving the level of physical fitness and improving the quality of vocational and pedagogical training of students. The study of the subject «physical education» provides, in addition to solving the problems of strengthening the health and physical development of students, as well as mastering the technique of certain sports, the methods for teaching individual exercises of the school curriculum, methodological techniques, methods for organizing educational activities and the methodology of the chosen sport. Practical classes on the «theory and methods of physical education» provide for the formation of professional preparedness as a holistic state of certain realities. Examples of the restoration of various forms of out-of-class work in accordance with their functions in the general education system indicate the possibility of ensuring the versatile development of motor qualities of pupils, promoting the preservation and strengthening the mental and physical health of children of all age groups. Considering what has already been said, we propose the formation of professional qualities among students of the faculty for the training of primary school teachers to be held in physical education classes with a sports orientation.
48
Makarova, Tatiana S., Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova, and Natalia V. Burenina. "Teaching Foreign Languages Inclusively: Standards for Teacher Competence." Integration of Education 25, no. 1 (March 30, 2021): 144–58. http://dx.doi.org/10.15507/1991-9468.102.025.202101.144-158.
Full textAbstract:
Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers’ survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher’s knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher’s acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
49
MANZOOR, IRAM, SEEMA DAUD, NOREEN RAHAT HASHMI, Madeeha Zafar, Maham Khan, Javaria Zafar, and Sharyar Babar. "REASONS FOR SELECTION OF NURSING PROFESSION IN PAKISTAN." Professional Medical Journal 17, no. 04 (December 10, 2010): 728–34. http://dx.doi.org/10.29309/tpmj/2010.17.04.3034.
Full textAbstract:
Nursing is the backbone of health care delivery system. There are various factors which influence the choice of selecting nursing as profession. Objectives: (1) To find out the socio demographic profile of nurses working at Ghurki Trust Teaching Hospital (GTTH) Lahore. (2) To explore the reasons for selection of this profession. Study design: A cross sectional descriptive study. Duration of study: From October 2009 to January 2010. Setting: GTTH, Lahore. Subjects and Methods: All the nurses working in Ghurki Trust Teaching Hospital, Lahore are included in this study and their responses are obtained with a self administered questionnaire. Results: A total of 77 nurses participated in our study. The age distribution of these nurses has shown that a large number of nurses, 49 (63.6%) belonged to age group between 20 to 30 years.There were 26 (33.8%) nurses who had done B. Sc nursing. About 72 nurses (93.5%) have monthly income more than Rs.10,000. Majority of them, 48 (62.3%) are unmarried. 41 (53.2%) of the nurses selected this profession due to their own personal interest, 15 nurses (19.5%) selected this profession due to their parental influence. 12 nurses (15.6%) selected this profession for serving humanity. 9(11.7%) selected thisprofession to support their family. Approximately 25 nurses (32.5%) said that there are other family members working in the same profession. It was noted that out of these 25 nurses, 10 (40%) had their sisters in the same profession. Conclusions: Nursing forms the backbone of health care delivery system of a country. Decision makers in health sector need to understand that human resource development. Particularly Nursingrequires revolutionary changes. As Public health policy makers, it is imperative that we investigate the reasons for selection of nursing profession to attract and retain these important partners in health care provision.
50
Melnyk, Tetiana. "PRACTICAL ASPECTS OF USING A BUSINESS GAME IN THE PREPARATION OF FOREIGN STUDENTS OF MEDICAL HIGHER EDUCATION INSTITUTIONS FOR UKRAINIAN-LANGUAGE COMMUNICATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 259–62. http://dx.doi.org/10.24144/2524-0609.2021.48.259-262.
Full textAbstract:
The article presents the results of the use of business games in the preparation of foreign medical students for Ukrainian language communication in the course of Ukrainian as a foreign language. The relevance of the study is due to the need to develop new forms and methods of work, determined by rethinking the goals of teaching subjects in connection with the expansion of cooperation between Ukraine and other countries in providing educational services. The expediency of finding the most effective innovative teaching methods is also related to facilitating the process of adaptation of foreign students in the Ukrainian-speaking environment and the formation of skills for the correct use of language in the process of professional medical communication. Based on the analysis of recent research, it is concluded that the issue of practical implementation of the method of business game in working with foreign students, depending on their chosen profession, remains insufficiently studied. Accordingly, the purpose of the article is to present the materials of the business game «At the doctor’s» to prepare foreign medical students for Ukrainian language communication. In the process of achieving this goal, the method of theoretical analysis (to study the peculiarities of the application of business games) and the method of simulation (in order to demonstrate the use of game technologies in teaching Ukrainian as a foreign language) were used. As a result of the study it was determined that the business game is one of the most effective methods in the formation of communicative competence. The analysis of the knowledge acquired by students in class proves the effectiveness of the introduction of game techniques