Педагогические Условия Формирования Готовности Будущего Учителя К Инновационной Деятельности (Pedagogical Conditions of Formation of Preparedness of Future Teachers to Innovative Activity)
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Russian Abstract: Рассмотрены педагогические условия формирования готовности будущего учителя к инновационной деятельности, обеспечивающие эффективность образовательного процесса вуза, качества подготовки выпускника. Выявлены содержательные характеристики готовности к инновационной деятельности.English Abstract: This article discusses the problem of pedagogical conditions of formation of future teachers’ preparedness to the innovative activity; they provide the efficiency of educational process of university and the quality of preparedness of future teachers. The content characteristics of teachers’ preparedness to innovative activity are identified.Keywords:
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Abstract Gauging Workplace Readiness: Information Behavior and Preparedness of Engineering Students in Cooperative Education ProgramsIn Spring 2010 we surveyed undergraduate students from civil, electrical, and mechanicalengineering and computer science who were participating in the engineering cooperativeeducation program, a semester-long work placement for academic credit. We were interested incomparing the information-related skills they had acquired before their co-op semester with thetasks they were expected to perform while on their co-op assignment, as well as learning whatinformation resources and support were available to them on-site at their workplace assignment.Based on the similarities between new engineers’ and co-op students’ work environments, wehoped to extrapolate how ready the average engineering student is for the information-seekingtasks required in their first post-graduation job.We conducted the survey in order to improve our efforts as departmental liaisons on severalfronts. Our primary aim was to determine gaps in students’ preparedness and to work withfaculty in order to address them more strategically. Our findings will help guide us as we worktoward integrating information literacy into the curriculum by providing evidence to present toengineering faculty and instructors, a population that places a high value on data. Another majoruse for the survey results is to identify areas where there is a need for library workshops, bothonline and in person, and additional learning objects to support students. This paper willdiscuss how we have incorporated the research results into our liaison program.
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The role of the modern teacher has changed over the past years from a transmitter of knowledge to a facilitator and mentor. Professional activity of teachers cannot promote their self-development if it is based on outdated teaching practices and does not help exploit the opportunities aimed at improving academic outcomes. The article highlights the importance of innovative activities in education and their influence on professional and self-development of novice teachers. Taking into account that an innovative activity is based on self-reflection, we define it as a tool for new knowledge acquisition, mastering pedagogical skills, and transformation of educational process aimed at improving academic outcomes. The main features and characteristics of the innovative activity in education are discussed in connection with novice teachers’ attitudes towards collaborative creative activity which helps develop professional competences and unlock the teaching potential. The article addresses the issues of novice teachers’ adjustment to innovation processes in education. The final part of the article discusses methods and techniques of facing the challenges of adjustment as well as factors influencing readiness of novice teachers towards innovative activities in education.
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The article reveals the essence of technological process of teaching process and technology of quality management of the training of future teachers for professional activity in the conditions of university education. In this context, the definition of technology of quality management of students' training is described, the types of technologies characterized, their structure and content, the mechanism of their use in the management of the educational process, achievement of the predicted results as indicators of the quality of professional activity. The analysis of scientific literature confirms the need for a new quality management system for the training of future teachers for professional activity, which ensures the use of various technologies for managing the teaching process in the context of university education. Purpose disclosure of the essence and components of quality management technology for the training of future teachers for professional activities in the context of university education is considered in the article.The technology of quality management of the training of future teachers for professional activity is considered as a system of theoretical positions and recommendations that make it possible to effectively organize the managerial actions of the teacher in planning, designing, implementing and analyzing objectively necessary steps of cognitive activity of students, guaranteeing the successful achievement of projected results in the form of experience creative pedagogical activity. In the quality management system, the training of future teachers for professional work is important for their mastery of management technology, its components (the process of teaching activity, the sequence of actions, methods, operations, procedures, tools). Quality management technology for the training of future teachers for successful professional activities is a system of interaction between the teacher and students in planning, organizing and implementing educational and self-education processes aimed at mastering the chosen profession, forming readiness for successful activity and improving the quality of university education. In practice, the training of future teachers for professional use uses a variety of technologies for managing the learning process, including: documentation-integrative, integral, cognitive, management decision-making, prognostic-monitoring technology management, etc. Learning management technologies provide the conditions for future teachers to acquire the ability to use theoretical knowledge as an instrument of practical actions and management experience, which positively influences the quality of their preparation for independent professional work. Key words: management, technology teaching process, management technology, quality of professional activity.
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The purpose of the paper is to reveal the peculiarities of the introduction of innovative education technologies in the process of training future pre-school teachers in the field of the socialization of preschoolers, and to verify their effectiveness by experimental means. During the research, the methods of analysis and synthesis of philosophical, psychological and pedagogical sources in the field of professional training of the future teacher were used: modeling and designing, to determine the theoretical and methodological foundations of the research and development of innovative technology for the training of future teachers to familiarize preschoolers with social environments; studying and generalizing the current state of the professional training of future teachers of pre-school institutions to familiarize preschoolers with social reality; comparison and classification to determine the essential characteristics, criteria and levels of readiness of future pre-school teachers for the socialization of preschoolers; pedagogical experiment with qualitative and quantitative analysis of results, in particular, the statistical criterion of K. Pearson (x2). The results of the diagnosis led to the need to implement innovative educational technologies into the process of the professional training of future teachers of pre-school educational institutions in three stages: diagnostic and propaedeutic, motivational, activity–creative.
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Scholarly-theoretical subsoil of an issue of researching of incipience and improvement of technical bases of formation future teachers` readiness to self-development is analyzed from scholarly point of view. Technical bases of formation of future teachers` readiness to self-development in the process of the professional preparation are characterized. It was discovered that the educational dominant, which develops constantly, is the basis of the system of higher education, the main goal of which is self-education and self-improvement of a personality. It was found out, that future teacher who is able to think critically has to work out with diverse information, use acquired knowledge and skills for creative solution of professional issues. It was emphasized that innovations in the field of higher education demand social and the civilization process of transforming of societies, modernization and implementation of new pedagogical technologies into the educational process. Use of new pedagogical technologies increases motivation of a getter of higher education, and also promotes formation of future teachers` readiness to self-development in the process of individualization of professional preparation. The attention is drawn to the role of creative self-realization and self-organization in the process of formation of future teachers` readiness to professional self-development. The attention is paid to researching of technologists of studding, at first, as an aspect of pedagogic science, which investigates and elaborates aims, content, methods of education as a model of pedagogic process and algorithm of pedagogic activity, which combines component of pedagogic process, at second, as realization of technological process of studding, which consists of functioning all of personal, instrumental, methodological and methodical teaching ways of studding. That`s why, the technology of formation of future teacher`s readiness to self-development in the process of individualization of professional preparation is based on scholarly, procedural-active components. It was substantiated that introduction of the indicated technology promotes the intensification of all levels of the educational process, increasing of efficiency and quality of the process of self-improvement at the expense of the realization of opportunities and individual characteristics, conscious creation of new values and aspirations for a student; finding and use of incentives of activization of cognitive activity of future teacher`s cognitive activity in the process of professional preparation; deepening of intersubject relations at the expense of use of modern means of elaboration of information doing the tasks with different ranges of complexity. Keywords: readiness, self-development, technology, professional, self-organization
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The article discusses the need of increase of innovative activity of University teachers. The relevance of the problem is due to paradigmatic processes of modernization of Russian system of higher education. Summarizes the experimental work to test the effectiveness of the developed methods of engagement in innovative activities of high school teachers. The author describes the experience of monitoring of innovative activity of teachers of Minin University. The results of monitoring of innovation activity according to three criteria: the publication activity of the lecturer position in the individual ranking of scientific and pedagogical workers, satisfaction with the innovative environment of the University. Research of innovative activity of teachers is carried out at three levels: low, medium and high. Levels is described through the description of the indicators for each indicator.
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Abstract (Session Topics Preferences: Comparison and Assessment of Various Study Abroad Models inAchieving Global Competencies; Preparing Engineering Students For International Practice;Engineering Education Responses to Global Challenges) Identifying Factors That Enhance Undergraduate Engineering Students’ Global Preparedness As the nature of engineering work grows increasingly more global, both academic and industry stakeholders have widely acknowledged the necessity for engineering graduates to work effectively with peers from diverse national and cultural backgrounds. As a consequence, U.S. engineering programs endeavor to infuse global perspectives and experiences into engineering curricula through a variety of approaches including curricula and co-curricula activities. Although there are evident trends that engineering education seeks to foster students’ global preparedness, research has not yet provided evidence regarding the attributes that produce a globally prepared engineer, or about the types and programmatic components of learning experiences that best promote preparation of engineering students for the global workforce. The present paper is part of a larger research effort to address these issues. It offers findings from the second phase of a multi-university project funded by the National Science Foundation that inquires into how global learning experiences (both co- and extra-curricular) contribute to engineering students’ global preparedness. Specifically, this paper draws on a mixed-methods quasi-experiment conducted among our three collaborating schools in Spring 2014 and aimed at delineating pedagogical approaches associated with engineering global preparedness. The study tested two hypotheses. First, the types of international learning experiences are associated with engineering student learning outcomes. Second, particular programmatic components of the learning experiences are associated with engineering student learning outcomes. The study used two established assessment instruments, the Global Perspective Inventory (GPI) and the Engineering Global Preparedness Index (EGPI) for measuring outcomes related to global learning. We investigated samples of senior engineering students from the three institutions, who had previously engaged in an international school-based experience. In addition, each site recruited a comparison set of senior engineering students who had not had such experience and a third sample of incoming freshmen without international experience to provide a baseline. Results from this study broaden the knowledge base about contextual factors related to engineering global preparedness. In particular, they offer the engineering education community insight into the types of pedagogical approaches and their defining parameters, and how these potentially relate to students’ learning outcomes.
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