Professional teacher’s competence in the modern educational environment
DOI:
https://doi.org/10.31392/iscs.2020.17.102Ключові слова:
education, teacher, competence, training, personality and professionalismАнотація
This article is devoted to the problem of professional competence formation of future teachers in today's dynamic educational environment that actively develops. In the article the multifaceted de nition of \competence" is emphasized, the algorithm of personality formation of competent professionals is outlined, basic types of training are selected, that lay the foundation of professionalism, pedagogical conditions of readiness of teachers to work with gifted students are generalized.Посилання
Archer, A.L., & Hughes, C.A. 2011. Explicit instruction: Efficient and effective teaching. New York, NY : Guilford Publications.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. 2014. Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences, 112:1010-1013.
Babu, S., & Mendro, R. 2003. Teacher accountability: HLM-based teacher effectiveness indices in the investigation of teacher effects on student achievement in a state assessment program. Presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL, April.
Bahramova, N. V., Kolkova, M.K., Shishkin, J.P. 1999. Using of results for SRW for dimensioned development of professional competence for students of foreign languages faculties in pedagogical high schools. Training of specialists in the sphere of education. SPb, 7:187-197.
Cornelius-White, J. 2007. Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research, 77(1):113-143.
Fuchs, L. S., & Fuchs, D. 1986. Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3):199-208.
Klovak, G. 2003. Content and form of teacher and researcher training in the conditions of pedagogical university, Mother School, 12:46-49.
Knyazeva, O. V. 2009. Using of creative tasks in biology [introduction of personal-centered learning] Biology and Chemistry at school. 1:30-32.
Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York, NY: Routledge.
Jackson, P. W. 1990. Life in classrooms. New York, NY: Teachers College Press.
Knight, J. 2012. High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Marzano, R. J., Marzano, J.S., & Pickering, D. 2003. Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Mishnyova O. A. 2011. Organization of work with gifted pupils. Biology. 4(February):5-6.
Marzano, R. J., Pickering, D., & Pollock, J. E. 2001. Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Sanders, W. L., & Rivers, J. C. 1996. Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Retrieved from http://heartland.org/policy-documents/cumulative-and-residual-effects-teachers-future-student-academic-achievement.
Sysoyeva, S. O. 2005. Modern aspects of teachers training. Pedagogy and Psychology. 4:60-66.
Raven, J. 1981. The Competencies Needed at Work and in Society. Collected Original Resources in Education, 298 p.
Problems of university education in the light of the decisions of the 11th All-Ukrainian Congress of Educators: Proceedings of the All-Ukrainian scientific-practical conference. Part 1. 2002. / Ed. P. V. Dimitrenko and others. Kyiv : NPU after M. P. Dragomanov, 257 p.
Slastenyn, V. A. 2009. Quality of education as social and pedagogical phenomenon Pedagogical Education and Science. 1:4-11.
Walberg, H. 1999. Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.), New directions for teaching practice and research. Berkeley, CA: McCutchen Publishing. 75-104
Wenglinsky, H. 2002. How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12).
White, W. A. T. 1988. A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4):364-374.
Zyazyun, I. A. 2014. The system of consolidated competences and competences in the structure of educational activities and actions of teachers. Pedagogy and Psychology. 3:18-27.
Evertson, C. M., & Weinstein, C.S. (Eds.). 2013. Handbook of classroom management: Research, practice, and contemporary issues. New York, NY:Routledge.
Pedagogy of Higher School: training appliance 2011. Kyiv : Condor, 628 p.
Yeh, S. S. 2007. The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4):416-436.
##submission.downloads##
Опубліковано
Номер
Розділ
Ліцензія
Автори, які публікуються у цьому журналі, погоджуються з наступними умовами:- Автори залишають за собою право на авторство своєї роботи та передають журналу право першої публікації цієї роботи на умовах ліцензії Creative Commons Attribution License, котра дозволяє іншим особам вільно розповсюджувати опубліковану роботу з обов'язковим посиланням на авторів оригінальної роботи та першу публікацію роботи у цьому журналі.
- Автори мають право укладати самостійні додаткові угоди щодо неексклюзивного розповсюдження роботи у тому вигляді, в якому вона була опублікована цим журналом (наприклад, розміщувати роботу в електронному сховищі установи або публікувати у складі монографії), за умови збереження посилання на першу публікацію роботи у цьому журналі.
- Політика журналу дозволяє і заохочує розміщення авторами в мережі Інтернет (наприклад, у сховищах установ або на особистих веб-сайтах) рукопису роботи, як до подання цього рукопису до редакції, так і під час його редакційного опрацювання, оскільки це сприяє виникненню продуктивної наукової дискусії та позитивно позначається на оперативності та динаміці цитування опублікованої роботи (див. The Effect of Open Access).