3. Наукові журнали та збірники ХНУ
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Перегляд 3. Наукові журнали та збірники ХНУ за Автор "Androshchuk, Ihor"
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Документ Methodology in training future technology and engineering teachers in the USA(Khmelnytskyi National University, 2017) Androshchuk, Iryna; Androshchuk, IhorIn 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.Документ Modern trends in teacher education in Canada(Хмельницький національний університет, 2020) Androshchuk, Iryna; Androshchuk, IhorThe paper deals with the characteristics of professional training of future teachers in Canada. They include the increase in the number of hours allocated for practical training of students; the digitalization of the educational process which enhances the teacher’s role, as both a participant in this process and the source and transmitter of knowledge; active use of information and communication technologies which helps to increase working hours and, at the same time, reduce the number of classes. The paper shows that the high social status of the teacher leads to increasing requirements for applicants for the teaching profession. It specifies the following basic schemes of implementing teaching placements that are used in professional training of future teachers; supervised teaching; one-year part-time teaching at schools; four-month teaching placement under the guidance of university and school mentors. The paper emphasizes the need to develop pedagogical skills during the professional training of future teachers, which can be realized through direct, indirect, interactive, experimental strategies, as well as self-study. Besides, it clarifies the main models of teacher training in Canada: a consecutive model (it is implemented during one- or two-year training programmes after obtaining a bachelor’s degree in certain sciences); a concurrent model (it involves simultaneous training in certain sciences and pedagogy); a graduate model (it is designed for two years and aimed at training highly qualified teachers (Master of Education) or methodologists), a sole degree model (it involves obtaining teacher education in higher education and specialized teacher education). The paper proves that they also implement distance learning that is suitable for teachers who cannot afford to pay for such training or do not have the time to attend classes. It describes the basic principle of teacher education in Canada which lies in lifelong learning realized in two aspects, namely, initial professional training at universities, as well as both the development and improvement of teacher’s professional competency, teaching and skills.Документ Peculiarities of future technology teachers' training in Poland and Great Britain(Khmelnytskyi National University, 2017) Androshchuk, Iryna; Androshchuk, IhorThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.