FORMATION OF PROFESSIONAL COMPETENCE IN FUTURE TEACHERS
DOI:
https://doi.org/10.28925/1609-8595.2021.3.5Keywords:
individual competence, pedagogical skill, professional competence, professionalism, social competence, subject competence, training of a future teacherAbstract
The relevance of the stated research topic is determined by the urgent importance of the formation of professional competencies of future teachers in the process of their education in higher pedagogical education, as a factor that determines the success of their further professional activities. The aim of the article is to study the peculiarities of the formation of professional competencies of future teachers and to determine the main criteria that influence this process. At the same time, the authors took into account both the stage of students’ education in universities and their pedagogical practice in schools. The leading methodological approach in this research work is a combination of methods of systematic analysis of the process of formation of competence of the future teacher at the stage of his education in higher education, with analytical study of prospects for professional competence of future teachers in the process of direct entry into the profession and gradual mastery. pedagogical skills. The results of this research clearly demonstrate the importance of forming professional competence in future teachers at the stage of their education in higher education, in terms of understanding the basics of the teaching profession and creating future teachers the right level of motivation to perform their professional duties in the future. The results and conclusions of this research are of great practical importance for future teachers who learn the basics of professional skills at the stage of higher education, as well as for employees of the education system interested in improving their own professional competencies.
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Dominguez-Ramos, A., Alvarez-Guerra, M., Diaz-Sainz, G., Ibanez, R., Irabien, A. (2019). Learning-by-doing: The Chem-e-car Competition® in the University of Cantabria as case study. Education for Chemical Engineers, 26, 14–23. https://doi.org/10.1016/j.ece.2018.11.004
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Harden, R., Laidlaw, J. (2020). Essential skills for a medical teacher. Elsevier.
Harden, R., Lilley, P. (2018). The eight roles of the medical teacher. Elsevier.
Howard, N.-J. (2021). Barriers and drivers in online micro-course professional development: Navigating issues of teacher identity and agency. Teaching and Teacher Education, 105, 103397. https://doi.org/10.1016/j.tate.2021.103397
Huang, R., Yang, W., Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81–91. https://doi.org/10.1016/j.tate.2019.06.009
Konstantinidis, S., Bamidis, P., Zary, N. (2020). Digital innovations in healthcare education and training. Academic Press.
Kurtboke, I. (2021). Importance of microbiology teaching and microbial resource management for sustainable futures. Academic Press.
Margallo, M., Dominguez-Ramos, R., Aldaco, A. (2019). Incorporating life cycle assessment and ecodesign tools for green chemical engineering: A case study of competences and learning outcomes assessment. Education for Chemical Engineers, 26, 89–96. https://doi.org/10.1016/j.ece.2018.08.002
Oosterhoff, A. M. G., Oenerma-Mostert, I. C. E., Minnaert, A. (2020). Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers. Teaching and Teacher Education, 96, 103176. 10.1016/j.tate.2020.103176
Sancar, R., Atal, D., Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Voisin, A., Dumay, X. (2020). How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation. Teaching and Teacher Education, 96, 103144. https://doi.org/10.1016/j.tate.2020.103144
Wang, Y., Gao, S., Liu, Y., Fu, Y. (2021). Design and implementation of project-oriented CDIO approach of instrumental analysis experiment course at Northeast Agricultural University. Education for Chemical Engineers, 34, 47–56. https://doi.org/10.1016/j.ece.2020.11.004
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