Development of professional competence of present and future teachers under the conditions of transformational processes in education
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Notice bibliographique
Résumé
Currently, the modern education system is in the process of transformation processes. One of the \ndirections of reforming the education system in Ukraine should be directed at improving the level of \nprofessional competence of teachers, their knowledge, skills and abilities. The purpose of the \nacademic paper is to study approaches to the formation of professional competence of present and \nfuture teachers under the conditions of transformational processes in education. The following \nscientific methods have been used in the academic paper, namely: methods of theoretical analysis and \ndescription – in order to reveal the theoretical and methodological aspects of the development of \nteachers’ professional competence in the conditions of transformational processes in education; \nmethods of grouping, comparison and synthesis - to consider the features of the development of \nprofessional competence of teachers in Canada and Ukraine. In Canada, the development of \nprofessional competence of modern teachers involves the preparation of an exam by educators, which \nwould certify the high level of their effectiveness. Intercultural competence-based teaching methods, \nintroduced at higher educational institutions in Canada, have a positive effect on the formation of \nprofessional competences of future teachers. In Ukraine, the key directions for improving the level of \nprofessional competence of both present and future teachers should be professional selfimprovement, which is achieved through purposeful self-educational activity. The professional \nactivity of a teacher should include love for children, pedagogical foresight, knowledge of the subject \nof activity, pedagogical tact, innovative scientific and pedagogical thinking. The development of \nprofessional competence is a dynamic process of assimilation and modernization of professional \nexperience, which leads to the development of individual professional qualities, the accumulation of \nprofessional experience, which involves continuous development and self-improvement. The \nprofessional competence of teachers allows not only applying basic knowledge and skills, but it also \nforms the ability to carry out practical activities in specific professional situations; it provides creative solutions to professional problems and makes it possible to easily navigate in a professional \nenvironment and possess a culture of work. The formation of teachers’ professional competence \nshould be carried out on the basis of the general provisions of the system approach and the use of \nother scientifically sound approaches.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle