Презентация педсовета «Дополнительное образование как средство реализации внеурочной деятельности. Проблемы. Перспективы»

В Концепции модернизации российской системы образования определены важность и значение системы дополнительного, образования детей способствующей развитию склонностей, способностей и интересов социального и профессионального самоопределения детей и молодежи.       

          Дополнительное образование детей – целенаправленный процесс воспитания, развития личности и обучения посредством реализации дополнительных образовательных программ, оказания дополнительны образовательных услуг и информационно-образовательной деятельности за пределами основных образовательных программ в интересах человека государства. Дополнительное образование детей нельзя рассматривать как придаток к основному образованию, выполняющий функцию расширения возможностей образовательных стандартов. Основное его предназначение удовлетворять постоянно изменяющиеся индивидуальные социокультурные и образовательные потребности детей.  Современная система дополнительного образования детей предоставляет возможность миллионам обучающихся заниматься художественным и техническим творчеством, туристско-краеведческой и эколого-биологической деятельностью, спортом и исследовательской работой – в соответствии со своими желаниями, интересами и потенциальными возможностями. Произошли важные изменения в программно-методическом обеспечении дополнительного образования детей: педагоги дополнительного образования разрабатывают авторские дополнительные программы, стремясь создать условия для развития творческой активности детей, реализуя при этом собственный профессиональный и личностный потенциал. Однако следует помнить о том, что дополнительное образование детей предполагает, прежде всего, реализацию образовательной дополнительной программы по конкретному направлению деятельности или области знаний.

        С учётом возрастных, психологических особенностей учащихся на каждом этапе обучения  меняются задачи дополнительного образования:

1-ая ступень (начальная школа)
Расширение познавательных возможностей детей, диагностика уровня их общих и специальных способностей, создание условий для последующего выбора дополнительного образования, т. е. своеобразная «проба сил».

2-ая ступень (средняя школа)
Формирование теоретических знаний и практических навыков, раскрытие творческих способностей личности в избранной области деятельности.

3-я ступень (старшая школа)
Достижение повышенного уровня знаний, умений, навыков в избранной области, создание условий для самореализации, самоопределения личности, её профориентации.

 

90000 Teacher education | Britannica 90001 90002 90003 Teacher education 90004, any of the formal programs that have been established for the preparation of teachers at the elementary- and secondary-school levels. 90005 90002 While arrangements of one kind or another for the education of the young have existed at all times and in all societies, it is only recently that schools have emerged as distinctive institutions for this purpose on a mass scale, and teachers as a distinctive occupational category.Parents, elders, priests, and wise men have traditionally seen it as their duty to pass on their knowledge and skills to the next generation. As Aristotle put it, the surest sign of wisdom is a man’s ability to teach what he knows. Knowing, doing, teaching, and learning were for many centuries-and in some societies are still today-indistinguishable from one another. For the most part the induction of the young into the ways of acting, feeling, thinking, and believing that are characteristic of their society has been an informal-if serious and important-process, accomplished chiefly by means of personal contact with full-fledged adults, by sharing in common activities, and by acquiring the myths, legends, and folk beliefs of the culture.Formal ceremonies, such as the puberty rite, marked the point at which it was assumed that a certain range of knowledge and skill had been mastered and that the individual could be admitted to full participation in tribal life. (Residual elements of such ceremonies remain in some modern arrangements; it has been seriously contended that the study of the Latin language in the Renaissance and post-Renaissance school can be interpreted as a form of puberty rite.) Even in the formally established schools of the Greek city-states and of the medieval world there was little separation between, on the one hand, the processes of organizing and setting down knowledge and, on the other, those of teaching this knowledge to others.90005 90002 This does not mean, however, that prior to the 19th century little attention was given to a training in teaching methods as distinct from «subjects.» The great works of medieval scholasticism were essentially textbooks that were designed to be used for the purpose of teaching. Today, as in the medieval world, methods of teaching and the organization of knowledge continue to be reciprocally influential. Nor are the problems that today surround the qualifications and certification of teachers wholly new.State, church, and local authorities everywhere have long recognized the importance of the teacher’s work in maintaining or establishing particular patterns of social organization and systems of belief, just as radical and reformist politicians and thinkers have looked to the schools to disseminate their particular brands of truth. In medieval and post-Reformation Europe, for example, there was considerable concern with the qualifications and background of teachers, mainly but not entirely with reference to their religious beliefs.In тисяча п’ятсот п’ятьдесят дев’ять Queen Elizabeth I of England issued an injunction that prohibited anyone from teaching without a license from his bishop. The license was granted only after an examination of the applicant’s «learning and dexterity in teaching,» «sober and honest conversation,» and «right understanding of God’s true religion.» Thus the certification of teachers and concern for their character and personal qualities are by no means new issues. 90005 90002 What is new for most societies-European, American, African, and Asian-is the attempt to provide a substantial period of formal education for everyone and not just for the small proportion of the population who will become political, social, and religious leaders or for those few who possess surplus time and money for the purpose.Universal literacy, already achieved in most European and American and many Asian societies, has become the goal of all. In an increasing proportion of countries every child now proceeds automatically to secondary education; many remain at school until 16 or 18 years of age, and large numbers go on to some form of postsecondary education and training. The scale and variety of educational provision that all this requires makes the supply, education, training, and certification of an adequate number of teachers a worldwide issue of education policy and practice.In developed and developing countries alike, no factor is of greater importance in relation to the quantity and quality of education; it is significant that a substantial proportion of the budget of the United Nations Educational, Scientific and Cultural Organization (UNESCO) is devoted to the improvement of teacher preparation. 90005 Get exclusive access to content from our тисяча сімсот шістьдесят вісім First Edition with your subscription. Subscribe today 90002 The term «teacher» in this article is used to mean those who work in schools providing education for pupils up to the age of 18.Thus, «teacher education» refers to the structures, institutions, and processes by means of which men and women are prepared for work in elementary and secondary schools. This includes preschool, kindergarten, elementary, and secondary institutions for children from the age of two or three to 18. 90005.90000 How to Become an Adult and Continuing Education Teacher: Career and Salary 90001 90002 Teachers in adult and continuing education work in a variety of educational settings instructing adult students in a diverse assortment of courses such as art, literacy, high school equivalency, music, math, English as a second language, technology, cooking, and health. These educators work with students seeking self-enrichment and recreation and / or those seeking academic instruction for career advancement.This guide provides further information on what adult and continuing education teachers do, how to become one, and the salary and outlook you can expect for this job. 90003 90004 Adult and Continuing Education Teacher Job Description 90005 90002 Adult and continuing education teachers work with adult learners in multiple subjects. These teachers may instruct academic courses, especially courses relating to GED or college preparation, or professional development courses oriented towards career training, which may take place at high schools, libraries, or local community colleges, or even online.Other adult and continuing education professionals lead courses taken for personal development or enjoyment, such as cooking, art, or photography. Depending on the subject taught, adult education teachers may work with groups of students in a classroom or in one-on-one private instruction situations. Adult education teachers may be employed in a variety of settings, including adult education enrichment programs, night schools, secondary schools, healthcare facilities, continuing education programs at community colleges and universities, or even in prisons teaching inmates.90003 90002 Teachers working in adult and continuing education need a passion for what they teach and excellent communication skills to effectively impart their knowledge of a subject. As many adult and continuing education programs rely on tuition for revenue, instructors working in this field must be excellent program managers to ensure that instruction is given within budget while effectively serving students and encouraging future enrollment. Teaching adults can be very different from teaching children; one main difference is that adult learners are almost always there by choice for their own personal enrichment or professional development, so they are typically more motivated and eager to learn.90003 90004 Adult and Continuing Education Teacher Requirements & Common Tasks 90005 90002 Many adult education teachers are trained and certified educators or professionals. Others simply have advanced experience and knowledge in their course matter. A teacher working in adult and continuing education needs interpersonal skills to deal with adult students, an approachable attitude, thorough knowledge of their subject matter, and an aptitude for teaching others. Teachers in this broad field will need to prepare lectures and assignments for students and must have the flexibility to work evenings and weekends since many adult education courses take place after hours.90003 90002 In addition to having responsibility for direct instruction, adult and continuing education professionals must review and acquire lesson materials and commonly share responsibility in planning and administering course budgets. In some adult and continuing education programs, teachers are also responsible for developing curricula based on community needs. As well as teaching regularly scheduled courses, teachers working in adult and continuing education may also give presentations or lectures to the wider public about their programs or on the subject (s) in which they are experts.90003 90004 How to Become an Adult and Continuing Education Teacher 90005 90002 Adult continuing education programs encompass a vast array of career possibilities including everything from math and foreign language to visual arts and time management. In most cases, an adult and continuing educator is expected to have at least a bachelor’s degree in education or the field of his or her specialty as well as at some years of experience in the subject area (s) to be taught. Prospective educators in this field should plan to start their careers by earning a bachelor’s degree at an accredited school.The following steps represent the typical pathway to becoming an adult and continuing education teacher: 90003 90020 90021 Earn a bachelor’s degree in the desired career field. 90022 90021 After graduating from your bachelor’s program, earn experience in your career field. 90022 90021 Complete a teacher preparation program through an alternative route or by earning a master’s degree, if necessary. 90022 90021 If you plan to teach at the post-secondary level, earn a doctoral degree. 90022 90021 Apply for teacher licensure in your state, if necessary.90022 90021 Begin applying to open positions. 90022 90033 90002 Following graduation, future adult and continuing education teachers should plan to enter the workforce for at least three to five years to gain experience in the field, as most adult and continuing education jobs demand demonstrated expertise and field-specific education. For example, to qualify for an adult education position, a photography teacher may need a professional portfolio, a writing instructor may need to be a published author, and a personal finance instructor may need an accounting or finance background.As in most subjects, those who wish to teach adult and continuing education subjects in high schools or vocational schools typically must hold a state-issued teaching license. Those who are seeking to teach at the high school level (in GED and high school equivalency programs) and did not complete a teacher preparation program while earning their bachelor’s degree will typically return to school for an alternative route teacher certification program or a master’s degree in education. 90003 90002 For some careers in adult education, including adult education at community colleges, candidates should have at least a master’s degree in education or a related subject, preferably with a concentration in adult and continuing education.An adult and continuing education degree prepares students to teach using methods geared specifically towards the needs of adult students. Many prospective educators earn this master’s degree through classes online and in the evenings while working. There are also graduate-level certification programs that can qualify students to pursue adult and continuing education positions. 90003 90004 Adult and Continuing Education Teacher Salary & Job Outlook 90005 90002 Adult and continuing education professionals ‘salaries vary based on the subject taught as well as the teacher’s education and experience.According to the Bureau of Labor Statistics, teachers specializing in adult literacy and high school equivalency diploma education earn a median annual salary of $ 53,360 per year, with job growth prospects expected to decrease by 10% through 2028. 90041 1 90042 As high school graduation rates are on the upswing, the demand for high school equivalency teachers has decreased. 90041 1 90042 Though many positions for adult and continuing education professionals are part-time, there are opportunities for full-time positions for qualified educators.Postsecondary teachers who teach for-credit courses on a full-time schedule earn a median of $ 78,470 per year and have job growth prospects of 11% through 2028, which is much faster than the average for all occupations. 90041 2 90042 Keep in mind that a graduate degree is typically required for these jobs, so this median salary may be higher than normal for adult and continuing education teachers. 90003 90004 Helpful Skills and Experience 90005 90002 The qualifications for becoming an adult and continuing education professional vary widely.If you are teaching at the postsecondary level, you likely need a graduate or postgraduate degree and / or certification in the field you wish to teach. Experience working in an industry related to the subject area (s) taught may also be helpful. Teachers of adult and continuing education subjects that commonly require licensing, such as nursing, should hold the appropriate credentials. Educators should have excellent communication and writing skills as well as flexibility and patience with adult learners.90003 90004 Possible Job Titles for This Career 90005 90054 90021 Adult and Continuing Education Coordinator 90022 90021 Adult Education Instructor 90022 90021 Adult Program Coordinator 90022 90021 Community Education Instructor 90022 90021 GED Prep Instructor 90022 90021 Vocational Teacher 90022 90067 90004 Additional Resources 90005 90004 Adult & Continuing Education Degrees and Programs 90005 90002 Searching for Schools … 90003 90004 Frequently Asked Questions 90005 90002 90077 Question 90078: Do I need certification to become an adult and continuing education teacher? 90003 90002 90077 Answer 90078: State-level licensing is not required to become an adult and continuing education professional if the teacher is only leading classes of students who are over the age of 18.In some cases, such as remedial education or high school equivalency preparation classes that include students under the age of 18, a teaching license may be required. 90003 90002 90077 Question 90078: Is experience in the field always required to become an adult and continuing education teacher? 90003 90002 90077 Answer 90078: Experience in the workforce is not always demanded by prospective employers, but is seen as a factor to the candidate’s benefit. In some fields, such as vocational automotive or business courses, experience may be more important than in others.Checking with local adult and continuing education employers in your area can provide a better understanding of the qualifications expected. 90003 90002 90077 Question 90078: Where do adult and continuing education teachers find work? 90003 90002 90077 Answer 90078: Educators in this field find work with many different types of employers. Community colleges and trade schools employ many adult and continuing education professionals. Community organizations also employ continuing educators, as do larger high schools and private schools that offer community programs after school hours.Still other work opportunities are found in private businesses looking to develop their employees ‘abilities. 90003 90002 90101 References: 90102 1. Bureau of Labor Statistics Occupational Outlook Handbook, Adult Literacy and High School Equivalency Diploma Teachers: https://www.bls.gov/ooh/education-training-and-library/adult-literacy-and -ged-teachers.htm 90102 2. Bureau of Labor Statistics Occupational Outlook Handbook, Postsecondary Teachers: https://www.bls.gov/ooh/education-training-and-library/postsecondary-teachers.htm 90104 90003.90000 Teacher Education in Finland: What are Finnish Teachers Made Of? 90001 90002 90003 90004 Editor’s Note: 90005 Satu Uusiautti, Ph.D., contributed to this post. She is an adjunct professor at the University of Helsinki, and works as a specialist at University of Lapland, and as a post-doctoral researcher in the project Love-Based Leadership — Interdisciplinary Approach. Another contributor to this blog post, Kaarina Määttä, Ph.D., is a professor of educational psychology at the Faculty of Education, University of Lapland, and also the university’s deputy vice-chancellor.She has written hundreds of articles and dozens of textbooks. The three authors ‘forthcoming book, 90006 What Are Finnish Teachers Made Of? A Glance at Teacher Education in Finland Yesterday and Today 90003, examines historical and modern teacher training in Finland, a country that many acknowledge as having the most successful K-12 schools in the world. 90006 90009 90010 Background 90011 90002 The foundation of Finland’s teacher training model was laid in the early 1920s when two notable plans were finished: the Act on Compulsory Education that came into effect in 1921 and a plan for the development of teacher training that was completed in 1922.These changes were preceded by Finland becoming independent from Russia in 1917. 90009 90002 At the beginning of the 20th century, the first primary school teacher colleges were located in southern Finland, and it was difficult to hire qualified teachers in northern Finland. In response to this need, new teacher training colleges were established, the northernmost situated in Tornio. 90009 90010 Teachers Trained to Model Character 90011 90002 The purpose of teacher training was to educate model citizens who would teach and civilize the Finnish people and strengthen the young country’s national identity.In practice, this meant that teaching should encourage interest in various activities that would develop citizens ‘diligence and excite students to adopt hobbies and develop strong character. Another common goal was to arouse regionalism that would invoke a love of country among pupils. Religion, literature and history were mainstays of the classroom. Together, these subjects formed the cultural-historical foundation on which teaching was progressively built. The aim of instruction was to improve citizens ‘morality and Christianity.A teacher was clearly the head of the classroom, and his or her role as a model citizen was important. Teachers were also expected to act as model citizens during their free time. As A. Salmela writes in 90003 The Basics of Ethics 90006 (p.153): 90009 90022 The teacher’s participation in the local spiritual occasions, temperance and juvenile work, and economic hobbies offers, in many ways, the best chance to create connection of appreciation and sympathy between the home and school. 90023 90010 Rigorous Entrance Requirements and Codes of Conduct 90011 90002 Individuals seeking to study at the teacher training colleges in Finland participated in an entrance test that lasted several days.Only the finest candidates were selected as prospective teachers. The test included medical examinations, interviews and exams on teaching. Teacher colleges ‘selection methods were under constant review in order to find the best among excellent applicants. 90009 90002 After acceptance into the teaching college, students were allowed to carry on with their studies only if they maintained successful study habits and acted irreproachably. Students ‘behavior was carefully monitored, not only at the college but also during free time.For example, going to a dance club or smoking was strongly forbidden for these prospective model citizens. Likewise, students were expected to adopt discreet clothing styles and follow strict dating rules. Anyone not meeting those requirements was expelled. 90009 90002 While the code of conduct is not as strict today, only one in ten of all applicants are selected for teacher training. Their demanding training is practical as well as research-based, and requires that talent, engagement and multiple skills must be demonstrated by both teacher educators and student teachers.Student teachers graduate as Masters of Education. 90009 90002 Partly because of these rigorous expectations, the teaching profession is still universally respected in Finland, and a teaching position is a desirable career, because classroom professionals are acknowledged as a force of enlightenment for the whole nation. 90009 90002 Indeed, Finnish students have performed well, as recent international comparisons have shown. Credit for this success belongs mostly to our good teachers and teacher training system.We also credit the Finnish educational system for supporting the idea that K-12 students have the right to learn, regardless of location, economic or social background, gender, age or abilities. 90009 90010 Current Challenges 90011 90002 Although teaching remains a popular and prestigious occupation in Finland, acknowledged for its creativity and famous for students ‘high scores on achievement tests, Finland’s education system still struggles with several dilemmas. Current trends, such as internationalization and multiculturalism, require that instructors take on new kinds of societal responsibilities and an active role as architects of the future.90009 90002 This challenge is addressed by constantly improving teacher training. Courses in multiculturalism and tolerance have been added, and multi-professional collaboration has become part of teacher education and teachers ‘compulsory in-service training. In addition, the Finnish National Board of Education provides complimentary courses on these topics in the form of teachers ‘in-service education. 90009 90002 An important part of Finnish teachers ‘work is interacting with pupils, parents, teacher colleagues and community stakeholders — business partners, for example.Therefore, preparing educators ‘public personalities and teaching styles is as important as developing their classroom skills. Because the ability to build a home-school network that supports learning is critical, teachers are especially prized for their cultural and social dexterity. 90009 90002 The important work and responsibilities that weighed on educators in the 20th century still concern today’s teachers. But by training future educators to continuously inspire students to succeed, helping prospective teachers view curriculum from students ‘perspectives, and assisting students as they negotiate critical points in various disciplines, the teacher training methods in Finland continue to meet the needs of the next generation of students.90009 90010 Notes 90011 90002 Salmela, A. (1931). 90003 Etiikan alkeet. Oppikirja seminaareja ja yksinopiskelijoita varten [The Basics of Ethics: A Textbook for Colleges and Individual Learners] 90006. Porvoo: WSOY. 90009.90000 Sample Answers and Topic Vocabulary for IELTS Speaking Exam — TheTestTaker 90001 90002 90003 CONTENTS 90004 90005 90002 Sample answers 90005 90002 Sample questions and answers from speaking part 1, 2 and 3 90005 90002 Key vocabulary 90005 90002 Words and terms frequently used when talking about education 90005 90002 Word formation 90005 90002 Learn how to use wide variety of parts of speech, such as nouns, verbs, adjectives 90005 90002 Collocations 90005 90002 Find out groups of words that usually used together by native speakers 90005 90002 Useful resources 90005 90002 References to teaching and authentic materials related to this topic: IELTS blogs, podcasts, videos and articles 90005 90002 90005 90002 90005 90002 90031 90031 90005 90002 Vocabulary mindmap: EDUCATION 90005 90002 90005 90038 90003 Education: Sample questions and answers for IELTS speaking exam 90004 90041 90002 90005 90044 Part 1 90045 90046 90047 90003 What kind of schoo l did you go to as a child 90004? 90050 90051 90002 -I have studied in a public school from pre-school till 6 90053 th 90054 grade.It used to be the most popular and the best elementary school during my time. 90005 90002 90005 90058 90047 90003 Did you go to a co-educational school? 90004 90050 90051 90002 90003 90004 90005 90002 -Yes, I did. I had good memories in that school. I gained a lot of friends, both boys and girls. 90005 90002 90005 90072 90047 90003 What was your favorite subject as a child? 90004 90050 90051 90002 90003 90004 90005 90002 -I liked Maths a lot when I was a kid. Solving word problems were very interesting for me.I’d always get high scores in exams. 90005 90002 90005 90086 90047 90003 Who was your favorite teacher? 90004 90050 90051 90002 90003 90004 90005 90002 -My Maths teacher. He made the lessons fun and exciting by engaging us into different activities related to our topics. Me and my classmates enjoyed the games. 90005 90002 90005 90002 5. 90003 Where do you study / Where did you study? 90004 90005 90002 90005 90002 -I studied in (name of university). It is located in (name of the city) 90005 90002 90005 90002 6.90003 What’s your university / college like? 90004 90005 90002 90005 90002 -It’s one of the best universities in my country. It has a huge campus with approximately 10,000 undergraduate and graduate students of different courses / major. 90005 90002 90005 90002 7. 90003 What do you study / did you study in university? 90004 90005 90002 90003 90004 90005 90002 -I studied business administration. This course is perfect for a business minded person like me. 90005 90002 90005 90002 8.90003 What is special about this subject? 90004 90005 90002 90003 90004 90005 90002 -Basically, it is about management of business operations. It has relevance and social importance since it deals with technology, economy, global competitions and the emerging markets. 90005 90002 90005 90044 Part 2 90045 90002 90003 Describe a subject you enjoyed studying at school. You should say: 90004 90005 90002 90003 90004 90005 90154 90047 90003 When and where you started studying it 90004 90050 90047 90003 What lessons were like 90004 90050 90047 90003 What made the subject different from other subjects 90004 90050 90047 90003 and explain why you enjoyed the subject 90004 90050 90171 90002 90005 90002 The subject I’d like to describe is World History.It was a subject taught in highschool. About one hour is allotted everyday to learn about significant historical events. For some of my classmates, it was a boring subject but I enjoyed it a lot. 90005 90002 90005 90002 I remember that our teacher distributed a syllabus on our first meeting which served as a guide on the topics that will be discussed each week. We were assigned to read several books and other reading materials. We talked about famous people, from warriors to philosophers to artists.We discussed the wars that happened in the past. We also talked about religion, traditions and customs of the people during the ancient time. 90005 90002 90005 90002 As a subject, it required us to memorize a lot which was a disadvantage for me and my classmates at that time because it consumed much of our time. Nevertheless, history really intrigues me. I am always curious about how humans lived in the past. I have always been interested to look into how history turned us into the present generation.It fascinates me. 90005 90002 90005 90044 Part 3 90045.