Система професійного становлення майбутнього вчителя в процесі загальнопедагогічної підготовки у педагогічних університетах : автореф. дис. на здобуття наукового ступеня доктора педагогічних наук
Date
2019
Authors
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Abstract
Дисертація на здобуття наукового ступеня доктора педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Вінницький державний педагогічний університет імені Михайла Коцюбинського, Міністерство освіти і науки України, Вінниця, 2019. У дисертаційній роботі науково обґрунтовано концептуальні засади, розроблено систему професійного становлення майбутнього вчителя в процесі загальнопедагогічної підготовки в педагогічних університетах та створено її модель.
Розкрито сутність і визначено складові компоненти, критерії, показники та рівні загальнопедагогічної компетентності як результату професійного становлення. Запропоновано, теоретично обґрунтовано і
експериментально підтверджено організаційно-педагогічні умови, що забезпечують успішність професійного становлення майбутнього вчителя. Доведено, що застосування авторської технології сприяє як професійному,
так і особистісному зростанню студентів у процесі загальнопедагогічної
підготовки.
Результати проведеного дослідження свідчать, що запропонований системний підхід до організації професійного становлення створює для студентів реальні можливості віднайти свій власний шлях професійного
вдосконалення, поступово здійснюючи перехід на більш високий його рівень: з низького – на базовий, з перетворення репродуктивної діяльності на базовому рівні в реконструктивну на середньому, поступово зростаючи до найвищого творчого рівня.
The thesis for the degree of Doctor of Pedagogical Sciences in specialty 13.00.04 – the Theory and Methodology of Professional Education. – Vinnytsia Mychailo Kotsiubynskyi State Pedagogical University, Ministry of Education and Science of Ukraine, Vinnytsia, 2019. The author of the thesis analyzes the methodological and philosophical foundations, the theoretical approaches, the foreign experience of the professional development of future teachers in the coditions of Ukraine’s entry into the European educational space. The conceptual foundations and the system of the professional development of a future teacher in the process of general pedagogical training in рedagogical universities are scientifically grounded and developed by the author of the thesis. The general pedagogical training in pedagogical universities is based on the principles of competence, personal, activity orientated, systematic, integrative, acmeological, axiological, culturological, and synergistic approaches and it takes into account the tendencies of the development of the modern education system. The author of the thesis has created the model of the system that includes the target, theoretical-methodological, cognitive-organizational and evaluation- effective subsystems. The essence of the general pedagogical competence is revealed and its components, criteria, indicators and levels are identified by the author. The general pedagogical competence is considered as a result of the professional development. The author of the thesis proposes, theoretically substantiates and experimentally confirmes the organizational and pedagogical conditions that ensure the success of the professional development of a future teacher. The factors that contribute to the understanding of the need for purposeful professional development by future teachers are justified and experimentally tested; The factors that contribute to the realization of the educational and developing potential of the content of pedagogical subjects, lectures, workshops and pedagogical practice in the system of professional development, their orientation to self-analysis, self-esteem and professional self-education are justified and tested likewise. The author determines that the effectiveness of professional development depends, first of all, on the understanding by future teachers of the meaning of the professional activity; it depends on the provision of a valuable attitude to the profession, to personal professional development, to formation of professional self-awareness (the system of motives, personal senses, and goals). The ascertaining stage of the pedagogical experiment showed a low level of general pedagogical competence, which required the implementation of the developed model of the system of professional development of future teachers in the process of general pedagogical training and implementation of a complex of organizational and pedagogical conditions: ensuring the motivational basis of the future teacher's personality through the organization of subject-subject relations of a teacher and a student; integration of theoretical and practical components of general pedagogical training by attracting students to the analysis of professional- pedagogical video fragments; enriching the creative potential of a future teacher as an important component of his professional development through analysis and solving problem-pedagogical situations; realization of learning and educational opportunities for out-of-class work in the context of professional and personal development of students; stimulation of future teachers to professional-personal self-education in the process of studying pedagogical disciplines. As a result of professional development under the influence of external (social and pedagogical) and internal (personal activity aimed at self-improvement) factors progressive changes in professional and personal spheres occur: the formation of general pedagogical and subject competence, readiness for constant professional growth, multiplying intellectual and spiritual potential, and as a result, the appropriation of the values of the future profession, which form the basis of formation valuable professional position, which regulates the process of solving professional problems. The complex of organizational and pedagogical conditions is sufficient for the effective functioning of the system of professional development of a future teacher in the process of general pedagogical training. The forming stage of the experiment showed that general pedagogical competence is successfully formed in the process of implementing the system developed and suggested by the author. It is proved that the use of the author’s technology contributes to both professional and personal development of future teachers in the process of general pedagogical training. The results of the conducted research show that the proposed system approach to the organization of professional development creates real opportunities to find its individual path of professional growth, gradually making the transition to a higher level; from a low (starting) level to a basic one, from the implementation of a reproductive activity at the basic level to a reconstructive one at the intermediate level, gradually multiplying the creative potential and rising to the highest creative level.
The thesis for the degree of Doctor of Pedagogical Sciences in specialty 13.00.04 – the Theory and Methodology of Professional Education. – Vinnytsia Mychailo Kotsiubynskyi State Pedagogical University, Ministry of Education and Science of Ukraine, Vinnytsia, 2019. The author of the thesis analyzes the methodological and philosophical foundations, the theoretical approaches, the foreign experience of the professional development of future teachers in the coditions of Ukraine’s entry into the European educational space. The conceptual foundations and the system of the professional development of a future teacher in the process of general pedagogical training in рedagogical universities are scientifically grounded and developed by the author of the thesis. The general pedagogical training in pedagogical universities is based on the principles of competence, personal, activity orientated, systematic, integrative, acmeological, axiological, culturological, and synergistic approaches and it takes into account the tendencies of the development of the modern education system. The author of the thesis has created the model of the system that includes the target, theoretical-methodological, cognitive-organizational and evaluation- effective subsystems. The essence of the general pedagogical competence is revealed and its components, criteria, indicators and levels are identified by the author. The general pedagogical competence is considered as a result of the professional development. The author of the thesis proposes, theoretically substantiates and experimentally confirmes the organizational and pedagogical conditions that ensure the success of the professional development of a future teacher. The factors that contribute to the understanding of the need for purposeful professional development by future teachers are justified and experimentally tested; The factors that contribute to the realization of the educational and developing potential of the content of pedagogical subjects, lectures, workshops and pedagogical practice in the system of professional development, their orientation to self-analysis, self-esteem and professional self-education are justified and tested likewise. The author determines that the effectiveness of professional development depends, first of all, on the understanding by future teachers of the meaning of the professional activity; it depends on the provision of a valuable attitude to the profession, to personal professional development, to formation of professional self-awareness (the system of motives, personal senses, and goals). The ascertaining stage of the pedagogical experiment showed a low level of general pedagogical competence, which required the implementation of the developed model of the system of professional development of future teachers in the process of general pedagogical training and implementation of a complex of organizational and pedagogical conditions: ensuring the motivational basis of the future teacher's personality through the organization of subject-subject relations of a teacher and a student; integration of theoretical and practical components of general pedagogical training by attracting students to the analysis of professional- pedagogical video fragments; enriching the creative potential of a future teacher as an important component of his professional development through analysis and solving problem-pedagogical situations; realization of learning and educational opportunities for out-of-class work in the context of professional and personal development of students; stimulation of future teachers to professional-personal self-education in the process of studying pedagogical disciplines. As a result of professional development under the influence of external (social and pedagogical) and internal (personal activity aimed at self-improvement) factors progressive changes in professional and personal spheres occur: the formation of general pedagogical and subject competence, readiness for constant professional growth, multiplying intellectual and spiritual potential, and as a result, the appropriation of the values of the future profession, which form the basis of formation valuable professional position, which regulates the process of solving professional problems. The complex of organizational and pedagogical conditions is sufficient for the effective functioning of the system of professional development of a future teacher in the process of general pedagogical training. The forming stage of the experiment showed that general pedagogical competence is successfully formed in the process of implementing the system developed and suggested by the author. It is proved that the use of the author’s technology contributes to both professional and personal development of future teachers in the process of general pedagogical training. The results of the conducted research show that the proposed system approach to the organization of professional development creates real opportunities to find its individual path of professional growth, gradually making the transition to a higher level; from a low (starting) level to a basic one, from the implementation of a reproductive activity at the basic level to a reconstructive one at the intermediate level, gradually multiplying the creative potential and rising to the highest creative level.
Description
Вища освіта. Педагогічна вища освіта.
Keywords
майбутній вчитель, професійне становлення, педагогічні університети
Citation
Каплінський В. В. Система професійного становлення майбутнього вчителя в процесі загальнопедагогічної підготовки у педагогічних університетах : автореф. дис. на здобуття наукового ступеня доктора педагогічних наук / В. В. Каплінський // Вінницький державний педагогічний університет імені Михайла Коцюбинського - Вінниця, 2019 – 42 с.