Педагогічна практика як чинник професійного саморозвитку майбутнього вчителя.

Abstract

Проаналізовано підходи до визначення поняття «професійний саморозвиток». Розкрито функції професійного саморозвитку особистості майбутнього педагога. Визначено етапи педагогічної практики, зазначено їх сутнісні характеристики. Показано особливості організації педагогічної взаємодії та шляхи створення освітнього середовища на кожному з етапів для професійного саморозвитку майбутнього вчителя. Розкрито зміст, методи, форми кожного з етапів неперервної педагогічної практики, зорієнтованих на професійний саморозвиток майбутнього вчителя.

It is shown that self-development of personality occurs predominantly in the process of professional activity. The functions of professional self-development of a teacher are goal-forming, reflexive, active interaction and normative. Goal-forming function directs the development of personality and her main essential forces in relation to the intended goal, the planned ideal. Reflexive function encourages the future teacher to analyze the causal relationships, stimulates the development of his abilities for self-knowledge and self-education, personal evaluation of his own life and pedagogical experience. The function of active interaction determines the activity need of a future teacher and starts the mechanisms of professional self-development. Normative function maintains the balance in the system of teacher activity, reduces the influence of destabilizing factors in pedagogical environment. It is shown that pedagogical practice is an invariant component of professional training, and also an important mean of personal development of a future teacher at student age. It is emphasized that the level of readiness of the future specialist for professional self-development, creative self-realization and self-improvement is determined based on the results of pedagogical practice. The stages of pedagogical practice are defined and their essential characteristics are clarified. The content of the components of professional self-development (motivational and valuable, organizational and informative, technological, reflexive and self-regulatory) at the stages of continuous pedagogical practice is clarified. Peculiarities of organization of pedagogical interaction and ways of creation of educational environment at each of these stages for realization of professional self-development of a future teacher are shown. The content, methods, means, forms of each of the types (stages) of continuous pedagogical practice focused on professional self-development of a future teacher are revealed. The special role of pedagogical support of students during pedagogical practice, psychological support, consultations and providing practical help in professional problem solving is emphasized.