Формування громадянської культури майбутніх учителів (60-ті роки ХХ – початок ХХІ століття)

Abstract

У дисертації на основі вивчення джерельної бази дослідження, визначено передумови формування громадянської культури майбутніх учителів у педагогічних ЗВО України впродовж 60-х років XX ст. – початку ХХІ ст. Обґрунтовано основні періоди формування громадянської культури майбутніх учителів з урахуванням соціально-політичних, економічних і культурних чинників: І-й період (1961-1970 рр.) – «Час ідеології у радянській педагогічній науці»; ІІ-й період – (1971-1990 рр.) – «Еволюція радянської педагогічної науки і суспільна користь»; ІІІ-й період – (1991 – 2009 рр.) – «Зародження національної української педагогічної науки». Систематизовано й узагальнено особливості формування громадянської культури майбутніх учителів на сучасному етапі професійної підготовки майбутніх педагогів в умовах функціонування демократичного громадянського суспільства. Доведено необхідність пошуку нових форм та методів професійної підготовки майбутніх учителів з метою формування у них високого рівня громадянської культури.

В диссертации на основе изучения литературной база исследования, определены предпосылки формирования гражданской культуры будущих учителей в педагогических заведениях высшего образования Украины на протяжении 60-х годов XX века – начала XXI века. Обоснованы основные периоды формирования гражданской культуры будущих учителей с учетом социально-политических, экономических и культурных факторов: І-й период (1961-1970 гг.) – «Время идеологии в советской педагогической науке»; II-й период – (1971-1990 гг.) – «Эволюция советской педагогической науки и общественная польза»; III-й период (1991 – 2009 гг.) – «Зарождение национальной украинской педагогической науки» Систематизированы и обобщены особенности формирования гражданской культуры будущих учителей на современном этапе профессиональной подготовки будущих педагогов в условиях функционирования демократического гражданского общества. Доказана необходимость поиска новых форм и методов профессиональной подготовки будущих учителей с целью формирования у них высокого уровня гражданской культуры

Thesis for a Candidate Degree in Pedagogical Sciences (PhD): Speciality 13.00.01 – general pedagogics and history of pedagogy. – Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. – Vinnytsia, 2020. The thesis reveals the problems of civic culture formation of rising teachers from 1961 to the beginning of the XXI century by studying the content, specifics and organizational forms of education and upbringing in higher education institutions of Ukraine. For the first time ever in the national pedagogical science, the genesis of the formation of civic culture of rising teachers in the 1960s - at the beginning of the ХХІ century is examined; the main periods of formation of civic culture of rising teachers are determined given socio-political, economic and cultural factors: the 1st period – 1961-1970, the 2nd period – 1971-1990, the 3rd period – 1991-2009; the essence, characteristic features and regularities of each of the periods, their continuity and interdependence are determined; the components of civic culture of rising teachers in a historical retrospective view are singled out; formation features of civic culture of rising teachers are explained and their essence is clarified; «ideological» (1961-1970), «socio-political» (1971-1990) and «patriotic-modern» (1991-2009) tendencies of formation of civic culture of rising teachers are demonstrated; the regularities of formation of civic culture of rising teachers, using historical and pedagogical heritage, domestic and foreign experience in educational practice for further development and improvement of educational process in modern higher educational institutions of Ukraine are justified. As a result of the application of a wide range of specific methods of historical and pedagogical investigation, it is proved that the first period of formation of civic culture of rising educators in (1961-1970 – «Ideology time in Soviet pedagogical science») is characterized by the development of the communist world preparing students to perform a given social role in the educational work. The problems of communist upbringing of the student youth are singled out, its forms and methods are summarized, which were quite a significant and urgent objective of the party leadership. Based on the pedagogic experience of the higher pedagogical school, which is presented in the archival documents of party organizations on ideological-political, labor, moral education and the needs of the society of developed socialism in generating a harmoniously developed personality, the task of a comprehensive approach to the education of student youth is generalized, which ensured close unity of all types of student education in the process of civic culture formation. The second period of the formation of civic culture of rising teachers (1971-1990 – «The evolution of Soviet pedagogical science and public benefit») is characterized by educating a sense of internationalism, patriotism, pedagogical ethics and civic duty in students, which was put into practice by means of systematic clubs of international friendships, friendship evening gatherings and festivals, student conferences, networking between twin republican universities, enhanced cooperation with military units, and industrial communities, organizing meetings with the old Bolsheviks, members of the October Revolution, the Civil and Patriotic Wars, heroes of labour, workers of public education, people of science, literature, and art. The third period (1991-2009) – «The birth of the national Ukrainian pedagogical science») is justified by the fact that in the conditions of socio-political, cultural and educational transformations the ideological foundations of a qualitatively new civic education of students were laid. They were capable of ensuring social justice, their own value orientations, of defending their beliefs and views, participating in the development of a democratic society of their state, etc. The pedagogical education system faced an urgent need to educate student youth in a new format, endowed with a high level of civic culture capable of acting in a changing world. Based on the analysis of the historical and pedagogical experience of forming the civic culture of rising teachers and the requirements for the student's civic culture, which changed in accordance with historical periods in the time period under investigation (the 60s of the XX – the beginning of the XXI century), youth civic culture at that time was under the influence of a political situation in the country, ideology, and values of society. According to each of the defined periods specific trends are justified. For instance, for the first period (1961-1970), the «ideological» tendency of forming the civic culture of future teachers is characteristic. The formation of the civic culture of the future teacher at the ideological level was organically combined with the struggle for socialism and communism, the development of students' creative potential, independence and social responsibility. The second period (1971-1990) made it possible to distinguish the «socio-political» tendency of forming the civic culture of rising teachers. The student youth was not ready to accept the new format of social relations in society, its political views were dissipated against the «idealistic» upbringing tendency and demanded adaptation to the socio-political one, which allowed choosing its vector of socialization in the society (self-manifestation, representation and upholding of one's own views) self-affirmation), integrating old ideological stereotypes and new socio-political realities that the period of «perestroika» dictated, in search of new conditions for the formation of civic culture of youth, in particular, rising teachers. The third period (1991-2009) is characterized by the tendency of «nation creation» – the formation of civic culture of rising teachers, based on significant changes in social and political life, the proclamation of Ukraine as an independent, sovereign state. This required the abandonment of old authoritarian, administrative-coercive forms and methods of educational work, from mostly quantitative indicators to the approval of the search for the new ones, the orientation on the pedagogical cooperation of the teacher and students, the development of the student's personality, respect for their dignity. Establishment of Ukrainian statehood, integration into the European and world community, rejection of totalitarian methods of government management and building of civil society provided orientation to the person, nation, spiritual culture priorities, determined the main directions of reforming the educational process on the way of formation of civil culture of the future.