ПРОБЛЕМА МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ ОНОВЛЕННЯ ОСВІТИ
Issue of methodological training of primary school teachers under education updates.
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The aim of the article: to study the issue of methodological training of primary school teachers at the time of education renovations. Methods: analysis, surveys, interviews, mathematical statistics, synthesis. The study results allowed to specify the range of tasks and challenges when organizing methodological training of the future teachers, establish necessary changes in organization. The practical significance of the study is that according to the secondary education reform, directions for methodological training which form the basis of educating a modern school teacher are singled out. Solving the issue of methodological training of the future teachers should be based on new approaches to reforming secondary education, and further research is about organizing scientific and methodological activities. The study found out that the results of future teachers training, including methodological, results in growing dissatisfaction of education system employees and scientists, trainers, dealing with this problem. Students are neither fully satisfied with the nature and quality of methodological training as they are not always trained to implement modern technologies and techniques for teaching primary school pupils. After analyzing the survey and interview results, objectives, trends and problems of methodological training of primary school teachers were defined. In order to identify content changes in methodological training and its reorganization, surveys of students were carried out. They demonstrated a number of causes for the approach and difficulties future teachers face when performing educational and methodological activities. The article reveals changes in training future teachers caused by the reform of secondary education. It provides methodological analysis of directions at the base of educating a modern school teacher, as well as stresses the importance of having an educational environment with the main aim of methodological training of students and providing them with methodological knowledge and skills, necessary for teaching. The article proves the necessity of changing a position of a teacher equipped with knowledge into that of an educator-facilitator, capable of supporting a pupil, ensuring cooperation, since it is the very expert the modern primary school demands.
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