ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ДІАЛОГІЧНОГО НАВЧАННЯВ КОНТЕКСТІ РОЗБУДОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ
Training of elementary school teacher for dialogue teaching in the context of building a new Ukrainian school.
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Modernization of the elementary school teacher training system in Ukraine is due to challenges at the internal and external levels. The essence of these challenges is to bring teachers closer to the socio-cultural needs of junior pupils’ education. External challenges are due to intercultural interaction in a globalized space. Therefore, the article deals with the preparation of a teacher for the dialogic teaching of pupils as a means of forming functional literacy. The solution of this problem is considered in the context of changes in the value priorities of education (from the subject-content – to the person-oriented), which makes it possible to build childhood-centric connections of the learning process. Therefore, the preparation of a teacher for dialogue teaching is focused on the improvement of pedagogical (didactic, methodical), psychological components of general and professional competence. Studying the research of a given topic made it possible to distinguish two groups of sources: 1) works that reveal the strategies of pedagogical education (V. Andrushchenko, N. Bibik, V. Bondar, O. Savchenko, S. Sysoeva); 2) works that highlight the peculiarities of the preparation of elementary school teacher for the organization of dialogue teaching (N. Mikhailova, S. Yusin, O. Alexander, O. Moroz); the philosophical aspects of this problem are disclosed in the writings of I. Zyazyun, V. Ognevyuk. The author’s interpretation of the preparation of elementary school teacher for a dialogic teaching has a practical orientation. The readiness of the elementary school teacher for the dialogue teaching is given in the context of psychological and professional experience, communication, the opinions of another person, respect and ability to accept the person with her thoughts: cooperation for the purpose of correction and self-correction, development and self-development in dialogue interaction. The readiness of the teacher for dialogue teachig is reflected in the light of the design of dialogical training in accordance with the goals and objectives, content and technology provision, the algorithm of educational activities.
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