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ПЕДАГОГІЧНА ПРАКТИКА ЯК ОСНОВА РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

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Горовенко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
304-313
EN
The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.
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САМОПРЕЗЕНТАЦІЙНА ДІЯЛЬНІСТЬ УЧИТЕЛЯ АНГЛІЙСЬКОЇ МОВИ ЯК ЗАСІБ УДОСКОНАЛЕННЯ ЙОГО ПРОФЕСІОНАЛІЗМУ

100%
Горовенко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
230-238
EN
It should be noted that professional competence of the teacher is explained by the researchers as an individual’s property, which is expressed in the ability to pedagogical activity; unity of theoretical and practical preparedness of teacher to the implementation of pedagogical activity; ability to productively operate, efficiently solve both normal and problematic situations which arise in pedagogical activity. The purpose of the article is a theoretical substantiation of the essence of self-presentation activity of the English teacher, clarifying the main positions of self-presentation. The article substantiates the importance of studying the phenomenon of self-presentation activity of the English teacher; the essence of the concepts of «self-presentation», «form» is clarified. Self-presentation activity of the teacher is the process of managing the impression about oneself that arises from other people, through the collection of attitudes, sent by the teacher himself, through the involvement of mechanisms of social perception associated with the appearance of the teacher, his personality and communicative behavior and speech. The main forms of self-presentation activity of the English teacher (posterpresentation, paper version of the portfolio, electronic version of the portfolio, video, computer presentation) are specified in the article. The means of influence on others in the submission of their brief characteristics, which are required to enhance the professionalism of teachers, are defined. They are positioning, emotionization, verbalization, detailization, visualization, consideration of attention on «useful» information. Self-presentation as a process of realization of the teacher acts as a unique source of information about personality, level of socialization, particularly the formation of all types of mental processes (perception, memory, formation of concepts, problem solving, imagination and logic), personal system of conduct. It is considered that the disclosure of the issues of the development of diagnostic tools of self-presentation activities of English teachers may be a promising direction of further research.
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