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1

ПЕДАГОГІЧНІ УМОВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ВИКОРИСТАННЯ АРТ-ТЕРАПЕВТИЧНИХ ТЕХНОЛОГІЙ

100%
Сорока О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
156-165
EN
Pedagogical conditions of the future primary school teachers’ training for applying art-therapeutic technologies are grounded in the article. There is defined the core of such notion as a «term», that is the set of variable, natural, social, external and internal factors which influence physical, mental, moral human’s development and his or her behavior. Pedagogical conditions are the circumstances of integral efficient pedagogic process of the expert’s professional training which depends on and goes on. This process depends on the person’s and group of people’s activity. There are such pedagogical conditions as: forming of the internal positive motivation for applying art-therapeutic technologies; enrichment of the academic disciplines’ content with the information that provides improvement and classification of art-therapeutic knowledge, abilities and skills; realization of personal oriented relations in the systems “professor – student”, “student – student group”; making the creative educational environment in the teaching and learning process of higher education institution. When creating a creative learning environment it should be taken into account:personality-oriented approach in the preparation of future teachers in the process of which the identity is the main objective and ultimate value of education;motivational orientation of the personality of each student (objectives or action planning);the relevance, novelty, availability, curiosity, the complexity of the studied disciplines and special courses, the possibility of their application in practice;the use of innovative forms, methods and technologies of training;the dominance of dialogical forms of learning over monologue; the use in the process of learning of the elements of integrative art therapy: coverage in educational material, works of art, photographs, special music will encourage students, provoking their interest and the interest;structuring of educational material, the division into blocks – modules, the possibility of self-study of the material in the system MOODLE. Distinguished pedagogical conditions are characterized as the single complex that can improve educational process in the higher education institution. It can extensively develop the student’s personality, his or her cognitive activity and direct future expert to further pedagogical searches in the context of the training for applying art-therapeutic technologies.
2

МОНІТОРИНГ ВИКОРИСТАННЯ АРТ-ТЕРАПЕВТИЧНИХ ТЕХНОЛОГІЙ УЧИТЕЛЯМИ ПОЧАТКОВОЇ ШКОЛИ

100%
Сорока О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
151-161
EN
In the article the core of the term monitoring that is a system of collecting, treating, keeping, sharing the information about any system or its separate elements is discovered. The system that is directed toward information support of managing this system gives an opportunity to pass a judgment upon its condition and gives an opportunity to foresee its development. The results of monitoring investigation of art-therapeutical technologies by primary school teachers are presented. A diagnostic investigation was conducted in order to study the state of applying of art-therapy and art-therapeutical technologies by the teacher-practitioners. 181 primary school teachers from Ternopil, Izmail, and Poltava were the object of the investigation. Teachers were divided into three categories according to their pedagogical service, namely to 3 years, to 10 years, more than 10 years. The investigation expected primary school teacher-practitioners to study the judgments about practical readiness for applying art-therapeutical technologies, range of measures that boost professional training of the primary school teacher for applying above mentioned technologies. The conducted monitoring investigation gave some grounds to come to such conclusions. First of all, primary school has got a traditional teaching system of younger pupils. We can discuss only rare cases of teachers’ interest to non-traditional forms, methods and technologies at school, as a rule, teachers with a little length of service. Second, particularly as regards primary school teacher’s work, he or she stays with his or her pupils for a long time. The teacher observes them during different lessons, consequently, knows his pupils better and has more opportunities for teaching, educational and developmental influence. Third, a primary school teacher can put into practice diagnostics and correction work with younger pupils, attracting necessary specialists. Fourth, art-therapy and art-therapeutical technologies have tremendous opportunities from diagnostics to correction therapeutical effect; consequently, they can be successfully applied for optimization of educational process in the primary school. Further research requires the analysis of foreign experience of the use of art-therapeutical technologies by the primary school teachers in their professional activities.
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