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ПЕДАГОГІЧНА ПРАКТИКА ЯК ДЖЕРЕЛО ПРОФЕСІЙНОГО РОЗВИТКУ МАЙБУТНЬОГО ДЕФЕКТОЛОГА-ЛОГОПЕДА

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Ільченко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
174-183
EN
The concept of modernization of education interprets the main purpose of vocational education as the training of qualified, competitive, competent, responsible worker, ready to continuous professional development, social and professional mobility. The high demands of modern society to the specialists in labor market conditions and new technologies are intensifying their search for ways and conditions of professional training, including qualified personnel teachers-speech therapists. The key moment in solving this problem may become professional activities of students within teaching practice which, on the one hand, provide for future specialists an educational resource of higher education, which promotes activation, expansion and completion of academic knowledge. Educational practice is the most important and necessary element in the system of pedagogical professionalization of the future pathologist-speech therapist. It is the link between the theoretical training of future special education teachers-speech therapists and their practical professional activities by performing the following functions: training (actualization, deepening and expansion of theoretical knowledge and its application in solving specific pedagogical tasks, formation of pedagogical skills); developmental (cognitive and creative activity of the future pathologists -speech therapists, developing their pedagogical thinking); upbringing (formation of a socially active person of pathologist - speech therapist, research outlook, sustained interest and love for the profession); diagnostic (testing the level of professional orientation of future special education teachers-speech therapists, the degree of proficiency and suitability to teaching). The implementation of these functions during educational practice significantly affects formation of the students’ willingness to interact with children with impaired speech development. Such a system of practical training enables the realization of creative potential of students, the need for a conscious use of their skills, broaden personal motivational basis, the realization of the true values of pedagogical work. This allows the author to assume that teaching practice is a system-developing factor in the formation of professional readiness of students to teaching children with speech disorders.
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