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Moc v dialogickém vyučování

100%
Šeďová K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 1
32–62
EN
The aim of this study is to explore the relations of power between the teacher and students in the context of the so-called dialogic teaching, which is a type of teaching that stimulates students’ active participation in the teaching communication. Based on data of a research into the implementation of dialogic procedures in humanities at lower secondary schools, the article shows that in dialogic teaching there is circulation of power between the teacher and pupils. This means that the adjustment of mutual relations between teachers and pupils enables functional interchange of power between both parties. Furthermore, the article identifies partial elements of the circulation of power such as the decrease of the dominance of the teacher and the achievement of a consensus about the definition of the situation between the teacher and pupils.
2

ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ДІАЛОГІЧНОГО НАВЧАННЯ УЧНІВ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

88%
Фомін К.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
291-299
EN
As the result of theoretical research, the article investigates the problem of primary school teacher training to dialogic teaching of pupils.In the scientific survey the analysis of Ukrainian and foreign pedagogues’ works on the investigated problem is given.The investigation of this problem is situated in the field of іnterdisciplinary study,espesially philosophy, psychology, pedagogy.Researchers,validating the principles, technology of dialogic teaching, use such key words as: dialogic approach, dialogic interaction, dialogic teaching, what means the multifunctioning of this problem and need to actualize its implementation into the primary school teacher training. As the result of this problem the definitions of the notions «dialogic teaching», «dialogic interaction» are given. Dialogic teaching is based on the principle of child centrism: considering values and their importance to the child and society; knowledge productivity and means of activity; meaning of education.The entity of dialogic interaction in the process of solving common educational tasks, reflection, what predetermines the child’s realization of his or her personal increasing as for getting education is given.The considering of the problem from various methodological points of views will help future primary school teachers to realize the importance of communication in the system «teacher-pupil-pupil-teacher». In the context of this article the peculiarities of using interactive technologies in the process of primary teacher training to the dialogic teaching are given, readiness of future primary school teachers to use received knowledge in practice.The article actualizes working experience of secondary school teachers of Ukraine as for realization of dialogic teaching technologies.The experience of primary school teacher I. Charchenko (Dnipropetrovsk school number37) is of great value.At her lessons the teacher uses dialogue as a means of developing pupil’s speaking abilities, creativity and individual work. It is proved that social and individual predetermination of dialogic teaching in primary schools and often the teacher’s unreadiness to the realization of this teaching type, actualizes the problem of improvement of forms and methods of teacher training. It is necessary to give the precise definition of primary school teacher training to dialogic teaching, to define the level of the primary school teacher’s readiness to such type of professional activity, definition of criteria and notions.
3

ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ДІАЛОГІЧНОГО НАВЧАННЯВ КОНТЕКСТІ РОЗБУДОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

63%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 6(70)
254-264
EN
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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