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1

ПРОФЕСІЙНО-ТВОРЧА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ В ЕВРИСТИЧНІЙ ОСВІТІ

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Олена Л., Микола Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 10(64)
55-68
EN
The main purpose of the university training of the future teacher we defined as an achievement in specially created social and educational conditions of personal spiritual maturity, motivational readiness, procedural and technological capacity for successful professional and creative self-actualization. The teacher can consider this self-actualization the constant generation, personally meaningful creative educational products in different kinds and situations of teaching and education of the younger generation of the future socially useful self-actualizators. The achievement of this goal is unreal under conditions of the existing traditional (bureaucratic, transmissive, reproductive and monological) education system. Therefore, the authors based on the results of many years theoretical and experimental researches reveal the main productive possibilities of innovative, non-standard system of heuristic education. This education has been firmly established in foreign and national educational science and educational practice with problems and sufficient resistance in the last decade. The creative teacher training in heuristic education is supported by powerful motivational and procedural personality-oriented factors. Assessment of the future teachers is mainly the result of created and publicly protected educational products (works, stories, projects of the lessons and educational affairs, models of heuristic conversation on professional subjects, discussion, debates, articles, reviews, summarizing tables, charts, devices, etc.). These educational products are provided by thoroughly elaborated protected in dissertations and monographs publications by the tools of diagnostic and criterion. The number and quality of educational products created by students are the purpose of heuristic education and professional and creative criteria of the future teacher’s self-actualization. The knowledge and skills (as distinct from traditional education) are not the aim of professional education but the main instrument to achieve it. The article describes the necessary components of realized experience of heuristic education: organization on the new basis of cognitive, creative and research work of students, including the lectures of direct action as fundamentally new dialogic educational and cognitive structures of active reading, discussion and creation with the teacher of their own detailed and reduced effective knowledge; at the seminars and practical classes where students mainly present and defend their own professional and creative products; in reorganized pedagogical practice of active interaction of students with scholars and teachers-experimenters, with the development of professional skills in the creation and diagnostics of significant for them and for school educational developments, projects, articles on the results of the work of educational publications and others. The measures for the solution of revealed major problems in training of the future teachers, especially the creation of innovative and democratic educational environment with the introduction of the new requirements for academic freedom and responsibilities of students and teachers are offered in this scientific work. Besides, the introduction of the new forms of lectures and practical classes (in time and methodological dimensions), new approaches to continuous pedagogical practice, evaluation of the students for the quality of created professional educational products, creation of the necessary conditions (according to the requirements of the Bologna process) for organization and control of students’ independent work by the teachers are suggested in this article
2

СОКРАТІВСЬКА ДІАЛОГІЧНА ЕВРИСТИКА ТА ЇЇ РОЗВИТОК У ЗАРУБІЖНІЙ І ВІТЧИЗНЯНІЙ ОСВІТІ

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Оксана Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
135-148
EN
This article provides an overview of the main ideas and technologies of Socratic dialogue heuristics and its development and modernization in the last century, especially in modern conditions. Nowadays, heuristic education with its priority of cognitive and creative activity and strong dialogic potential comes to replace the traditional, purely transmitter, anti-dialogic educational system. New innovative creations built on the Socratic dialogue heuristic education are analyzed, including performance and diagnostics of freely chosen and meaningful for students and pupils educational products, system developing of abilities to put educational questions, the use of dialogue in understanding and mastering the texts of lectures of “direct action”, sections of textbooks, in the development and application of diagnostic mechanisms for determining the quality of basic heuristic products. Socratic dialogue in its modern interpretation is a fundamental principle of creative thinking of students and teachers, turns monological, reproductive educational process into cognitive and creative, dialogic, constructive, creative heuristic activity. Dialogic education in western education and philosophical discourse goes beyond the teaching of science and is considered in the context of “global society”, “risk society”, “society global networks”. All these models of postindustrial society are based on the assumption of continuity and effectiveness of communications. Dialogic and heuristic Science Education interprets global education and global educational practices as polylogue in which information is often transformed not in new information, but vital meanings, thus requiring responsible attitude both to the selection of its content and its impact on people in teaching and intercultural relations. Today, more than ever timely the thought of Socrates and his followers is perceived that only through a constant search for the right answers to the questions a person stimulates a birth and development of creative thinking, and using heuristic dialogue we can create a deeper understanding of complex ideas than memorizing information. One of the most important functions of a teacher who uses advanced heuristics is encouraging the student to ask questions all the time of solution. In the correctly selected questions prior knowledge is already existed which is needed to solve this problem. However, only inquisitive, interested teacher who constantly improves himself can be named Socratic teacher. Such pedagogue during the dialogue provides a transition from old to new knowledge, from the famous to the unknown. This transition reflects the student’s creative work, which is an integral part of teaching heuristic.
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