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НАУКОВІ ОСНОВИ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ В ТЕОРІЇ І ПРАКТИЦІ ОСВІТИ РОСІЇ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТ.

100%
Мільто Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 8(72)
295-304
EN
The article presents the results of historical-pedagogical analysis of the creative heritage of progressive educators, associates and followers of K. Ushinsky, who laid the scientific foundations of pedagogical mastery and made a significant contribution to updating the teacher's professional training. In order to obtain objective data on the selected problem of research, a set of interrelated methods was used: general scientific (historical-pedagogical analysis, synthesis, generalization, comparison), which became the basis for the study of procedural-content aspects of the development of ideas of teacher’s pedagogical mastery in the theory and practice of education in the investigated period. It was found out that the teachers of the late XIX and early XX centuries. with their scientific works laid the fundamental theoretical foundations of the development of ideas of pedagogical mastery; scientifically substantiated the ways of improving the teacher’s professional training; interpreting professional skills as a pedagogical phenomenon, elevated to the level of art and science. Pedagogical mastery was defined as individual creativity, based on knowledge of patterns and mechanisms of pedagogical process, which allows analyzing independently pedagogical phenomena, to find new teaching ideas, conclusions, principles in the theory and practice of teaching. The main feature of pedagogical mastery the teachers considered pedagogical culture and humanistic orientation of the teacher. Scientists have identified a number of criteria for assessing pedagogical mastery: the ability of the teacher to have the pedagogical technique necessary for the effective use of the system of methods of pedagogical influence; knowledge of a teacher related to the pedagogy of sciences (psychology, physiology, anthropology, ethics, etc.), which help the teacher to develop attention, memory, imagination, will, and other qualities in their pupils. Instructors, scientists distinguished the features of the teacher-master: the sincere love for children, the steadfastness of attention, patience, perseverance, diligent work, love for work, the gift of words, pedagogical tact, constant professional self-improvement, the desire to find the perfect methods of work. An important prerequisite for the achievement of pedagogical mastery was the pedagogical abilities and pedagogical vocation of man.
2

ПРАКТИКО-ОРІЄНТОВАНІ ТЕХНОЛОГІЇ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

100%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 10(54)
34-41
EN
The article reveals the essence of practical-oriented approach to methodological preparation of future teachers of biology. It is established that such approach has been realized in foreign countries, but it isn’t widely used in Ukraine. The essence of the practice-oriented approach has several positions. Some scientists believe that the practice-oriented approach involves organizing education, industrial and pre-diploma students’ practice with the aim of immersion into the professional environment. Other scholars consider the main effectiveness of implementation of the vocational-oriented learning technologies that contribute to form the students’ important traits for future careers. The purpose of the article is to identify the effective practical-oriented learning technologies in methodological preparation of future teachers of biology. It is stressed that different kinds of practices (propedeutic, educational, productive) provide an opportunity to the student to confirm the correctness of the chosen profession, to observe how the teachers-professionals work, to acquire professional experience, to develop the necessary practical skills. Survey that was conducted among university teachers in Ukraine gave reason to approve that the most common technologies in methodological preparation of future teachers of biology are interactive technologies, design technologies, multimedia technologies and problem-based learning technologies. However, such technologies as contextual technology training, case-technology, research technology, technology portfolio, technology workshops are underutilized. The technologies that contribute to the realization of professional students’ activity during their studies at higher education institution are known as professionally oriented. These technologies refer to the contextual education technology, design technology, case technology, interactive technology, problem-based learning technology, technology of portfolio, technology of workshops and others. The author determined the common features of professionally-oriented technologies (performance, motivation to the profession, the formation of practical skills, cognitive activation of students, and development of methodological thinking of students). The conclusions about the effectiveness of practice-oriented technologies have been made.
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