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1

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КУЛЬТУРИ ВЧИТЕЛЯ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Дерев’янко Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
204-212
EN
The pedagogical condition of forming teacher’s research culture at school is described in the article. The basic analysis of pedagogical condition that is efficient in forming teacher’s research culture is the purpose of the article. The methods are analysis, comparison, generalization, synthesis. The results of the article are explaining the term «teacher’s research culture», determining the features, functions, forms of scientific and methodological work as a pedagogical condition of forming teacher’s research culture at school. In fact teachers’ research culture is physiological and pedagogical phenomenon, integral system culture, it has integrative, dynamic, personal features, it reflects accumulated human experience, that is formed and developed in the process of professional and pedagogical activity and has specific norms and methods of realization and perfection. It is underlined that teachers’ research culture is the subsystem of teachers’ pedagogical culture. Teachers’ research activity is determined by development of analytical, project, structural, predicted, estimation and reflective skills and abilities. It is pointed out that teacher’s research culture is considered as a means and method of person’s creative self-realization in pedagogical activity that represents the innovative orientation of the research activity and professional thought, pedagogical creation and methodological culture. We determine scientific and methodological work as an integral system of means and activities that is based on science achievements and pedagogical experience and leads to the comprehensive increase of teacher’s professional level, as well as effective educational increase and schoolchildren’s self-realization. To our mind the effectively organized scientific and methodological work as a pedagogical condition of forming teacher’s research culture foresees correct combination of different forms of scientific and methodological work which can be united. Only in this case it is possible to provide the effective development of teachers’ pedagogical skills, to form the research culture and as a result to improve the pedagogical process in general. Teachers’ research skills are basic ones for forming teachers’ research culture. The creative process of making pedagogical decisions forms innovative style of teachers’ research culture. Practical value of the research is the fact that pedagogical condition is efficient in forming teacher’s research culture, the pedagogical condition is experimentally checked, and that’s why we can use it at schools. At the end of the research we come to the conclusion that teacher’s research culture is the subsystem of pedagogical culture which is formed and developed during professional and pedagogical activity; organization of purposeful, system of scientific and methodological work at school is the basic pedagogical condition of forming teacher’s research culture. The prospect of the research is the analysis of other pedagogical conditions of forming teacher’s research culture at school.
2

ПЕДАГОГІЧНІ УМОВИ ЕФЕКТИВНОЇ РЕАЛІЗАЦІЇ ПРОЦЕСУ ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВИКЛАДАЧА ВИЩОЇ ШКОЛИ

86%
Козлов Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
119-135
EN
On the basis of scientific sources study and empiric material analysis an idea of efficiency of administrative competence formation of future high school teacher which depends on totality of pedagogical terms in which it takes places offered in the article. The following pedagogical terms are offered: creation of the comfortable educational environment based on pedagogical co-operation, collaboration and co-creation of a teacher and students; the monitoring research of dynamics of future teachers administrative competence formation on the basis of qualimetric approach; technologization on the basis of qualimetric approach;technologization of administrative competence of future teacher on the basis of programmed-purpose management; strengthening of practical constituent of future teachers’ master's degree preparation by the use of the innovative educational and methodical providing. During masters’ pedagogical practice there is not only verification of theoretical and practical preparation to independent teaching work but also wide possibilities for realization of personality creative potential individual internals. Pedagogical practice promotes forming master’s creative attitude toward future professional activity, to administrative competence forming as major quality of modern high school teacher. Modernisation of pedagogical practice realization is related to deployment of innovative pedagogical technologies in combination with traditional forms and methods of studies This article analyzes issues related to the training of the future high school teacher as for realization of their professional career and personnel management of the institution in market conditions. The value strategy and strategic human resource management education necessary for the institution efficient activity and the process of readiness formation of the future high school teacher to professional careerwas shown in the article.
3
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Pedagogical Condition at Undergraduate Teacher Preparation

86%
Andrysová P., Martincová J., Včelařová H.
The New Educational Review
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2014
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vol. 38
152-165
EN
Within the academic preparation of future teachers we quite often notice that the students expect pedagogical or didactic disciplines to give them practical advice and guidelines for their teaching, which is logical. However, every experienced pedagogue knows how unrealistic such expectations are. The study of pedagogical sciences offers information basis, but its knowledge does not guarantee pedagogical mastery to any teacher. Our aim is to enrich the existing form of pedagogical programmes by adding a new dimension of personality development, which we want to achieve through psychosomatic disciplines. Completing this kind of preparation should enable the students to develop the so-called pedagogical condition. Graduates in Teacher Training programmes should then be not only academically educated professionals, but also authentic, self-reflecting personalities, capable of taking responsibility for their action.
4
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Implicit Knowledge – a New Phenomenon in Teacher Education

86%
Švec V.
The New Educational Review
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2006
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vol. 10
183-194
EN
This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
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