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Педагогічна майстерність викладача як характеристика якості освітніх ресурсів у підготовці податкових службовців (із досвіду росийской федерації)

100%
Rudenko N. I.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2017
|
issue 4(27)
81-90
EN
This article analyzes works of Russian scientists concerning pedagogical skills of teachers of the higher educational establishments, the features of the main components of pedagogical skills are researched. The comparative analysis is made for the definitions of professional competence of teachers and its kinds. The importance of improvement of teaching skills of higher educational establishments teachers is argued in professional training of future tax officials in current conditions of Taxation Reform in Ukraine.
2

ПРОФЕСІЙНО-ПЕДАГОГІЧНА КОМПЕТЕНТНІСТЬЯК СУТНІСНА СКЛАДОВА ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ ВЧИТЕЛЯ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИВ СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

100%
Сидоренко В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
411-424
EN
This article continues the series of publications dedicated to the continuous development of pedagogical skills of the Ukrainian language and literature teacher in terms of postgraduate education. By means of cluster analysis the conceptual and terminological correlation of the professionally significant for the teacher of Ukrainian language and literature competencies and competence in their hierarchical interrelationship and interdependence are revealed. The basis of pedagogical skills of the teacher of Ukrainian language and literature is professional and pedagogical competence as an integral indicator of professional activity, personal, motivational and reflective sphere, which includes an integrated combination of in-depth, systematic, multifunctional knowledge, professional and pedagogical value orientations, acmeological invariants, acmeological professional positions, etc. providing a new quality of pedagogical impact, professional and personal growth throughout life. The basis of professional and pedagogical competence of teachers of Ukrainian language and literature are metacompetencies (key, polyfunctional invariant structural components) that make up a set of universal knowledge, skills, attitudes, values for competent solutions interdisciolinary range of problems and provide professional development of a teacher-scholar. Among the fundamental characteristics of metacompetence there were defined the following: availability of personal meaning, motivation, readiness of teachers to professional-pedagogical activity, value orientation, attitude; the procedural effectiveness, consistency. Subject competencies include highly specialized knowledge of the subject «Ukrainian language and literature», subject-specific skills and characterize creative professional-pedagogical activity of the teacher-scholar. Competencies are defined as characteristics that define an individual work style of Ukrainian language and literature teacher, the way to achieve professional goals and ensure the effectiveness of professional and pedagogical activity, pedagogical-professional communication and the realization of the personality.
3

ПРИНЦИПИ РОЗВИТКУ ПЕДАГОГІЧНОЇ ТВОРЧОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

100%
Гаврилюк С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
306-318
EN
The topical question of tutors’ vocational training for future creative professional activity is considered. The essence of the concept «pedagogical creativity» is revealed. Considering theoretical and methodological issue of the researches, which are based on the essential principles of definite conceptual approaches and the results of the carried ascertaining experiment, the author gives such foundations of pedagogical creativity development of future tutors: the innovative principle and children centrism; the individualization and differentiation of students’ teaching principle, humanization of education and upbringing principle; the professional-pedagogical communication dialogization principle; cooperation, joint creative work; teachers’ and students’ synergyprinciples. Material and methods. The study’s methodological instruments and procedure included measurements using diagnostic techniques, surveys, questionnaires. The experiment involved a total of 175 students of the faculty of preschool and special education, ages 17 to 25 years, mostly females. Conclusion. It is revealed that the readiness of future teachers for pedagogical creativity depends on the professional motivation and on the development of such qualities: initiative, activity, creativity, mobility, openness to the new, innovative experience. This is contributed by the use of interactive, innovative Acme-synergy technologies aimed at professional development of creative thinking, pedagogical techniques, psycho-pedagogical competence and promoting inner creative potential of future educators. Organization of various types of creative activity requires skillful teaching guide to children's creativity, the availability of samples of creative behaviour, support and promotion of all forms of fantasy, imagination, creative activity and initiative on the part of teachers and parents, creating sensory development environment in pre-school educational institution and in the family: the enrichment of the educational space of diverse sensory information to form the child's perception, the development of sensory abilities, stockpiling baby sensory experience as the basis of children's creativity.
4

ДОСЛІДЖЕННЯ КОМПОНЕНТІВ ДІЯЛЬНОСТІ ВЧИТЕЛЯ ЯК ПЕРЕДУМОВА СТВОРЕННЯ ЇЇ МОДЕЛІ

86%
Курок В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
235-242
EN
The need for creating the model of teachers activity in the modern society in order to select the content of modern higher education, forms and methods of students educational and extracurricular activities aimed at the development of intending teachers creative activity and professional competence is grounded in the article. Approaches to studying the educational activities are outlined. Structural, functional, dynamic and systematic ones belong there. The main functional components of pedagogical activity such as gnostic, project, structural, organizational and communicative are defined. The total integrated skills of teachers work such as the ability to teach students, the ability to solve educational problems, organizational and information skills are determined. The need to study the teachers’ professional abilities; his/her inclination to teaching profession are paid attention to. It is noted that to reach a success the teacher should have a number of pedagogical abilities such as teaching, academic, perceptual, language, organizational, authoritarian, communicative, pedagogical imagination, ability to distribute attention. It is emphasized that distinguishing the components and structural elements as well as the pedagogical abilities characteristics enables comprehensive exploring teachers’ activity. Despite the presence of the distinguishing features of professional competence, that unite all professionals operating with professional knowledge about the purposes, content, object and means of labour, the ability to perform the activities at all stages (preparatory, executive, final), possession of such personality traits that optimize the organization of the process of pedagogical activity and help to get the desired result. The author concludes that pedagogical activity in its ideal requires understanding of the integrativity and harmonious development of personality traits that can manifest in different faces in different conditions and situations. The structure of the teacher's activity is invariant for teachers of all disciplines, the differences are meaningful only in the aspect that depends on the specifics of the subject that is taught, and personal relationship to the educational process
5

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

72%
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.
6

РОЛЬ ГОЛОВНОГО ПЕДАГОГІЧНОГО ІНСТИТУТУ В РОЗВИТКУ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ ВЧИТЕЛЯ

72%
Мільто Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 7(71)
214-227
EN
So, the genesis of pedagogical skills development should be considered taking into account the real experience of higher education institutions activity; analysis of documents regulating the educational process, which reveals the rights and responsibilities of the teaching staff; the level of development of psychological and pedagogical science; concrete contribution of the best teachers to the development of ideas of pedagogical skills. Retrospective, logical-system analysis of the creative heritage professors allowed stating that scientific and pedagogical activity of the professors harmoniously combined a scientist, philosopher, artist, educator and a man with diversified knowledge. The unity of the methodological, educational, research and general culture of the teacher provided a successful general teacher training of the future teacher. It should be noted that besides the brilliant professional qualities, the professors had psychological knowledge and special professional skills that allowed them to be not only teachers but also teacher educators. The personality traits that were inherent in most of the professors can include pronounced tolerance, patience, the ability to sincerely rejoice at the success of the students, the desire to help them find their own path in science and life, and deep respect for the personality of the students. It is necessary to draw attention to the fact that the system of teaching (expanding the content of pedagogical education, the creation of new forms of learning, the formation of a system of methodological requirements) in the Main Pedagogical Institute allowed to create an effective system of training of both professional researchers and practicing teachers. A characteristic feature of the teaching skills of the professors of the Institute was the combination of functions of research activity with pedagogical skills. The important criteria of teaching professors of that historical period were considered to be the depth of scientific knowledge, the breadth of horizons and literary skills. The appeal to the research of the scientific and pedagogical activity of the professors of pre-revolutionary Russia makes it possible to find out the peculiarities of the development of the pedagogical skills of the teacher of higher education at a certain historical stage, to update the valuable scientific and pedagogical experience of modernization processes in the system of higher education.
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