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Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

100%

Krupska M.

Problemy Opiekuńczo-Wychowawcze

2019

vol. 582(7)

3-12

The article takes a closer look at some important aspects of the ethical meaning of the experience of support in a pedagogical relationship in the light of the achievements of modern phenomenological pedagogy. The presented refl ection will refer to methodological proposals as well as ethical and pedagogical refl ection of one of the world’s most important representatives of pedagogy inspired by phenomenology – Max van Manen, a retired professor at the University of Alberta in Canada. The main goal of the issue is to deepen understanding of the nature and importance of support in the process of building and developing a pedagogical relationship and in the context of refl ection on the concept of pedagogical tact. Refl ection on the pedagogical relationship indicates the need to care for a deeper understanding of the phenomenon of support in the process of upbringing and education. The proposed attempt to explore the importance of support in a pedagogical relationship refers to the ethical and pedagogical dimension of refl ection on the importance of heteronomy and vulnerability of a child and adult responsibility.

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

72%

Мільто Л.

Педагогічні науки: теорія, історія, інноваційні технології

2017

issue 8(72)

295-304

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.

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1 Problemy Opiekuńczo-Wychowawcze

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Krupska M.

1 Мільто Л.

1 2019

1 2017

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Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

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