Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  pedagogical technique
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

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

100%
Мільто Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
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

РОЛЬ ГОЛОВНОГО ПЕДАГОГІЧНОГО ІНСТИТУТУ В РОЗВИТКУ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ ВЧИТЕЛЯ

100%
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.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.