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1

ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ В СУЧАСНОМУ ІНФОРМАЦІЙНОМУ СУСПІЛЬСТВІ

100%
Гринько В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
250-263
EN
Digital technology is developing at unprecedented pace: the number of Internet users is steadily increasing, people have non-stop access to diverse information, and new fast and powerful devices, designed to alleviate the life of a modern person, are constantly emerging. These changes affect absolutely all spheres of life, transforming the demands of society in accordance with the current needs. The requirements for the personality of a modern teacher have also changed. A teacher who does not operate modern technology fluently and cannot use them in his or her professional activities is unlikely to be able to provide an effective educational process. It is natural that the high level of the formation of digital skills as an important component of professional competence became an urgent requirement for modern educators’ training. The aim of the article is to substantiate the essence of the concept of “digital competence” as an important component of the professional competence of a modern teacher and to analyse the approaches to the use of this category in foreign and domestic scientific sources. Methods of research: theoretical analysis and generalization of scientific and methodological literature and Internet sources, generalization and systematization of the obtained results. As a result of the analysis of scientific works, it has been determined that there is no single approach to determining the educators’ competence regarding the digital technology using in professional activities. At the same time, the definitions of professional competence of modern educators, formulated by foreign and domestic scientists, are typologically related and differ on the component structure. An important component of the modern teacher’s professional competence is digital competence, which combines the ability to use digital technology in order to create an effective cognitive and active educational process, that is attractive for students; to evaluate digital resources critically in terms of expediency of their application in professional activities; to master technological innovations. The author notes that the readiness to master and apply digital technology relates to the psychological precondition of digital competence forming and requires specially organized motivation and educational activities among teachers. Prospects for further research are seen in studying foreign experience in improving the future primary school teachers’ digital competences in teaching students with different cognitive styles.
2

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ТЕОРІЇ МНОЖИННОГО ІНТЕЛЕКТУ ГОВАРДА ГАРДНЕРА В НАВЧАЛЬНОМУ ПРОЦЕСІ

63%
Лещенко М., Гринько В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
115-133
EN
Thearticledescribesthe essence of the theory of H. Gardner, developmentofitsmainprinciples, foreignexperienceof its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner’s theoryofmultipleintelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner’s theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardnerdistinguishedsevenintelligences– verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, laterthescientistaddednaturalistic, existentialandpedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test.In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner’s theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualizetheteachingstyle (accordingtothemosteffectivemethodofperceivingthe learningmaterialforeachstudent); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoidtheterm “styles” usexperimentallyunverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student’s learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes.In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.
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