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ОСОБЛИВОСТІ ПРОВЕДЕННЯ ДОСЛІДНО-ЕКСПЕРИМЕНТАЛЬНОЇ РОБОТИ З ОРГАНІЗАЦІЇ ПРОЕКТНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

100%
Зосименко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
219-233
EN
The article is aimed at the description of organization and methodology of conducting research work on the example of project activity of future teachers. The following methods of the research are used: analysis, synthesis, comparison, generalization, systematization, questioning, interview, observation, the analysis of pedagogical experience, pedagogical experiment, and mathematic statistics. In the article three stages of conducting research concerning project activity of future teachers are substantiated. So at the first stage the state of elaboration of the researched problem in theory and practice of national and foreign school was analyzed; the directions of the research, its object, subject, aim and tasks were determined, statement experiment was conducted, working hypothesis was formulated, the research programme was worked out. The aim of the second stage of the research was working out the model of organizing project activity of future teachers in the course of learning pedagogical subjects. The results of its implementation are the formation of readiness of future teachers to professional activity, determining the components of future teachers’ readiness to pedagogical activity; finding out the conditions of effective functioning of the author’s model, making up teaching aids, preparing materials diagnostic cut to determine the readiness of students to pedagogical activity. At the third stage of the research there was a hypothesis check, test of the model of project activity organization in the process of leaning pedagogical subjects, measuring the criteria of readiness of future teachers to pedagogical activity, the analysis of intermediate results of the stages of pedagogical experiment in order to correct its contents and methods of conduction; analysis and generalization of the result obtained; formulation of theoretical and practical conclusions, providing references of the dissertation. The criteria (motives of professional determination, the level of knowledge mastering, professionally valuable skills, personal readiness of the student to pedagogical activity) and levels (high, intermediate and low) of readiness of future teachers to pedagogical activity are found out and characterized. The problem analyzed can be further researched in terms of substantiating the connection between methodology, methods and ways of pedagogical research.
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