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ПРОФЕСІЙНА МОБІЛЬНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

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Козлова О., Малецька Т., Козлов Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 7(51)
63-72
EN
The article is devoted to the problems of professional mobility of future teachers. Particular emphasis is placed on the definition of personal occupational mobility as adaptation strategies to a rapidly changing environment that is professional-pedagogical activity of a teacher. The analysis of peculiarities of professional activity of a future teacher is done. The article considers a range of theoretical and methodological foundations, which allow applying the model of modern professional mobility, which is understood as integrative quality of the personality, including motivation and values, creative, activity, reflexive components. Professional mobility of the future teacher as an integrative quality of a personality that involves the ability to flexibly adapt to change in form, content and conditions of the professional activity, readiness for ongoing self-education can be carried out in the continuous professional and pedagogical training, which is a specially organized process on the basis of systemic, synergetic, personality-centered, activity-based approaches obeying the principles of variability, and conscious perspectives, reflexive creativity, ergonomics, flexibility, reliance on experience, individual counseling. The system of formation of professional mobility, which consists of a motivational-targeted, meaningful, pupils-activity, procedure, management, evaluation-effective elements, caused by features of activity of the teacher and character requirements of a future school teacher, which is reflected in the content, forms and methods of educational process, selection of which requires the adequacy of the structural components of mobility. Effective system components of formation of professional mobility of school teachers should be taken: installation of a professional-pedagogical improvement (motivational-value component); intellectual activity (creative component); the ability to design one’s professionally-pedagogical activity and foresee its consequences (active component); the ability to understand one’s own professional and personal capabilities (reflexive component).
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