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НАУКОВО-МЕТОДОЛОГІЧНІ ОСНОВИ ПЕДАГОГІЧНОГО КЕРІВНИЦТВА САМОСТІЙНОЮ РОБОТОЮ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ

100%
Дудчак Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
173-178
EN
In the article scientific and methodological bases of pedagogical management of future primary school teachers’ independent work are theoretically grounded. The essence of the studied phenomenon as a purposeful activity of a university teacher, aimed at improving the efficiency of organization and implementation of independent work of primary school teachers during their training is revealed. The structure of pedagogical management of independent work, which is a relationship of target, motivative, semantic, operational-active and control-efficient components is defined. It was found out that the bases of pedagogical management of independent work of future primary school teachers are system, activity, personal and differentiated approaches. The system approach is to examine the structural components of pedagogical management of independent work of future primary school teachers not in isolation but in conjunction and system. It enables to explore the issue of unity and connection between the teacher and the student. Activity approach involves the creation of a teacher in the pedagogical management of independent work environment in which the student becomes a subject of knowledge, activity and communication. The personal approach provides orientation in the pedagogical management of the independent work of future primary school teachers on the individual student as a target, subject, result and the main criterion for its effectiveness. Differentiated approach is due to the need to take into account the individual students’ characteristics by teachers, their natural instincts and skills in the pedagogical management of independent work. Implementation of the system, activity, personal and differentiated approaches that underpin the pedagogical management of independent work of future primary school teachers, allows at a qualitatively new level to realize the defined process. The prospect of further research we see in the development of methodological recommendations for teachers on the implementation of the above mentioned approaches.
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