ПВНЗ «Міжнародний економіко-гуманітарний університет імені академіка Степана Дем'янчука» МОДЕЛЬ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ОЗНАЙОМЛЕННЯ ДОШКІЛЬНИКІВ З СОЦІАЛЬНИМ ДОВКІЛЛЯМ Анотація. Проблеми підготовки майбутніх вихователів пов'язані з процесами удосконалення дошкільної освіти, пошуком її нового змісту, форм та методів; перебудовою на засадах особистісно орієнтованого виховання, що зумовило необхідність упровадження педагогічного супроводу процесу соціалізації особистості в період дошкільного дитинства. У статті здійснено теоретичне обґрунтування моделі підготовки майбутніх фахівців дошкільної освіти до ознайомлення дошкільників з соціальним довкіллям. В основі розробленої моделі зазначено п'ять взаємопов'язаних функціональних блоків: цільовий, теоретико-аналітичний, діагностично-констатувальний, змістово-процесуальний, результативний. Охарактеризовано закономірності процесу підготовки майбутніх вихователів до ознайомлення дошкільників з соціальним довкіллям. Визначено принципи соціалізації дошкільників. Обґрунтовано педагогічні умови, які сприяють якісній підготовці майбутніх вихователів до ознайомлення дошкільників з соціальним довкіллям. Ключові слова: соціальне довкілля, дошкільники, дошкільна освіта, підготовка майбутніх вихователів.
The article attempts to optimize the development of mathematical competence in future primary school teachers via innovative technologies within the framework of the transitional form of Ukrainian higher education. The article aims to determine, substantiate and experimentally verify the effectiveness of organizational-pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies. The study was an experiment and carried out during 2017-2020 and enrolled 648 students from faculties of training future primary school teachers (6 universities in Ukraine). For the successful carrying out of the study, theoretical, empirical (the main ones are molding and control experiments) methods, as well as methods of mathematical statistics to objectify the results of the experiment, were used. Previously, we have identified and described the organizationally necessary pedagogical conditions for successful development of mathematical competence in future primary school teachers via innovative technologies. In turn, we found a significant difference between the levels of students’ mathematical competence. The data obtained in the process of the molding experiment confirm the effectiveness of the author’s model and the specified pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies, which bespeaks the achievement of the set goals of the work and the solution of the formulated tasks.
The article describes and analyzes three key aspects of the personality of a primary school teacher as a subject of creative pedagogical activity - Requirements for the personality of a modern primary school teacher, subjectivity of a primary school teacher in scientific discourse and activity components as a basis of professional subjectivity of a primary school teacher. The purpose of the article is to summarize the experience of Western and Eastern European scholars on the modern view of the components and activities of the subjectivity of the teacher of this profession in order to increase its didactic and educational effectiveness. It’s proved that the subjectivity of the primary school teacher is defined as a complex functional autonomy of the system, which is formed, developed, built and transformed by him in the process of life, acquisition of pedagogical education and experience of pedagogical activity. Such subject-oriented manifestations of the teacher's personality as activity (ability to conscious self-determination of creative pedagogical activity) are described; productivity (its complex ability, on the one hand, to transform the educational reality in the classroom into a humane educational environment and the student in the subject of creative learning, and on the other - to constant subjective, professional and professional self-development and self-improvement in teaching, improving the results of their activities and themselves as a subject of pedagogical activity.
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