FORMATION OF READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF PARTNERSHIP INTERACTION BETWEEN PARTICIPANTS OF THE EDUCATIONAL PROCESS
DOI:
https://doi.org/10.28925/1609-8595.2020.2.5Keywords:
future teachers, interactive technologies, pedagogical partnership, pedagogical disciplines, readinessAbstract
In the article the peculiarities of forming of future teachers’ readiness for the organization of pedagogical partnership in pre-school educational establishments and elementary schools are revealed. Psychological and pedagogical researches concerning scientific interpretations of the concept of readiness in future teachers for professional activity are analyzed.
The basic technologies and methods, which are used to form readiness of future teachers to organize pedagogical partnership in the teaching of pedagogical disciplines, are explained.
The features of application of different technologies (situational modeling, dialog, personal oriented, communicative) and methods (research tasks, thematic projects aimed at solving educational problems on different sociocultural topics (problems), which have shown their effectiveness in forming readiness to form readiness, are characterized to a pedagogical partnership.
In the course of studying the content module «Pedagogical Partnership» of the integrated course «Pedagogy» for students of 1–2 year of specialty «Preschool education» and discipline «Didactics of elementary school» for students of 1–3 course of specialty «Elementary education», that the pedagogical partnership not only contributes to the creation of an effective educational space for preschool education and general secondary education, while ensuring unity in the education and training of preschool and primary school children, but also psychologists but comfortable conditions for each participant of the educational process is an important mechanism for quality assurance.
Based on the results of the study, the essence of the concept of «future teachers’ readiness for the organization of pedagogical partnership in educational institutions» is defined as an integral formation, which includes the ability to communicate with the participants of the educational process, willingness to interact, design a model of optimal behavior in different situations and situations as subjects of educational activity, and various social institutions for the sake of full, comfortable stay of the child in educational essays.
References
Batechko, N. (2018). Akmeolohichna model pidhotovky vykladacha vyshchoi shkoly v umovakh mahistratury [Acmeological model of higher education teacher training in terms of magistracy]. Neperervna profesiina osvita: teoriia i praktyka, 1–2 (54–54), 60–65. http://dx.doi.org/10.28925/1609-8595.2018(1-2)6068.
Bruner, Dzh. (1962). Protsess obuchenyia [Learning process]. APN RSFSR.
Havrysh, I. V. (2007). Teoretyko-metodolohichni osnovy formuvannia hotovnosti maibutnikh uchyteliv do innovatsiinoi profesiinoi diialnosti [Theoretical and methodological bases of formation of future teachers’ readiness for innovative professional activity: Extended abstract of candidate’s thesis]. KhNPU imeni H. S. Skovorody.
Honcharenko, S. U. (1997). Ukrainskyi pedahohichnyi slovnyk [Ukrainian Pedagogical Dictionary]. Lybid.
Dychkivska, I. M. (2004). Innovatsiini pedahohichni tekhnolohii [Innovative pedagogical technologies]. Akademvydav.
Kovalchuk, M. O. (2017). Formuvannia hotovnosti maibutnikh uchyteliv do zastosuvannia multymediinykh navchalnykh system u pochatkovii shkoli [Forming the readiness of future teachers to use multimedia educational systems in elementary school: candidate’s thesis]. ZhDU imeni I. Franka.
Komar, O. A. (2011). Teoretychni ta metodychni zasady pidhotovky maibutnikh uchyteliv pochatkovoi shkoly do zastosuvannia interaktyvnoi tekhnolohii [Theoretical and methodological foundations of preparing future elementary school teachers for the use of interactive technology: Extended abstract of Doctor’s thesis]. ChNU im. Bohdana Khmelnytskoho, 34.
Bibik, N. M. (Ed.) (2017). Nova ukrainska shkola: poradnyk dlia vchytelia [New Ukrainian school: a guide for teachers]. Pleiady.
Rudenko, N. M. (2016). Pidhotovka maibutnikh uchyteliv pochatkovoi shkoly v umovakh koledzhu do zastosuvannia interaktyvnykh tekhnolohii na urokakh matematyky [Preparing future elementary school teachers in college to apply interactive technology to mathematics lessons: candidate’s thesis]. KUBG.
Savchenko, O. Y. (2012). Dydaktyka pochatkovoi osvity [Didactics of elementary education]. Hramota.
Sukhomlynskyi, V. O. (1977). Vybrani tvory v 5-ty t. T. 5. [Selected works in 5 volumes. Vol. 5]. Radianska shkola.
Tamarkina, O. L. (2016). Zastosuvannia dialohovykh tekhnolohii v navchalnomu protsesi [Application of dialog technologies in the educational process]. Problemy linhvistyky y metodyky vykladannia mov u konteksti vkhodzhennia Ukrainy v Yevropeiskyi prostir: zbirnyk materialiv Vseukrainskoi internet-konferentsii (97–99). UNUS.
Fylosofskyi entsyklopedycheskyi slovar [Encyclopedic Dictionary of Philosophy] (1999). YNFRA.
Khrushch-Ripska, O. V. (1999). Psykholohichni zasady formuvannia u studentiv pedvuzu hotovnosti do maibutnoi profesiinoi diialnosti [Psychological principles of formation of students’ readiness for future professional activity].Mizhnarodna finansova agenciya.
Kovshar, О., Baditsa, M., Suiatynova, K. (2019). Implementation of the Technology: «Pedagogical Partnership of Pre-School and Primary Stages of Education». International Journal of Engineering and Advanced Technology (IJEAT), 9 (1), 4556–4560. http://doi: 10.35940/ijeat.A1805.109119.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Natalia Golota, Antonina Karnaukhova
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
