Теоретичні та методичні засади підготовки майбутніх педагогів до безперервного професійного саморозвитку

Abstract

У дисертаційній роботі науково обґрунтовано й розроблено науково-методичну систему підготовки майбутніх педагогів до безперервного професійного саморозвитку, що ґрунтується на положеннях акмеологічного, аксіологічного, антропоцентричного, діяльнісного, компетентнісного, культурологічного, особистісного, синергетичного, системного підходів, враховує структуру готовності майбутніх педагогів до професійного саморозвитку, тенденції розвитку сучасної освіти. Запропоновано обґрунтовано й реалізовано організаційно-педагогічні умови та розроблено структурно-функціональну модель науково-методичної системи підготовки майбутніх педагогів до безперервного професійного саморозвитку; удосконалено методичні підходи до розв’язання поставленої проблеми. Доведено, що застосування авторської технології сприяють особистісному й професійному зростанню майбутніх педагогів, ціннісному усвідомленню необхідності цілеспрямованого безперервного професійного саморозвитку; підвищенню рівня одержаних професійно спрямованих знань; практично-операційній підготовці, сформованості практичних умінь і навичок щодо професійного саморозвитку; спрямованості на самоаналіз і самооцінку власного професійного саморозвитку.

In the dissertation the scientific and methodological system of prospective teachers’ training to continuous professional self-development is substantiated and developed, which is based on the conceptions of acmeological, axiological, anthropocentrical, activities, competence, cultural, personal, synergistic and systematic approaches. The system takes into account the structure of readiness of prospective teachers for professional self-development and trends of modern education. «The readiness of prospective teacher for continuous professional self-development» is considered as the student’s ability to purposeful reflexive activities, which is associated with design and implementation of quality changes in personality’s identity and practical realization of subjective experience in the field of professional self-determination and self-realization on the basis of conscious self-regulation of own educational and professional activities. Taking into consideration the scientific and methodological analysis of the concept of readiness of prospective teacher for continuous professional self-development, features of teacher’s professional activities and directions of modernization of pedagogical education, the organizational and pedagogical conditions are substantiated and implemented; structural and functional model of scientific and methodological training system of prospective teachers for continuous professional self-development is developed; methodological approaches to problem’s solving are improved. The analysis of psychological and pedagogical literature and research results of state stage of the experiment allowed to justify organizational and pedagogical conditions which realization leads to the formation of readiness of prospective teacher for continuous professional self-development: formation of motivation of professional self-development of prospective teachers in creative educational environment of higher educational institution by means of subject-subject interaction between students and lecturers; creation of heuristic professional situations that initiate the student’s need to professional self-development; creation of favorable social and psychological atmosphere in student group to identify activities of personal and professional development of prospective teachers; activation of self-cognitive activities of prospective teachers by means of ICT; integration of cognitive and reflexive activities of lecturers and students in the process of purposeful and systematic solving of pedagogical tasks for improving skills of professional self-development; activation of reflexive activities of prospective teachers for development of their adequate professional I-concept that allows to evaluate the level of their own professional self-development and find out compliance of own qualities to requirements of profession. For implementation of the author’s concept, the technology of training of prospective teacher for continuous professional self-development is developed. This technology is considered as a system of content, principles, methods, forms, substantiated organizational and pedagogical conditions that provides implementation of the author’s concept and guarantees achievement of planned results – increasing the level of readiness of prospective teacher for continuous professional self-development. The developed technology reflects logically interrelated theoretical (concept of research, methodological approaches, principles), content (purpose, tasks, directions and content of prospective teacher’s training to professional self-development), organizational (stages, forms, methods, organizational and pedagogical conditions) and final (components, criteria, indicators and levels of readiness of prospective teachers for continuous professional self-development, expected results) components of process of prospective teacher’s training to continuous professional self-development. It is proved that the use of the author’s scientific and methodological system of prospective teacher’s training for continuous professional self-development and, primarily implementation of special course «Continuous Professional Self-development of Prospective Teacher» and technologies of formation of readiness of prospective teacher for continuous professional self-development assist to personal and professional growth of prospective teachers, value comprehension of necessity of purposeful continuous professional self-development; integrative and theoretical training, increasing level of received, professionally directed knowledge; practical operating training, formation of practical skills and abilities for professional self-development; combination of individual and psychological qualities, which are important for continuous professional self-development and prospective professional activities in general; orientation to self-analysis and self-esteem of own professional self-development.

В диссертационной работе научно обоснована и разработана научно-методическая система подготовки будущих педагогов к непрерывному профессиональному саморазвитию, основанная на положениях акмеологического, аксиологического, антропоцентрического, деятельностного, компетентностного, культурологического, личностного, синергетического, системного подходов. Реализованы организационно-педагогические условия и разработана структурно-функциональная модель научно-методической системы подготовки будущих педагогов к непрерывному профессиональному саморазвитию; усовершенствованы методические подходы к решению поставленной проблемы.Доказано, что применение авторской технологии формирования готовности будущих педагогов к непрерывному профессиональному саморазвитию способствуют личностному и профессиональному росту будущих педагогов, ценностному осознанию необходимости целенаправленного непрерывного профессионального саморазвития; повышению уровня полученных профессионально направленных знаний; практически-операционной подготовке, сформированности практических умений и навыков профессионального саморазвития.