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dc.contributor.authorПавлюк, Б. В.
dc.contributor.authorPavliuk, B. V.
dc.date.accessioned2020-12-10T10:25:16Z
dc.date.available2020-12-10T10:25:16Z
dc.date.issued2020
dc.identifier.citationПавлюк Б. В. Формування проектної компетентності майбутніх учителів початкової школи в процесі професійної підготовки : автореф. дис. ... канд. пед. наук : [спец.] 13.00.04 "Теорія і методика професійної освіти"/ Богдан Валерійович Павлюк; Вінницький державний педагогічний університет ім. М. Коцюбинського. – Захищена 18.11.2020. – Вінниця, 2020. – 23, 302 сuk_UA
dc.identifier.otherУДК 378.011.3-05:373.3]-047.22:37.091.313](043.3)
dc.identifier.urihttp://93.183.203.244:80/xmlui/handle/123456789/6345
dc.descriptionПедагогіка. Вища освіта. Проектна компетентністьuk_UA
dc.description.abstractУ роботі проаналізовано теоретичні засади формування проектної компетентності майбутніх учителів початкової школи, розкрито сутність поняття «проектна компетентність», визначено компоненти, критерії та показники, схарактеризовано рівні сформованості проектної компетентності майбутніх учителів початкової школи в процесі професійної підготовки. Розроблено та впроваджено модель формування проектної компетентності майбутніх учителів початкової школи. Теоретично обгрунтовано та експериментально перевірено педагогічні умови: поетапне формування проектної компетентності майбутніх учителів початкової школи; організація проектної діяльності студентів у контексті підготовки до роботи в умовах Нової української школи; наскрізне застосування ІКТ під час проектної діяльності. За результатами досліджень розроблено методичні рекомендації щодо формування проектної компетентності майбутніх учителів початкової школи.uk_UA
dc.description.abstractВ работе проанализированы теоретические основы формирования проектной компетентности будущих учителей начальной школы, раскрыта сущность понятия «проектная компетентность», определены компоненты, критерии и показатели, охарактеризованы уровни сформированности проектной компетентности будущих учителей начальной школы в процессе профессиональной подготовки. Разработана и внедрена модель формирования проектной компетентности будущих учителей начальной школы. Теоретически обосновано и экспериментально проверены педагогические условия: поэтапное формирование проектной компетентности будущих учителей начальной школы; организация проектной деятельности студентов в контексте подготовки к работе в условиях Новой украинской школы; сквозное применение ИКТ во время проектной деятельности. По результатам исследований разработаны методические рекомендации по формированию проектной компетентности будущих учителей начальной школы.ru
dc.description.abstractThe dissertation analyzes the pedagogical aspects and problems of professional training of future primary school teachers. The concept of "project competence" is defined, as well as the place of the project competence in the structure of professional competence is indicated. It is defined that the formation of project competence of future primary school teachers in the process of professional training is a rather complex and permanent process of gradual inclusion of students into educational and professional-pedagogical activities. It takes into account the relationship of systemic, environmental, personal-activity, competence and technological approaches. The current state of the researched problem is studied, which allowed to conclude that it is necessary to introduce new standards of primary education, which requires revision and improvement of the content of general education, as well as activation of methods of organization of educational process in higher education institutions. Analyses of scientific works were conducted, and it allowed to establish that the use of project activities for solving educational issues is an integral component of modern education. It is determined criteria such as motivation and value, project and activity, fundamental, also there was defined such indicators as motivational, project, activity and creative, moreover such levels of formation of project competence of future primary school teachers during professional training as low, average and high are identified. It is notified that the result of training future primary school teachers in the process of professional training is in the formed their personal project competence, which is reflected in the willingness and ability to carry out project activities effectively in the educational process. A model of formation of project competence of future primary school teachers has been created. The offered model enables the formation of project competence of future primary school teachers in the process of professional training. The result of the model implementation is the achievement of the goal and the positive dynamics of the formation of project competence of future primary school teachers in the process of professional training. The pedagogical conditions that influence the formation of project competence of future primary school teachers are defined and proved in the work such as gradual formation of project competence of future primary school teachers; organization of project activities of students in the context of preparation for doing job in the New Ukrainian School; cross-cutting use of ICT during project activities. It is determined that the gradual formation of project competence of future primary school teachers in the process of professional training consists of three stages: during the first year - propaedeutic; the second and first semesters of the third year - basic; the second semester of the third year and the fourth year - professional. Curricula were considered and analyzed, which made it possible to state that a significant part of classroom hours is allocated for the study of disciplines that contribute to the formation of project competence. The process of formation of project competence of future primary school teachers at the propaedeutic and basic stages is aimed primarily at the formation and development of motivational-value and project-activity components, and at the professional - functional component. It is determined that in the New Ukrainian School the project activity must follow such requirements as the necessity for teachers not only control carefully while working on the project, but also constant assistance during the project activities as well as organization of short-term projects. It is established that the use of ICT during the project activities is divided into the use of ICT in creating projects (searching of information, typing and description of found information) and discussion of projects (network communication) and use of ICT in presenting results and project activities during robotics classes. The conducted experimental work on the introduction and experimental verification of pedagogical conditions and models of formation of project competence of future primary school teachers in the process of professional training was carried out in interrelated stages from 2007 to 2020: the 1st one is preparatory (2007-2011) then the 2nd one is ascertaining (2011-2014) afterward is the 3rd which is formative (2015-2018) and at last is the 4th one which is generalizing (2019-2020). The study involved students, teachers of higher education institutions, as well as school principals. The analysis of the results of the experiment showed that there were significant changes in all components of project competence, namely: students who studied in our programs received higher results, have a higher level of project competence and, accordingly, better prepared to perform professional duties in primary school. According to the results of research, the gradual formation of project competence of future primary school teachers in the process of professional development has been developed and implemented in the educational process of the higher education establishments; the project activity of students in the context of preparation for their work in the conditions of the New Ukrainian School is offered; the end-to-end use of ICT during project activities was investigated.en
dc.publisherВінниця: ВДПУuk_UA
dc.subjectучителі початкової школиuk_UA
dc.subjectпроектна компетентністьuk_UA
dc.subjectпроектна діяльністьuk_UA
dc.subjectпроектuk_UA
dc.subjectзаклади вищої освітиuk_UA
dc.subjectНова українська школаuk_UA
dc.subjectучитель начальной школыuk_UA
dc.subjectпроектная компетентностьuk_UA
dc.subjectпроектная деятельностьuk_UA
dc.subjectпроектuk_UA
dc.subjectвысшие учебные заведенияuk_UA
dc.subjectНовая украинская школаuk_UA
dc.subjectprimary school teachersuk_UA
dc.subjectproject competenceuk_UA
dc.subjectproject activityuk_UA
dc.subjectprojectuk_UA
dc.subjecthigher education institutionsuk_UA
dc.subjectthe New Ukrainian Schooluk_UA
dc.titleФормування проектної компетентності майбутніх учителів початкової школи в процесі професійної підготовкиuk_UA
dc.title.alternativeФормирование проектной компетентности будущих учителей начальной школы в процессе профессиональной подготовкиuk_UA
dc.title.alternativeFormation of project competence of future primary school teachers in the process of professional traininguk_UA
dc.typeBookuk_UA


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