Тренінг як засіб підготовки майбутніх викладачів до педагогічної взаємодії
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Дата
2016
Автори
Андрощук, І.В.
Androshchuk, I.V.
Назва журналу
Номер ISSN
Назва тому
Видавець
Черкаський національний університет імені Богдана Хмельницького
Анотація
У статті обґрунтовано необхідність оновлення технологій
підготовки майбутніх викладачів. На підставі аналізу освітніх програм
з’ясовано, що професійна підготовка фахівців у переважній більшості
залежить від майстерності викладача вищого навчального закладу, його
готовності до взаємодії та технологій, які він використовує. Зосереджено
увагу на ефективності використання тренінгових технологій навчання, які
передбачають налагодження конструктивної взаємодії в освітньому процесі
та спрямовані на формування компетентного фахівця, здатного успішно
вирішувати професійні завдання. Визначено основні підходи до сутності та
значення тренінгів у професійній підготовці викладачів. Окреслено основні
завдання, вирішити які дозволяє застосування тренінгів в освітньому
процесі. Зроблено висновок щодо доцільності використання тренінгів в
процесі підготовки майбутніх викладачів з метою формування їх готовності
до взаємодії у професійній діяльності.
Introduction. Today, main methodical innovations are associated with organization of the educational process based on constructive interaction that enables students to develop critical thinking, solve complicated issues by means of circumstantial analysis and appropriate information, take into account alternative thoughts, take deliberate decisions, participate in discussions, communicate with others. Thereby, the position of an instructor is fundamentally changing. Now his/her role is not limited to the carrier of “objective knowledge” that is to be imparted. Modern instructor should organize such pedagogical interaction that ensures students’ mastering of the abilities needed, self-learning, self-dependence, orientation, adaptation, predictability and personal readiness for professional activity. So, there is a need in reconsidering technologies used in the professional preparation of instructors’ and forming of their readiness for constructive interaction during trainings, in particular. Purpose. The aim of the paper consists in studying the significance of trainings and their influence on forming future instructors’ readiness for pedagogical interaction in professional activity. Methods. In our study we have used methods of theoretical analysis, systematization and generalization. Results. The need in renovating technologies used in professional preparation of future instructors has been justified. It has been found out that the effectiveness of students’ preparation depends on an instructor’s professionalism, his/her readiness for interaction and use of technologies. Main approaches to define essence and significance of trainings in professional preparation of instructors have been determined. Main tasks that can be performed due to application of trainings in the educational process have been outlined. It has been concluded that it is reasonable to use trainings in professional preparation of instructors to form their readiness for interaction in professional activity. Originality. The significance and conditions for effective use of trainings in instructors’ preparation for pedagogical interaction have been specified. Conclusion. The use of trainings in professional preparation of instructors for pedagogical interaction contributes to enhancement of educational effectiveness as well as forming of abilities and skills needed for positive interpersonal cooperation; performance of professional duties in different situations; creative thinking and constructive decision-making to solve pedagogical tasks. Successful preparation of instructors for pedagogical interaction requires positive conditions to stipulate for open and honest relationships; freedom of opinion and expression; obtaining professional experience.
Introduction. Today, main methodical innovations are associated with organization of the educational process based on constructive interaction that enables students to develop critical thinking, solve complicated issues by means of circumstantial analysis and appropriate information, take into account alternative thoughts, take deliberate decisions, participate in discussions, communicate with others. Thereby, the position of an instructor is fundamentally changing. Now his/her role is not limited to the carrier of “objective knowledge” that is to be imparted. Modern instructor should organize such pedagogical interaction that ensures students’ mastering of the abilities needed, self-learning, self-dependence, orientation, adaptation, predictability and personal readiness for professional activity. So, there is a need in reconsidering technologies used in the professional preparation of instructors’ and forming of their readiness for constructive interaction during trainings, in particular. Purpose. The aim of the paper consists in studying the significance of trainings and their influence on forming future instructors’ readiness for pedagogical interaction in professional activity. Methods. In our study we have used methods of theoretical analysis, systematization and generalization. Results. The need in renovating technologies used in professional preparation of future instructors has been justified. It has been found out that the effectiveness of students’ preparation depends on an instructor’s professionalism, his/her readiness for interaction and use of technologies. Main approaches to define essence and significance of trainings in professional preparation of instructors have been determined. Main tasks that can be performed due to application of trainings in the educational process have been outlined. It has been concluded that it is reasonable to use trainings in professional preparation of instructors to form their readiness for interaction in professional activity. Originality. The significance and conditions for effective use of trainings in instructors’ preparation for pedagogical interaction have been specified. Conclusion. The use of trainings in professional preparation of instructors for pedagogical interaction contributes to enhancement of educational effectiveness as well as forming of abilities and skills needed for positive interpersonal cooperation; performance of professional duties in different situations; creative thinking and constructive decision-making to solve pedagogical tasks. Successful preparation of instructors for pedagogical interaction requires positive conditions to stipulate for open and honest relationships; freedom of opinion and expression; obtaining professional experience.
Опис
Ключові слова
тренінг, педагогічна взаємодія, співпраця, професійна підготовка, викладач, training, pedagogical interaction, cooperation, professional preparation, instructor
Бібліографічний опис
Андрощук І. В. Тренінг як засіб підготовки майбутніх викладачів до педагогічної взаємодії / І. В. Андрощук // Вісник Черкаського університету. Серія : Педагогічні науки : наук. журн. / Черкас. нац. ун-т ім. Богдана Хмельницького. – Черкаси, 2016. - № 9. - С. 117–121.