У статті аналізуються можливості використання у підготовці вчителів, зокрема фізико-технологічного профілю, масових онлайн-курсів, відкритий доступ до яких організовується великій кількості бажаючих зі спеціальних освітніх Інтернетплатформ. Ця нова форма дистанційного навчання за умови методично грамотного її застосування може спричинити революційні зміни у системі вищої освіти. Навчаючись у форматі так званого "перевернутого класу", значну частину навчального матеріалу студенти можуть опановувати вдома за допомогою пропонованих викладачем онлайн-курсів, що органічно вписуються у навчальний план і повністю відповідають змістовому наповненню освітньої програми з дисципліни. Таким чином, у навчанні відбувається перехід до змішаної, діджиталізованої моделі навчання, завдяки якій освітнє середовище стає гнучким і комфортним для сучасних людей цифрової епохи. Викладач при цьому повинен забезпечити ефективні механізми навчання, завдяки яким гарантуватиметься висока якість освіти. Ключові слова: масові відкриті онлайн-курси, онлайн-освіта, онлайн-навчання, дистанційне навчання, змішане навчання, "перевернутий клас", підготовка вчителів, фізико-технологічний профіль.
present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
Abstract. In the article reveals the effectiveness of using the method of visualization of the content of educational material in pedagogy. The aim of this article is an analysis of methods of visualizing the content of educational information in pedagogical classes during the study of the topic “Project Learning Technologies”. During a scientific search the methods of analysis, synthesis, generalization, systematization, modeling are used. It is emphasized, that one of the effective ways of activating students' educational activity is visualization of educational material, the active use of which in the educational process allows to move away from the passive perception of the content by the future specialists to the active mastery of it; visualization provides intensification of the educational process, formation and development of students' critical and visual thinking. Visualization is defined as ways of clearly covering the content of educational material in a structured form by means of diagrams, tables, graphs, frames, etc., which will contribute to the effective acquisition of the system of competences by the acquirers of education. In the process of teaching of course "Pedagogy" students are best developed active creativity, critical thinking, when using traditional ways of visualizing the content of educational material (flowchart, graph diagram, logical circuit (sequence of processes), table, etc.) and the newest (denotation) graph, frame, intellectual and strategic maps, cluster, etc.). The ways of visualization of the content of educational material on pedagogy (denotation graph, frame, intellectual maps) in the course of studying the topic "Technology of project training" are revealed. The variants of visualization of the content of the educational material on the project technology of training with the help of a frame, a denotation graph, and intellectual maps are offered. Summed up, that visualization of the content of educational material on pedagogy allows to solve a number of pedagogical tasks, namely: to promote intensification of learning; to activate educational and cognitive activity of students; to develop critical, creative and radiant thinking; duplicate verbal information in a figurative way, establishing causality between pedagogical concepts and phenomena; to shape visual literacy and visual culture.
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