The article is highlighting the peculiarities of forming the pedagogical knowledge of the future teacher who acquires the second higher education. Its urgency is conditioned by the need to improve the system of vocational training for future teachers within the context of obtaining their second higher education, as well as the insufficient grounding of theoretical and methodical principles particularly regarding the formation of pedagogical knowledge. Such training should aim at forming an appropriate readiness for teaching, characterized by an accelerated pace of mastering the profession, the relationship between the fundamental foundations of vocational education and humanistic values, and the purpose, content, forms and methods necessary for the implementation of a new type of professional activity. A significant part of this process is the formation of the pedagogical knowledge of future teachers. In the course of the research, on the basis of scientific literature analysis and theoretical modeling with the application of system analysis, the andragogical model of professional training of future teachers was developed, its components were characterized and the fundamental pedagogical knowledge a teacher must possess was specified. With the aim of improving the formation of future teachers' professional knowledge, an educational-methodological complex (EMC) for their professional training under the conditions of obtaining a second higher education was created. This EMC considers the social demands of a teacher's professional activity, the specifics of correspondence studying and of obtaining a second education, as well as the specifics of course unit. It provides the informational, methodological and academic support of educational process. In the article, by using the methods of mathematical statistics, the results of experimental work are presented, showing the positive dynamics of the formation of pedagogical knowledge of students from the experimental groups.
Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.
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