Analysis of the results of the experimental work in the formation of pedagogical knowledge of the future teachers in the process of obtaining a second higher education

Abstract

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.