Transdisciplinary understanding of the fundamental and practice-oriented nature of pedagogical education

Abstract

Relevance. Increasing of fundamentality and practice-oriented nature are two important strategies for development of pedagogical education at the present stage. Fundamentalization ensures the formation of deep basic knowledge system, defines a holistic scientific picture of the human world. Practice orientation is revealed through a prism of gaining experience in the course of various activities, the willingness of a person to productively increase and use his or her knowledge and methods of activity to solve problems arising in the reality, orientation towards continuous self-education and self-development. The aim of the article is scientific substantiation of transdisciplinarity as a strategy for bringing together the fundamentality and practice-oriented pedagogical education at the present stage. Methodology and methods. The methodological basis of transdisciplinarity is based on the ideas of a synergetic approach. The ideas of the praxiological approach are used in determining the essential characteristics of pedagogical actions success in terms of improving the quality of professional training for teachers. The professional training of future teachers to solve comprehensively set real tasks based on the formed knowledge system and acquired experience is focused on the concept of an activity-based approach. The results of the study. The results are presented by the scientific substantiation of the integration of the fundamentality and practice-oriented training for future teachers on the basis of a transdisciplinary strategy, the definition of conditions for the formation of transdisciplinary thinking among teachers, the development of practical skills and skills for solving complex problems through the prism of diverse knowledge and methods of activity: the inclusion of teachers in project, research, experimental activities, the organization of continuing education, strengthening the nonlinearity of the development in the educational system and ensuring disciplinary flexibility, reflexive understanding of the results for activities based on the consideration of praxiological knowledge to ensure the success of pedagogical actions. Conclusion. A teacher can carry out labor pedagogical actions effectively, efficiently, technologically and safely using the pedagogical education based on a transdisciplinary basis, in close interaction of deep fundamental knowledge acquired through direct practice of skills and experience, as well as using praxiological knowledge based on an understanding of the general theory of successful activity. The presented results can be used in the development of educational programmes for pedagogical bachelor’s degree and programmes of additional professional education based on the capabilities of the digital learning environment.