Формування готовності вчителів фізики до управління професійним самовизначенням учнів у післядипломній освіті
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація на здобуття наукового ступеня кандидата педагогічних наук
(доктора філософії) за спеціальністю 13.00.04 – теорія і методика професійної
освіти. – Сумський державний педагогічний університет імені А.С. Макаренка.– Суми, 2021.
Дисертаційне дослідження присвячене проблемі формування готовності
вчителів фізики до управління професійним самовизначенням учнів у
післядипломній освіті. Описано сутність і структуру готовності вчителів фізики до управління професійним самовизначенням учнів. Розроблено й теоретично обґрунтовано авторську модель формування готовності учителів фізики до управління професійним самовизначенням учнів у післядипломній освіті. Розроблено діагностувальний апарат дослідження, на основі якого
схарактеризовано рівні готовності учителів фізики до управління професійним самовизначенням учнів (низький, середній, високий). За результатами статистичного аналізу емпіричних даних педагогічного експерименту підтверджено позитивну динаміку рівнів готовності учителів фізики до управління професійним самовизначенням учнів за кожним із показників.
The thesis on competition of a scientific degree of for candidate of pedagogical sciences (PhD) on a specialty 13.00.04 – theory and methods of professional education. – Sumy State Pedagogical University named after A.S. Makarenko. –Sumy, 2021. The dissertation research is devoted to the problem of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education. The formation of pupils' ability to independently and consciously make decisions about the future profession is entrusted to the school education system. Therefore, the professional self-determination of pupils is one of the main areas of educational work in the school, which is focused on preparing for a conscious choice of profession. Physics teachers should use their subject to manage the professional self-determination of pupils in the field of "man-technique" The formation of the readiness of physics teachers to manage the professional self-determination of pupils is carried out in the system of postgraduate pedagogical education. It is focused on the continuous professional development of the teacher. Readiness of physics teachers to manage professional self-determination of pupils is an integrative quality of personality, which is a set of values and aspirations to professional self-determination of pupils in teaching physics, knowledge of methods of professional self-determination of pupils, skills to manage professional self-determination of pupils and learning. for this type of activity. The author's model of formation of readiness physics teachers to management of of professional self-determination of pupils is considered from a position of system, axiological, acmeological, personal-activity, functional approaches. The process of formation of readiness requires observance of general didactic and specific principles (constant personal professional development, integrative types of knowledge and skills, predictability, innovation, reliance on own practical experience, principles of STEM-education). The process of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education involves improving the content, methods and tools of teaching and forms of organization of educational activities. Improving the content is carried out through the introduction of disciplines "Management of professional self-determination of pupils in the conditions of New Ukrainian School in physics lessons", "Digital tools for teachers to manage professional self-determination of pupils", "Psychological and pedagogical features of teaching centennial generation". Effective forms: lectures with pauses; trainings; master classes; quests, seminars; laboratory work. Methods: STEM education methods; creating a situation of interest, problem-based learning, interactive, game, project, group learning methods, methods of developing logical, critical and creative thinking. Effective tools: Internet resources and professionally oriented tasks. Implementation of the model of formation of readiness of physics teachers for management of professional self-determination of pupils in postgraduate education should occur with observance of pedagogical conditions: - strengthening the motivation to implement STEM education (introduction of game technologies, digital technologies, project activities, educational robotics, application of scientific and technical knowledge in real life situations in physics lessons); - deepening psychological and pedagogical knowledge about the individual characteristics of the new generation of pupils, their preferences in professional self-determination; - development of knowledge of physics teachers about diagnostic methods of professional self-determination and digital tools for their implementation. Diagnosis of levels is based on criteria and indicators: the need criterion with the indicator "Motivation to manage professional self-determination of pupils", the knowledge criterion with the indicator "STEM literacy and knowledge of career guidance techniques", the activity criterion with the indicator "Ability to manage professional self-determination" with indicators "Reflection" and "Ability to improve". The levels of readiness of physics teachers to manage pupils' professional self-determination are characterized (low, medium, high levels). Experimental verification of the effectiveness of the theoretically developed model of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education was carried out through the organization and conduct of a pedagogical experiment.
The thesis on competition of a scientific degree of for candidate of pedagogical sciences (PhD) on a specialty 13.00.04 – theory and methods of professional education. – Sumy State Pedagogical University named after A.S. Makarenko. –Sumy, 2021. The dissertation research is devoted to the problem of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education. The formation of pupils' ability to independently and consciously make decisions about the future profession is entrusted to the school education system. Therefore, the professional self-determination of pupils is one of the main areas of educational work in the school, which is focused on preparing for a conscious choice of profession. Physics teachers should use their subject to manage the professional self-determination of pupils in the field of "man-technique" The formation of the readiness of physics teachers to manage the professional self-determination of pupils is carried out in the system of postgraduate pedagogical education. It is focused on the continuous professional development of the teacher. Readiness of physics teachers to manage professional self-determination of pupils is an integrative quality of personality, which is a set of values and aspirations to professional self-determination of pupils in teaching physics, knowledge of methods of professional self-determination of pupils, skills to manage professional self-determination of pupils and learning. for this type of activity. The author's model of formation of readiness physics teachers to management of of professional self-determination of pupils is considered from a position of system, axiological, acmeological, personal-activity, functional approaches. The process of formation of readiness requires observance of general didactic and specific principles (constant personal professional development, integrative types of knowledge and skills, predictability, innovation, reliance on own practical experience, principles of STEM-education). The process of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education involves improving the content, methods and tools of teaching and forms of organization of educational activities. Improving the content is carried out through the introduction of disciplines "Management of professional self-determination of pupils in the conditions of New Ukrainian School in physics lessons", "Digital tools for teachers to manage professional self-determination of pupils", "Psychological and pedagogical features of teaching centennial generation". Effective forms: lectures with pauses; trainings; master classes; quests, seminars; laboratory work. Methods: STEM education methods; creating a situation of interest, problem-based learning, interactive, game, project, group learning methods, methods of developing logical, critical and creative thinking. Effective tools: Internet resources and professionally oriented tasks. Implementation of the model of formation of readiness of physics teachers for management of professional self-determination of pupils in postgraduate education should occur with observance of pedagogical conditions: - strengthening the motivation to implement STEM education (introduction of game technologies, digital technologies, project activities, educational robotics, application of scientific and technical knowledge in real life situations in physics lessons); - deepening psychological and pedagogical knowledge about the individual characteristics of the new generation of pupils, their preferences in professional self-determination; - development of knowledge of physics teachers about diagnostic methods of professional self-determination and digital tools for their implementation. Diagnosis of levels is based on criteria and indicators: the need criterion with the indicator "Motivation to manage professional self-determination of pupils", the knowledge criterion with the indicator "STEM literacy and knowledge of career guidance techniques", the activity criterion with the indicator "Ability to manage professional self-determination" with indicators "Reflection" and "Ability to improve". The levels of readiness of physics teachers to manage pupils' professional self-determination are characterized (low, medium, high levels). Experimental verification of the effectiveness of the theoretically developed model of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education was carried out through the organization and conduct of a pedagogical experiment.
Опис
Ключові слова
вчитель фізики, професійне самовизначення, управління професійним самовизначенням учнів, післядипломна освіта, готовність, готовність до управління професійним самовизначенням учнів, physics teacher, professional self-determination, management of professional self-determination of pupils, postgraduate education, readiness, willingness to manage professional self-determination of pupils
Бібліографічний опис
Кода, С. В. Формування готовності вчителів фізики до управління професійним самовизначенням учнів у післядипломній освіті [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 "Теорія і методика проф. освіти" / Кода Світлана Василівна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [науковий керівник М. В. Каленик]. – Суми, 2021. – 44 с.