Професіоналізм діяльності інженера-педагога: aспект суб’єкт-суб’єктної взаємодії
Дата
2016
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті проаналізовано проблеми й суперечності в підготовці майбутніх інженерів-педагогів, чинники та обставини їх педагогічної діяльності в аспекті суб’єкт-суб’єктної взаємодії. Розглянуто поняття «професіоналізм педагога», його сутність і структуру, етапи й рівні. Розглянуто професіограму інженера-педагога, його провідні операції та функції, успішність яких безаперечно залежить від суб’єкт-суб’єктної взаємодії учасників навчально-виховного процесу.
The problems and contradictions in training future engineers, factors and circumstances of their educational activities in terms of subject-subject interaction are revealed. The notion of “professional teacher”, its nature and structure, stages are characterized. The professiogram of an engineer-teacher, his major operations and functions, the success of which depends on subject-subject interaction of the participants in the educational process are considered. In studies were used the following methods: theoretical and empirical analysis, synthesis, comparison, generalization – to explore scientific sources, materials of theoretical research, regulatory and legal framework in order to learn from the experience of vocational education, the concepts of professional education, improvement and further analysis of the studied phenomena; content analysis, abstraction – to clarify and specify conceptual and categorical apparatus on the formation of future engineers, teachers’ willingness to subject-subject interaction. The main features of the professional activity of an engineer-teacher are compared to such of the teachers of middle and high school, namely: it is close to real conditions of production; teacher’s communication is more specific and practical; it has professional character, different direct professional orientation, objectivity, interest and so on. In such circumstances, public demand for a professional future engineer-teacher, his willingness to subject-subject interaction becomes obvious. It is emphasized that the system of vocational education today sets requirements to the modern engineers-teachers that should master not only specialized training and be highly competitive specialists in high-tech industries, capable of practical application of acquired knowledge and skills in their professional activities, but also be able to apply subject-subject interaction in the future educational activities, because development of personal sphere of the future specialist takes place under the influence of not only educational process but also subject-subject interaction between them and teachers. A promising area of study is considered to be the selection of methods of teaching students based on their subjectivity.
The problems and contradictions in training future engineers, factors and circumstances of their educational activities in terms of subject-subject interaction are revealed. The notion of “professional teacher”, its nature and structure, stages are characterized. The professiogram of an engineer-teacher, his major operations and functions, the success of which depends on subject-subject interaction of the participants in the educational process are considered. In studies were used the following methods: theoretical and empirical analysis, synthesis, comparison, generalization – to explore scientific sources, materials of theoretical research, regulatory and legal framework in order to learn from the experience of vocational education, the concepts of professional education, improvement and further analysis of the studied phenomena; content analysis, abstraction – to clarify and specify conceptual and categorical apparatus on the formation of future engineers, teachers’ willingness to subject-subject interaction. The main features of the professional activity of an engineer-teacher are compared to such of the teachers of middle and high school, namely: it is close to real conditions of production; teacher’s communication is more specific and practical; it has professional character, different direct professional orientation, objectivity, interest and so on. In such circumstances, public demand for a professional future engineer-teacher, his willingness to subject-subject interaction becomes obvious. It is emphasized that the system of vocational education today sets requirements to the modern engineers-teachers that should master not only specialized training and be highly competitive specialists in high-tech industries, capable of practical application of acquired knowledge and skills in their professional activities, but also be able to apply subject-subject interaction in the future educational activities, because development of personal sphere of the future specialist takes place under the influence of not only educational process but also subject-subject interaction between them and teachers. A promising area of study is considered to be the selection of methods of teaching students based on their subjectivity.
Опис
Ключові слова
професіоналізм педагога, професійна підготовка, інженери-педагоги, професіограма інженера-педагога, суб’єкт-суб’єктна взаємодія, навчально-виховний процес, готовність майбутніх інженерів-педагогів до суб’єкт-суб’єктної взаємодії, professionalism of the teacher, training, engineers-teachers, professiogram of the teacher, subject-subject interaction, education process, readiness of the future engineers-teachers to subject-subject interaction
Бібліографічний опис
Керницький, О. Професіоналізм діяльності інженера-педагога: аспект суб’єкт-суб’єктної взаємодії [Текст] / О. Керницький // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 6 (60). – С. 162–172.