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Title: Змістові лінії системи педагогічних практик
Other Titles: Content Lines in the System of Pedagogical Practices
Authors: Коваленко, Наталія Володимирівна
Kovalenko, Nataliia Volodymyrivna
Keywords: професійна педагогічна підготовка
практична педагогічна підготовка
майбутній учитель
навчальна педагогічна практика
виробнича педагогічна практика
принципи змістові лінії практик
технології організації практики
оцінювання навчальних досягнення студентів у період практики
professional pedagogical training
practical training
practical pedagogical training
future teacher
educational teaching practice
industrial teaching practice
content lines of practices
technologies of practices organization
technologies of evaluation of learning achievements of the students during the practice
Issue Date: 2015
Citation: Коваленко, Н. В. Змістові лінії системи педагогічних практик [Текст] / Н. В. Коваленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2015. – № 10 (54). – С. 270–280.
Abstract: У статті висвітлено концепцію побудови системи завдань педагогічних практик у контексті майбутньої професійної діяльності, змісту навчальних педагогічних дисциплін, попередніх та наступних видів педагогічної практики, професійного становлення майбутнього компетентного вчителя. Обґрунтовано змістові лінії навчальної (пропедевтичної) та виробничих педагогічних практик, їх розвиток на різних етапах університетського навчання. Висвітлено динаміку змін у технологіях підготовки, організації практики та оцінювання навчальних досягнень студентів за результатами практики.
The study emphasizes the importance of implementation of the principles of continuity, systematic character and continuity of building tasks of pedagogical practices, definition of common content lines and their development according to the years of study. The concept of construction of the corresponding system of tasks of teaching practice and pedagogical component of the industrial practices in the context of future professional activity, the educational content of pedagogical disciplines, preceding and subsequent practices, and professional formation of future competent teachers are revealed. It is shown that the problems of each type of practices are cross-cutting, they complicate gradually, are based on the content of previous practices and develop in subsequent ones, assume educational tasks of the complex of psychological-pedagogical subjects (2 year – academic discipline “Pedagogy” – educational (propaedeutic) practice; 3 course– the discipline “Methodology of educational work in children’s health centers” – summer internship in health centers; 4, 5 year – the discipline “Methodology of educational work” is an industrial practice respectively in primary and secondary schools, master’s teaching practice). The article presents a thematic plan for propaedeutic teaching practice, which is defined by the content of the academic discipline “Pedagogy” (enrichment of theoretical background in the theory of education, learning, educational management, formation of appropriate skills), the importance of ensuring conditions for professional identification of students and propaedeutics of further understanding of teaching methods. Taking into account gained practical skills, the content of the work of the classroom teacher, the content of the discipline “Methodology of educational work” the pedagogical goals of industrial practice of future teachers in the primary school and developed organizational and methodological materials are revealed: creating the set of techniques of the study of students’ characteristics in the class, analysis of results, substantiation of conclusions and proposals; development of a fragment of the plan of educational work of the classroom teacher for the period of practice; methodological development of the form of educational work with the analysis of its implementation; development of materials of parent meetings in the assigned class with actual pedagogical issues; design of the lesson on the subject of specialization with implementation of educational tasks (national-patriotic, public-active, moral, etc). It is shown that pedagogical component of practical training of students of the fifth course implements psycho-pedagogical training of students in working with secondary school pupils. The content lines of training (propaedeutic) and industrial pedagogical practices, their development at different stages of learning are proved and strategies for their development are presented: mastery of the techniques of educational work (sophomores – ethical conversation, children’s art competition, educational event in the areas of education and in accordance with the plan of educational work of the classroom teacher), fourth year students – an educational project, a debate, a verbal journal, an interactive theatre, a quest, etc); the study of cohesion of the students in the group; planning of educational work; individual work with pupils; didactic objectives; methods of work with parents of students. Along with the development of practices content the dynamics of changes in the technology of preparation, organization and evaluation of educational achievements of students on the results of practice is revealed. It is noted that preparing for practice defines the need to organize teaching as a process of solving research and practical problems, which in turn modernizes practical classes on pedagogical disciplines. Practical training, practical classes with elements of training, didactic games, master classes, workshops, etc. are becoming productive. The approaches to understanding educational outcomes of students’ practice and evaluation system are actualized: for educational practices more relevant was the corporate assessment made by the creative groups of students’ products, in its turn, for the industrial practice the attention is focused on the pedagogical assessment of individual products. The importance of consistency in creating products of practice, directing all of these developments on the solution of the common question is emphasized.
Appears in Collections:Статті
Педагогічні науки: теорія, історія, інноваційні технології

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