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Title: Формування готовності студентів до застосування інтегрованих знань
Other Titles: Formation of Students’ Readiness for Use of Integrated Knowledge
Authors: Шишкін, Г. О.
Shyshkin, H. O.
Keywords: готовність
професійна діяльність
учитель технологій
навчальний процес
model integration
professional activity
technology teacher
learning process
Issue Date: 2013
Citation: Шишкін, Г. О. Формування готовності студентів до застосування інтегрованих знань [Текст] / Г. О. Шишкін // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 287–297.
Abstract: Стаття присвячена психолого-педагогічним проблемам формування готовності студентів технологічних спеціальностей педагогічних університетів до застосування інтегрованих знань у педагогічній діяльності. Обґрунтовується необхідність інтеграції знань дисциплін фундаментальної та фахової підготовки випускників. Пропонується модель і методи формування готовності майбутніх учителів. Відповідно до сутнісних характеристик моделі пропонуються показники оцінки стану готовності.
The article is devoted to psychological and educational problems of formation of students’ readiness of pedagogical universities of technological specialties to the use of integrated knowledge in teaching. The necessity of integrating knowledge of basic disciplines and training graduates is defined by the author. Due to the need to provide competitive professionals in the labor market the problem of students’ professional readiness to use the integrated knowledge in practice is of great importance. The young professionals who have just completed higher education institution must usually have a lot of time to adapt to the conditions of professional activity. Although adaptation to specific jobs going at the core knowledge and skills acquired in school, one of the main roles is played by the presence of a young professional readiness for application of integrated knowledge in practice. The research willingness to use the integrated knowledge and the dynamics of its development in making of the future teacher will identify and mobilize new quality provisions of pedagogical work, identify the trajectory of improved training for it. Therefore, the study of the dynamics of formation of professional and creative pedagogical university students' readiness to use integrated knowledge in practice becomes relevant nowdays. The urgency and nature of training students to use the integrated knowledge in the environment of the pedagogical university are defined by the following methodological, organizational and methodological cinditions: universal nature of integrated knowledge and skills, allowing university graduates to apply integrated skills for solving various socio-professional and personal problems; compliance with the principles of integration and performance training in the pedagogical university with the state educational standards; maximum use of scientific and educational potential of the pedagogical university in integrating education for young people and taking into account the principles of humanization, fundamentalization, science, lifelong learning and continuity of education; increase of opportunities for social and professional adaptation and mobility of graduates in the context of market economy by getting students more educational qualifications. While creating a model of the readiness of the future teacher of vocational education to use the integrated knowledge in practice we followed the definition of a «model» according to the educational research S. V. Romanov. According to his definition, the pedagogical model is a generic, abstract and logical image of a particular phenomenon of educational system. It reflects and represents a significant structural and functional connections of pedagogical research object given in the required visual form. They are able to provide new knowledge about the object modeling. A model and methods of formation of readiness of future teachers are presented. According to the essential characteristics of the model the indicators to assess the state of readiness are proposed.
Appears in Collections:Педагогічні науки: теорія, історія, інноваційні технології

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