Проблема методичної підготовки майбутніх учителів початкової школи в умовах оновлення освіти
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Дата
2016
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Мета статті: дослідження проблеми методичної підготовки майбутніх учителів початкової школи в умовах оновлення освіти. Методи дослідження: аналіз, анкетування, бесіди, математична статистика, синтез, узагальнення. Результати дослідження дозволили уточнити коло завдань, напрямів і проблем в організації методичної підготовки майбутніх учителів, установити необхідні зміни в її організації. Практичне значення дослідження полягає в тому, що у зв'язку з реформуванням загальної середньої освіти виокремлено напрями методичної підготовки, які лежать в основі формування вчителя сучасної школи. Розв'язання проблеми методичної підготовки майбутніх учителів має базуватися на нових підходах до реформування загальної середньої освіти, а подальше дослідження планується в напрямі організації їх науково-методичної діяльності.
The aim of the article: to study the issue of methodological training of primary school teachers at the time of education renovations. Methods: analysis, surveys, interviews, mathematical statistics, synthesis. The study results allowed to specify the range of tasks and challenges when organizing methodological training of the future teachers, establish necessary changes in organization. The practical significance of the study is that according to the secondary education reform, directions for methodological training which form the basis of educating a modern school teacher are singled out. Solving the issue of methodological training of the future teachers should be based on new approaches to reforming secondary education, and further research is about organizing scientific and methodological activities. The study found out that the results of future teachers training, including methodological, results in growing dissatisfaction of education system employees and scientists, trainers, dealing with this problem. Students are neither fully satisfied with the nature and quality of methodological training as they are not always trained to implement modern technologies and techniques for teaching primary school pupils. After analyzing the survey and interview results, objectives, trends and problems of methodological training of primary school teachers were defined. In order to identify content changes in methodological training and its reorganization, surveys of students were carried out. They demonstrated a number of causes for the approach and difficulties future teachers face when performing educational and methodological activities. The article reveals changes in training future teachers caused by the reform of secondary education. It provides methodological analysis of directions at the base of educating a modern school teacher, as well as stresses the importance of having an educational environment with the main aim of methodological training of students and providing them with methodological knowledge and skills, necessary for teaching. The article proves the necessity of changing a position of a teacher equipped with knowledge into that of an educator-facilitator, capable of supporting a pupil, ensuring cooperation, since it is the very expert the modern primary school demands.
The aim of the article: to study the issue of methodological training of primary school teachers at the time of education renovations. Methods: analysis, surveys, interviews, mathematical statistics, synthesis. The study results allowed to specify the range of tasks and challenges when organizing methodological training of the future teachers, establish necessary changes in organization. The practical significance of the study is that according to the secondary education reform, directions for methodological training which form the basis of educating a modern school teacher are singled out. Solving the issue of methodological training of the future teachers should be based on new approaches to reforming secondary education, and further research is about organizing scientific and methodological activities. The study found out that the results of future teachers training, including methodological, results in growing dissatisfaction of education system employees and scientists, trainers, dealing with this problem. Students are neither fully satisfied with the nature and quality of methodological training as they are not always trained to implement modern technologies and techniques for teaching primary school pupils. After analyzing the survey and interview results, objectives, trends and problems of methodological training of primary school teachers were defined. In order to identify content changes in methodological training and its reorganization, surveys of students were carried out. They demonstrated a number of causes for the approach and difficulties future teachers face when performing educational and methodological activities. The article reveals changes in training future teachers caused by the reform of secondary education. It provides methodological analysis of directions at the base of educating a modern school teacher, as well as stresses the importance of having an educational environment with the main aim of methodological training of students and providing them with methodological knowledge and skills, necessary for teaching. The article proves the necessity of changing a position of a teacher equipped with knowledge into that of an educator-facilitator, capable of supporting a pupil, ensuring cooperation, since it is the very expert the modern primary school demands.
Опис
Ключові слова
методична підготовка, концепція, педагогічна рефлексія, педагог-фасилітатор, педагогіка партнерства, особистісно орієнтовані та компетентнісні методики навчання, діяльнісний підхід до навчання, methodological training, concept, pedagogical reflection, educator and facilitator, cooperation pedagogics, personally focused and competency-based training methods, activity approach in learning
Бібліографічний опис
Упатова, І. Проблема методичної підготовки майбутніх учителів початкової школи в умовах оновлення освіти [Текст] / І. Упатова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2016. – № 10 (64). – С. 145–155.