Формування потенціалу професійного саморозвитку майбутніх учителів біології
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Файли
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтовуються педагогічні умови формування в майбутніх учителів біології потенціалу професійного саморозвитку. Професійний саморозвиток розглядається як усвідомлений, цілеспрямований процес максимального розкриття особистісного потенціалу майбутнього фахівця, що забезпечується цілим комплексом педагогічних умов та засобів, що задовольняють пізнавальні й духовні потреби особистості, сприяють актуалізації та вдосконаленню здібностей. Зазначається, що вищою формою професійного саморозвитку є творча самореалізація, під час якої відбувається втілення в життя здібностей особистості в соціально значущому виді діяльності.
The author of the article substantiates the pedagogical conditions of formation of the potential of professional self-development of the future teachers of biology. The pedagogical conditions ensuring professional self-development of the students are defined as: established creative environment, the effectiveness of which is provided by a set of productive methods, forms of training, approaches, features of the educational process, creating a motivational field of professional self-realization; pedagogical support of creative self-realization of the students; an application of skills and abilities in professional activity; final self-determination and professional orientation of cognitive activity; formation of a system of values; development of professional reflection. The basis of professional self-development is profound knowledge of the students: methodological (the basics of modern pedagogical and biological science, the contemporary ideas about the scientific picture of the world, actual problems of school biological education and ways of their solution); didactic (modern learning technologies, the ways of implementing the content and procedural components of the educational process, a didactic arsenal of productive learning: methods, forms, means of teaching and knowledge control); methodological (the requirements for a modern biology lesson, organization and conducting of laboratory, practical works, biological excursions, methods and techniques for the development of general and special skills and abilities); subject (features of structure, functioning, ecology, evolution of biological systems at different levels of organization, particularly the current stage of development of modern biology). Future teachers should also learn a set of skills related to the subject area and learning technologies. Professional self-development is considered as a conscious, purposeful process of maximizing the disclosure of the personal potential of a future specialist, provided by a whole range of pedagogical conditions and means satisfying cognitive and spiritual needs of the individual, promote actualization and improvement of abilities. It is noted that the highest form of professional self-development is a creative self, which occurs during the implementation of the abilities of the individual in the form of socially significant activities.
The author of the article substantiates the pedagogical conditions of formation of the potential of professional self-development of the future teachers of biology. The pedagogical conditions ensuring professional self-development of the students are defined as: established creative environment, the effectiveness of which is provided by a set of productive methods, forms of training, approaches, features of the educational process, creating a motivational field of professional self-realization; pedagogical support of creative self-realization of the students; an application of skills and abilities in professional activity; final self-determination and professional orientation of cognitive activity; formation of a system of values; development of professional reflection. The basis of professional self-development is profound knowledge of the students: methodological (the basics of modern pedagogical and biological science, the contemporary ideas about the scientific picture of the world, actual problems of school biological education and ways of their solution); didactic (modern learning technologies, the ways of implementing the content and procedural components of the educational process, a didactic arsenal of productive learning: methods, forms, means of teaching and knowledge control); methodological (the requirements for a modern biology lesson, organization and conducting of laboratory, practical works, biological excursions, methods and techniques for the development of general and special skills and abilities); subject (features of structure, functioning, ecology, evolution of biological systems at different levels of organization, particularly the current stage of development of modern biology). Future teachers should also learn a set of skills related to the subject area and learning technologies. Professional self-development is considered as a conscious, purposeful process of maximizing the disclosure of the personal potential of a future specialist, provided by a whole range of pedagogical conditions and means satisfying cognitive and spiritual needs of the individual, promote actualization and improvement of abilities. It is noted that the highest form of professional self-development is a creative self, which occurs during the implementation of the abilities of the individual in the form of socially significant activities.
Опис
Ключові слова
професіоналізм, професійна компетентність, професійний саморозвиток, педагогічні умови, творча самореалізація, професійна мобільність, учитель біології, professionalism, professional competence, professional self-development, pedagogical conditions, creative self-realization, professional mobility, teacher of biology
Бібліографічний опис
Генкал, С. Формування потенціалу професійного саморозвитку майбутніх учителів біології [Текст] / С. Генкал // 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, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 5 (79). – С. 89–99.