Підготовка майбутніх учителів-словесників до використання засобів медіаосвіти у професійній діяльності: розробка моделі та її експериментальна перевірка

Abstract

У статті здійснено теоретичний аналіз розробленої автором моделі підготовки майбутніх учителів-словесників до використання засобів медіаосвіти у професійній діяльності, висвітлено підходи до створення моделі, окреслено етапи, принципи та компоненти моделі. Автор надає детальну характеристику ключових компонентів моделі підготовки майбутніх учителів української мови і літератури до використання засобів медіаосвіти у професійній діяльності: цільового, праксеологічного, результативного структурних блоків; коротко зазначає результати експериментальної перевірки.

Under the conditions of a dynamic development of mass media in society, one can observe the increasing requirements for language and literature teachers, who freely apply the skills of working with journalistic texts, as well as analytical and interpretative, text- and genre-based, linguistic and communicative, editorial skills. Scientific findings confirm the need to design a model of training future teachers of Ukrainian language and literature to use media education tools in their professional activities. It has been found that modeling visualizes the object more clearly, outlines its elements and describes important theoretical issues of the problem under study. The model of training future teachers of Ukrainian language and literature to use media education tools based on target, praxeology, operation and result blocks has been designed. In particular, the target block is considered in the context of systemic, synergetic, culturological, axiological, personality-oriented, text-centric, activity-, competency- and context-based approaches and visualization, expediency, scientificity, accessibility and consistency principles. The praxeology block has been constituted using such methods as problem search, heuristics, trainings, discussions, projects; such forms of educational activities that contribute to developing readiness of the future teachers to use media education tools, namely, practical, independent and individual activities during the education process, self-study, placements, conferences; and tools, namely, educational and methodological textbooks on electronic devices, course syllabi, test assignments, students and teachers' bookmarks in social networks, professional Internet resources, e-mail, cloud technologies, etc. The stages of developing readiness in the future teachers of Ukrainian language and literature to use media education tools have been described. They include the motivation stage (Years 1, 2), the search and creativity stage (Year 3) and the praxeology stage (Year 4). The result block is aimed at examining levels, revealing deficiencies, further adjusting the process of developing media education skills in language and literature students during practical classes and extracurricular activities, research activities, teaching placements. The model has been experimentally verified with the help of criteria-based and exploratory support for developing readiness in future teachers of Ukrainian language and literature to use media education tools.