Педагогічне проектування як засіб розвитку професійної компетентності педагога в системі післядипломної освіти
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті здійснено спробу обґрунтування педагогічного проектування як засобу розвитку професійної компетентності педагога в системі післядипломної освіти через призму Нової української школи. Автором проаналізовано підходи науковців до розуміння дефініцій «проектування» та «педагогічне проектування». Висвітлено основні ідеї педагогічного проектування, його функції та принципи, що визначаються як загальні регулятори нормування професійної діяльності. Запропоновано у програму підвищення кваліфікації педагогічних фахівців із метою розвитку професійної компетентності включити модуль «Педагогічне проектування як умова компетентнісного розвитку особистості педагога» та розкрито особливості його запровадження.
The aim of the article is to attempt to substantiate pedagogical projecting as a means of developing professional competence of a teacher in the system of post-graduate education The studies allowed the author to argue that modern scholars interpret projecting as a process for creating an ideal description of the future object, preceding its implementation. Thus, in recent decades, the methodology of projecting has gained significant development, incorporating a set of procedures for setting the task, generating options, choosing, optimizing, making decisions, etc. Thus, today it is universally accepted that almost any transforming human activity can and must rely on the methodology of projecting or its separate procedures. The main functions of pedagogical projecting are defined in the article, namely: research (complex research of the object, disclosure of theoretical-methodological aspects of the projected process or phenomenon), analytical (analysis of existing experience, baseline conditions and means for project realization with further monitoring of the project results); prognostic (prediction of results of concrete actions, possibilities of deviation and ways to overcome the probable difficulties in project realization); normalizing (creation of normative acts, documents as the initial product of projecting); constructive (allows to obtain concrete practical result on the basis of predictive knowledge). The author notes that multifunctionality of pedagogical projecting allows to use it both as a pedagogical tool within a wider social context and as a means of teaching (education), as a support activity for other types of pedagogical activities, as a procedure in the context of other activities, and as a form (of innovative development) of one or another pedagogical object (system, process, phenomenon). In order to achieve the aim of the article, the researcher proposes to include the module "Pedagogical projecting as a condition of competence development of the personality of the teacher" in the program of professional development of pedagogical specialists and reveals the peculiarities of its implementation. It is proved that the main innovative feature of the pedagogical education is the fact that in this case takes place creation of a new idea, development of a new way of its realization and the acquisition of an entirely new practical solution. In this regard, pedagogical projecting becomes an actual technology that allows to predict the results of work, systematically analyze and describe various objects, identify possible ways of transforming pedagogical reality, a particular situation. It promotes the innovative development of the teacher himself, his professional competence, in accordance with the aim of the project, improves his special projecting abilities.
The aim of the article is to attempt to substantiate pedagogical projecting as a means of developing professional competence of a teacher in the system of post-graduate education The studies allowed the author to argue that modern scholars interpret projecting as a process for creating an ideal description of the future object, preceding its implementation. Thus, in recent decades, the methodology of projecting has gained significant development, incorporating a set of procedures for setting the task, generating options, choosing, optimizing, making decisions, etc. Thus, today it is universally accepted that almost any transforming human activity can and must rely on the methodology of projecting or its separate procedures. The main functions of pedagogical projecting are defined in the article, namely: research (complex research of the object, disclosure of theoretical-methodological aspects of the projected process or phenomenon), analytical (analysis of existing experience, baseline conditions and means for project realization with further monitoring of the project results); prognostic (prediction of results of concrete actions, possibilities of deviation and ways to overcome the probable difficulties in project realization); normalizing (creation of normative acts, documents as the initial product of projecting); constructive (allows to obtain concrete practical result on the basis of predictive knowledge). The author notes that multifunctionality of pedagogical projecting allows to use it both as a pedagogical tool within a wider social context and as a means of teaching (education), as a support activity for other types of pedagogical activities, as a procedure in the context of other activities, and as a form (of innovative development) of one or another pedagogical object (system, process, phenomenon). In order to achieve the aim of the article, the researcher proposes to include the module "Pedagogical projecting as a condition of competence development of the personality of the teacher" in the program of professional development of pedagogical specialists and reveals the peculiarities of its implementation. It is proved that the main innovative feature of the pedagogical education is the fact that in this case takes place creation of a new idea, development of a new way of its realization and the acquisition of an entirely new practical solution. In this regard, pedagogical projecting becomes an actual technology that allows to predict the results of work, systematically analyze and describe various objects, identify possible ways of transforming pedagogical reality, a particular situation. It promotes the innovative development of the teacher himself, his professional competence, in accordance with the aim of the project, improves his special projecting abilities.
Опис
Ключові слова
проект, педагогічне проектування, проектна діяльність, педагог, мозковий штурм, ажурна пилка, асоціативна карта думок, фішбоун, технологічна карта педагогічного проекту, система післядипломної освіти, професійна компетентність, project, pedagogical projecting, project activity, teacher, brainstorming, jaw saw, associative map of thoughts, fishbone, technological map of the pedagogical project, system of postgraduate education, professional competence
Бібліографічний опис
Зосименко, О. Педагогічне проектування як засіб розвитку професійної
компетентності педагога в системі післядипломної освіти [Текст] / О. Зосименко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний 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. – № 4 (78). – С. 56–68.