Методологічна модель дослідження проблеми формування ранньої професійної ідентичності майбутніх учителів у системі професійно‐педагогічної підготовки в закладах вищої освіти
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Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті подано обґрунтування методологічної моделі дослідження формування ранньої професійної ідентичності майбутніх учителів засобами проєктно‐тренінгових технологій у системі професійно‐педагогічної підготовки закладів вищої освіти. Визначено та схарактеризовано наукові підходи, принципи, методи дослідження на чотирьох виокремлених методологічних рівнях: філософському, загальнонауковому, конкретно‐науковому, технологічному, що забезпечило розробку взаємопов’язаної сукупності методологічних підходів, принципів, методів дослідження проблеми формування ранньої професійної ідентичності майбутніх учителів, стало підґрунтям розробки педагогічної системи формування ранньої професійної ідентичності майбутніх учителів засобами проєктно тренінгових технологій у системі професійно‐педагогічної підготовки закладів вищої освіти.
The article substantiates the methodological model for studying the process of forming the early professional identity of future teachers by means of project‐training technologies in the system of professional and pedagogical training of higher education institutions.The article defines and characterizes scientific approaches, principles, research methods at four identified methodological levels: philosophical, general scientific, concrete scientific, technological, which ensured the development of an interconnected set of methodological approaches, principles, methods for studying the problem of forming an early professional identity of future teachers , development of a pedagogical system for the formation of an early professional identity of future teachers by means of project‐training technologies in the system of vocational and pedagogical training of higher education institutions: ‐ philosophical level (Approaches: philosophical pluralism, which allows you to combine elements of various philosophical paradigms in order to ensure the integrity of the disclosure of the subject of research; Principles: objectivity, unity of theory and practice, comprehensiveness, historicism; Task: to consider the problem of forming an early professional context, to comply with the position of the study to the laws of dialectics, theories of knowledge); ‐ general scientific level (Approaches: activity, systemic, acmeological, axiological, environmental, existential approach; Task: to consider the problem of the formation of an early professional identity of a future teacher in a poly‐ and interdisciplinary anthropological; theoretical: analysis, synthesis, abstraction, generalization, comparison, classification induction , deduction, modeling, prediction, forecasting, concretization, scientific description of objects and objects of knowledge, thought experiment, general scientific substantiation of fundamental concepts and theories); ‐ specific scientific level (Approaches: student‐centered, contextual, competence‐based; Principles: general didactic, didactics of higher education, special; Task: to analyze the system of professional and pedagogical training in the ZVO; methods of teaching pedagogical academic disciplines, organization of educational pedagogy; reflection of research issues in the regulatory and legislative field at the international, national and institutional levels Methods: theoretical: categorical‐ terminological, comparative‐paradigmatic, structural‐logical, morphological analysis of pedagogical processes and phenomena, empirical: diagnostic conversation, questioning, survey, testing, psychological and pedagogical observation, generalization of pedagogical experience of teachers); ‐ technological level (Task: to develop and experimentally test a structural and functional model of the pedagogical system for the formation of early professional identity of future teachers by means of project‐training technologies in higher education institutions; Methods: theoretical: modeling, analysis, synthesis, comparison, generalization;‐); observation, pedagogical experiment (stating, forming, control stages), method of analysis of products of activity, morphological analysis, method of expert evaluation, methods of mathematical statistics (criterion of signs, 2‐square) The result of the model was defined as an interconnected set of methodological approaches, principles, research methods, problems of forming the early professional identity of future teachers
The article substantiates the methodological model for studying the process of forming the early professional identity of future teachers by means of project‐training technologies in the system of professional and pedagogical training of higher education institutions.The article defines and characterizes scientific approaches, principles, research methods at four identified methodological levels: philosophical, general scientific, concrete scientific, technological, which ensured the development of an interconnected set of methodological approaches, principles, methods for studying the problem of forming an early professional identity of future teachers , development of a pedagogical system for the formation of an early professional identity of future teachers by means of project‐training technologies in the system of vocational and pedagogical training of higher education institutions: ‐ philosophical level (Approaches: philosophical pluralism, which allows you to combine elements of various philosophical paradigms in order to ensure the integrity of the disclosure of the subject of research; Principles: objectivity, unity of theory and practice, comprehensiveness, historicism; Task: to consider the problem of forming an early professional context, to comply with the position of the study to the laws of dialectics, theories of knowledge); ‐ general scientific level (Approaches: activity, systemic, acmeological, axiological, environmental, existential approach; Task: to consider the problem of the formation of an early professional identity of a future teacher in a poly‐ and interdisciplinary anthropological; theoretical: analysis, synthesis, abstraction, generalization, comparison, classification induction , deduction, modeling, prediction, forecasting, concretization, scientific description of objects and objects of knowledge, thought experiment, general scientific substantiation of fundamental concepts and theories); ‐ specific scientific level (Approaches: student‐centered, contextual, competence‐based; Principles: general didactic, didactics of higher education, special; Task: to analyze the system of professional and pedagogical training in the ZVO; methods of teaching pedagogical academic disciplines, organization of educational pedagogy; reflection of research issues in the regulatory and legislative field at the international, national and institutional levels Methods: theoretical: categorical‐ terminological, comparative‐paradigmatic, structural‐logical, morphological analysis of pedagogical processes and phenomena, empirical: diagnostic conversation, questioning, survey, testing, psychological and pedagogical observation, generalization of pedagogical experience of teachers); ‐ technological level (Task: to develop and experimentally test a structural and functional model of the pedagogical system for the formation of early professional identity of future teachers by means of project‐training technologies in higher education institutions; Methods: theoretical: modeling, analysis, synthesis, comparison, generalization;‐); observation, pedagogical experiment (stating, forming, control stages), method of analysis of products of activity, morphological analysis, method of expert evaluation, methods of mathematical statistics (criterion of signs, 2‐square) The result of the model was defined as an interconnected set of methodological approaches, principles, research methods, problems of forming the early professional identity of future teachers
Опис
Ключові слова
методологічна модель, рання професійна ідентичність майбутніх учителів, формування ранньої професійної ідентичності майбутніх учителів, професійно‐педагогічна підготовка, педагогічна система формування ранньої професійної ідентичності майбутніх учителів, methodological model, early professional identity of future teachers, formation of early professional identity of future teachers, professional pedagogical training, pedagogical system of formation of early professional identity of future teachers
Бібліографічний опис
Коваленко Н. Методологічна модель дослідження проблеми формування ранньої професійної ідентичності майбутніх учителів у системі професійно‐педагогічної підготовки в закладах вищої освіти [Текст] / Н. Коваленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2022. – № 3 (117). – С. 84–97. – DOI: 10.24139/2312‐5993/2022.03/084‐097