Самоосвітня діяльність педагога в контексті науково-педагогічних поглядів М. М. Дарманського
Ескіз недоступний
Дата
2023
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто роль самоосвіти особистості педагога, зокрема, проаналізовано її роль у науково-практичній діяльності відомого сучасного педагога-науковця М. М. Дарманського. В контексті наукової розвідки вказано на роль самоосвітньої діяльності педагогів у їхньому професійному становленні, а також проаналізовано погляди на сутність самоосвітньої діяльності педагогічних працівників.
The purpose of the article is to reveal the essence of the self-educational activity of a teacher in the formation of their personality and professional skills in the context of the scientific and practical activity of M. M. Darmanskyi. It is noted that today pedagogical activity requires its representatives not only to have the ability to convey knowledge but also to constantly improve themselves. Therefore, research on the work of pedagogical workers is an important component in ensuring quality education. Using methods of scientific research, such as analysis, synthesis, comparison, generalization, bibliographic, and biographical research, the essence of M. M. Darmanskyi’s scientific and pedagogical views on the role of self-educational activity in the professional development of pedagogical workers has been revealed. It is emphasized that M. M. Darmanskyi stressed the necessity of developing the personality of the teacher, which is inseparably linked to their desire for independent replenishment of knowledge. By analyzing the scientific works of M. M. Darmanskyi, it is concluded that the scientist always paid due attention to the development of the selfeducational activity of future teachers, both in the context of his own scientific activity and as the head of an educational institution. The analysis of M. M. Darmanskyi’s views on the problem raised provides a basis for outlining the main key positions of the scientist, pedagogue-manager regarding the outlined problem: self-educational activity of the teacher includes systematic work with books, methodical materials, periodicals, participation in scientific and practical conferences, seminars, etc.; the activity of a pedagogical higher education institution must be directed primarily towards the development of the creative personality of the future teacher, the rational organization of the educational process, and the guidance of the formation of general and individual skills of students, their preparation for continuous self-education and selfimprovement; self-education is an independent system of work for acquiring knowledge, skills, and abilities, developing a scientific worldview, creative abilities, expanding the experience of valuable attitudes towards the world; self-education is a link in continuous education; the self-education of a pedagogical worker of an educational institution will ensure the continuity of education throughout life, combining all types of education; self-education, self-development, and selfimprovement are both a right and a duty of every worker. The main principles underlying the planning of the self-educational activities of teachers are compliance with theory and practice, prospectiveness, pedagogical expediency, objectivity, comprehensiveness, concreteness, adherence to realistic terms, accessibility, and affordability for every teacher, personal responsibility for the quality of self-education. The success of organizing the self-educational activities of pedagogical workers in institutions depends on the organization of interaction with scientific, managerial, cultural, and other educational institutions and centers at all levels of subordination.
The purpose of the article is to reveal the essence of the self-educational activity of a teacher in the formation of their personality and professional skills in the context of the scientific and practical activity of M. M. Darmanskyi. It is noted that today pedagogical activity requires its representatives not only to have the ability to convey knowledge but also to constantly improve themselves. Therefore, research on the work of pedagogical workers is an important component in ensuring quality education. Using methods of scientific research, such as analysis, synthesis, comparison, generalization, bibliographic, and biographical research, the essence of M. M. Darmanskyi’s scientific and pedagogical views on the role of self-educational activity in the professional development of pedagogical workers has been revealed. It is emphasized that M. M. Darmanskyi stressed the necessity of developing the personality of the teacher, which is inseparably linked to their desire for independent replenishment of knowledge. By analyzing the scientific works of M. M. Darmanskyi, it is concluded that the scientist always paid due attention to the development of the selfeducational activity of future teachers, both in the context of his own scientific activity and as the head of an educational institution. The analysis of M. M. Darmanskyi’s views on the problem raised provides a basis for outlining the main key positions of the scientist, pedagogue-manager regarding the outlined problem: self-educational activity of the teacher includes systematic work with books, methodical materials, periodicals, participation in scientific and practical conferences, seminars, etc.; the activity of a pedagogical higher education institution must be directed primarily towards the development of the creative personality of the future teacher, the rational organization of the educational process, and the guidance of the formation of general and individual skills of students, their preparation for continuous self-education and selfimprovement; self-education is an independent system of work for acquiring knowledge, skills, and abilities, developing a scientific worldview, creative abilities, expanding the experience of valuable attitudes towards the world; self-education is a link in continuous education; the self-education of a pedagogical worker of an educational institution will ensure the continuity of education throughout life, combining all types of education; self-education, self-development, and selfimprovement are both a right and a duty of every worker. The main principles underlying the planning of the self-educational activities of teachers are compliance with theory and practice, prospectiveness, pedagogical expediency, objectivity, comprehensiveness, concreteness, adherence to realistic terms, accessibility, and affordability for every teacher, personal responsibility for the quality of self-education. The success of organizing the self-educational activities of pedagogical workers in institutions depends on the organization of interaction with scientific, managerial, cultural, and other educational institutions and centers at all levels of subordination.
Опис
Ключові слова
самоосвіта, самоосвітня діяльність, науково-практичний доробок, педагогічна персоналістика, науково-педагогічні погляди, М. М. Дарманський, self-education, self-educational activity, scientific and practical legacy, pedagogical personality, scientific and pedagogical views, M. M. Darmanskyi
Бібліографічний опис
Пісоцька, Л. Самоосвітня діяльність педагога в контексті науково-педагогічних поглядів М. М. Дарманського [Текст] / Л. Пісоцька // 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, 2023. – № 1 (125). – С. 333–341. – DOI 10.24139/2312-5993/2023.01/333-341