Інноваційна компетентність учителя: рефлексія навколо поняття «навчальна програма»
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Дата
2024
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Стаття висвітлює інноваційну компетентність сучасного вчителя на тлі аналізу семантичного поля терміну «навчальна програма». Здійснено порівняння понять «модельна програма« і «навчальна програма«, визначено їх основні спільні та відмінні риси. Зокрема, модельна програма окреслює орієнтовну послідовність досягнення очікуваних результатів, у той час як навчальна програма конкретизує ці результати відповідно до навчального плану закладу освіти. Детально описано алгоритм створення навчальних програм, включаючи послідовність вивчення тем, розподіл навчального часу, формулювання очікуваних результатів, а також інтеграцію міжгалузевих проєктів. Підкреслена важливість творчої адаптації модельних програм до потреб конкретного закладу освіти та учнів. Визначено ключові аспекти, які забезпечують підготовку вчителів до ефективного використання модельних навчальних програм і адаптації їх до потреб освітнього процесу. Представлено рекомендації щодо інтеграції цих аспектів у зміст педагогічної освіти на етапі університетської підготовки.
The article examines the innovative competence of modern teachers as a key factor for successful adaptation to the reforms of the New Ukrainian School (NUS). The content of the terms “model program” and “educational program” is explored, highlighting their key features. The differences and similarities between model and educational programs are analyzed, as well as their impact on the organization of the educational process. It is determined that the model program provides a framework for achieving expected outcomes, while the educational program specifies the content and structure of teaching according to the needs of the educational institution. Purpose of the article: to organize the semantic field of the term “educational program” to integrate this knowledge into the training of future teachers. Tasks addressed in the article: сonducting a semantic analysis of the terms “model program” and “educational program”; describing the algorithm for creating educational programs with a focus on adapting them to the needs of students; identifying key aspects that facilitate teachers' preparation for working with educational programs; providing recommendations for implementing an innovative approach in the content of teacher education. The article elaborates on the algorithm for developing educational programs, including material structuring, topic specification, allocation of instructional time, and determination of expected outcomes. Attention is drawn to the integration of interdisciplinary projects and adaptation to individual educational needs. The author emphasizes the importance of teachers’ reflection on contemporary pedagogical categories for the formation of their innovative competence. The article presents proposals for improving the content of university‐level teacher training and specifies methods for integrating knowledge of model and educational programs into the training process of future teachers, including: introduction of specialized courses and modules; conducting practical intensives and training sessions; addressing real educational tasks during teaching practice; developing interdisciplinary projects incorporating model programs; creating authorial educational programs as individual or group projects; utilizing digital technologies, including familiarization with electronic platforms for working with educational documents and tools for lesson planning and assessment; collaboration with practicing teachers and experts; individualizing the learning process for future teachers, such as developing personalized tasks for adapting model programs to specific educational contexts and providing mentorship by instructors during the creation of educational programs; reflection and analysis, including using case methods to analyze successful and problematic examples of applying model programs, as well as students’ reflection on their own experience of working with educational programs. These approaches are aimed at enhancing the readiness of future teachers for creative work with educational documents, fostering their professional development, and meeting the challenges of modern education.
The article examines the innovative competence of modern teachers as a key factor for successful adaptation to the reforms of the New Ukrainian School (NUS). The content of the terms “model program” and “educational program” is explored, highlighting their key features. The differences and similarities between model and educational programs are analyzed, as well as their impact on the organization of the educational process. It is determined that the model program provides a framework for achieving expected outcomes, while the educational program specifies the content and structure of teaching according to the needs of the educational institution. Purpose of the article: to organize the semantic field of the term “educational program” to integrate this knowledge into the training of future teachers. Tasks addressed in the article: сonducting a semantic analysis of the terms “model program” and “educational program”; describing the algorithm for creating educational programs with a focus on adapting them to the needs of students; identifying key aspects that facilitate teachers' preparation for working with educational programs; providing recommendations for implementing an innovative approach in the content of teacher education. The article elaborates on the algorithm for developing educational programs, including material structuring, topic specification, allocation of instructional time, and determination of expected outcomes. Attention is drawn to the integration of interdisciplinary projects and adaptation to individual educational needs. The author emphasizes the importance of teachers’ reflection on contemporary pedagogical categories for the formation of their innovative competence. The article presents proposals for improving the content of university‐level teacher training and specifies methods for integrating knowledge of model and educational programs into the training process of future teachers, including: introduction of specialized courses and modules; conducting practical intensives and training sessions; addressing real educational tasks during teaching practice; developing interdisciplinary projects incorporating model programs; creating authorial educational programs as individual or group projects; utilizing digital technologies, including familiarization with electronic platforms for working with educational documents and tools for lesson planning and assessment; collaboration with practicing teachers and experts; individualizing the learning process for future teachers, such as developing personalized tasks for adapting model programs to specific educational contexts and providing mentorship by instructors during the creation of educational programs; reflection and analysis, including using case methods to analyze successful and problematic examples of applying model programs, as well as students’ reflection on their own experience of working with educational programs. These approaches are aimed at enhancing the readiness of future teachers for creative work with educational documents, fostering their professional development, and meeting the challenges of modern education.
Опис
Ключові слова
інноваційна компетентність учителя, навчальна програма, модельна програма, Нова українська школа (НУШ), компетентнісний підхід, педагогічна освіта, освітні стандарти, адаптація програм, innovative teacher competence, educational program, model program, New Ukrainian School, competency‐based approach, teacher education, educational standards, program adaptation
Бібліографічний опис
Скоролітня А. Інноваційна компетентність учителя: рефлексія навколо поняття «навчальна програма» [Текст] / А. Скоролітня // 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, 2024. – № 5 (139). – С. 351–366. – DOI: 10.24139/2312‐5993/2024.05/351‐366