Форми і методи формування фасилітаційної компетентності майбутнього вчителя природничих дисциплін
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано форми й методи формування фасилітаційної компетентності, які використовуються в процесі підготовки вчителя природничих дисциплін. Окреслено мету дослідження, яка полягає у визначенні сутнісних особливостей форм і методів формування фасилітаційної компетентності в процесі підготовки вчителя природничих дисциплін та обґрунтуванні їх ефективності. Здійснено добір доцільних форм і методів формування фасилітаційної компетентності в процесі фахової підготовки в закладах вищої педагогічної освіти, зокрема «Світове кафе», хакатон, експрес-знайомство, «Експерт-засідання», «Метаплан», «Слідкуй за лідером», РЯЕБ-формула та ін. Розкрито специфіку їх використання в інтерактивному освітньому середовищі педагогічних університетів України.
The article analyzes the forms and methods for the formation of facilitative competence in the process of training teachers of natural sciences disciplines in the system of modern educational process. The purpose of research is to determine the essential features of forms and methods for the formation of facilitative competence in the process of natural sciences teacher training and substantiation of their effectiveness. The following methods were used during the research: general scientific methods of scientific cognition were used to solve certain tasks and achieve the goal: theoretical, logicalsystem analysis, classification, analogy, induction, deduction, generalization of scientific- theoretical and practical data; comparison of the obtained data. The article discussed in detail the organization and conduct of such teaching methods as "World Café", (non)conference, hackathon, express acquaintance, "Expert Meeting", "Metaplan", panel discussion, workshop, "Diagnostic Rose". Follow the leader, PRES-formula, interview from the point of view of the activity of the teacher-facilitator. The functions of the facilitator are more accurately disclosed during the organization and implementation of specific methods based on trust and partnership. Based on this study, it can be argued that new models of learning in the educational process make qualitatively new demands on the role of the teacher. The main purpose of interpersonal interaction of 2 subjects of educational activity, teacher and students, is to motivate students to self-development as highly qualified specialists and individuals, able to realize the inevitability of changes in education throughout life. Thus not so much formation of certain properties, qualities, cognitive processes, knowledge, abilities, skills, how many developments of aspiration and ability to independence, self-development and selfrealization of the person acquires special value. In the interpersonal interaction of educational entities, conditions are created for the development of educational and professional motivation, giving learning the nature of cooperation, which creates a basis for achieving the goals. Today there is a number of other technologies based on modeling professional situations, business games, trainings that help to find effective solutions to problems. But the teacher will be able to achieve this goal under the conditions of taking a new position - a teacher-facilitator. Prospects for further research in this area will be a description of the key educational roles of modern teachers.
The article analyzes the forms and methods for the formation of facilitative competence in the process of training teachers of natural sciences disciplines in the system of modern educational process. The purpose of research is to determine the essential features of forms and methods for the formation of facilitative competence in the process of natural sciences teacher training and substantiation of their effectiveness. The following methods were used during the research: general scientific methods of scientific cognition were used to solve certain tasks and achieve the goal: theoretical, logicalsystem analysis, classification, analogy, induction, deduction, generalization of scientific- theoretical and practical data; comparison of the obtained data. The article discussed in detail the organization and conduct of such teaching methods as "World Café", (non)conference, hackathon, express acquaintance, "Expert Meeting", "Metaplan", panel discussion, workshop, "Diagnostic Rose". Follow the leader, PRES-formula, interview from the point of view of the activity of the teacher-facilitator. The functions of the facilitator are more accurately disclosed during the organization and implementation of specific methods based on trust and partnership. Based on this study, it can be argued that new models of learning in the educational process make qualitatively new demands on the role of the teacher. The main purpose of interpersonal interaction of 2 subjects of educational activity, teacher and students, is to motivate students to self-development as highly qualified specialists and individuals, able to realize the inevitability of changes in education throughout life. Thus not so much formation of certain properties, qualities, cognitive processes, knowledge, abilities, skills, how many developments of aspiration and ability to independence, self-development and selfrealization of the person acquires special value. In the interpersonal interaction of educational entities, conditions are created for the development of educational and professional motivation, giving learning the nature of cooperation, which creates a basis for achieving the goals. Today there is a number of other technologies based on modeling professional situations, business games, trainings that help to find effective solutions to problems. But the teacher will be able to achieve this goal under the conditions of taking a new position - a teacher-facilitator. Prospects for further research in this area will be a description of the key educational roles of modern teachers.
Опис
Ключові слова
фасилітація, фасилітаційна компетентність, методи навчання, форми навчання, фасилітатор, професійна підготовка, майбутній вчитель природничих дисциплін, facilitation, facilitative competence, facilitator, methods of learning, forms of learning, professional training, future teachers of natural sciences disciplines
Бібліографічний опис
Огієнко О. Форми і методи формування фасилітаційної компетентності майбутнього вчителя природничих дисциплін [Текст] / О. Огієнко, А. Трофименко // 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, 2021. – № 8 (112). – С. 172–183. – DOI: 10.24139/2312-5993/2021.08/172-183