Суб’єктно-професійний цикл формування суб’єктності студентів педагогічних спеціальностей у процесі фахової підготовки
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Дата
2015
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Анотація
У статті розглянуто процес формування суб’єктності студентів педагогічних спеціальностей у процесі фахової підготовки. Ґрунтуючись на розумінні педагогічної системи, як сукупності взаємозалежних і взаємодіючих між собою компонентів, які утворюють цілісність, єдність, автор запропонував цикл системи формування суб’єктності студентів. У результаті дослідження було окреслено та охарактеризовані етапи становлення й функціонування процесів, орієнтованих на самоформування студентами практичної готовності до виконання певних педагогічних функцій, які передбачають наявність суб’єктності у студентів. Перспективи подальших наукових розвідок вбачаємо в розробці педагогічної моделі формування суб’єктності студентів.
The article deals with the process of the students’ subjectivity formation of pedagogical specialties in the process of special preparation. Based on the notion of a pedagogical system as the harmony of mutually dependable and interactive components, which constitute the unity, the author has aimed to work out the cycle of the students’ subjectivity formation system. The following scientific methods have been used in the investigation such as analysis and generalization of the pedagogical and psychological literature on the research topic and pedagogical experiment for examining the efficiency of the cycle of the students’ subjectivity formation. According to the presented scheme the first and the second stages of a special students’ preparation of pedagogical specialties provide the students’ adaptation to the high education conditions and require the theoretical and practical awareness of the pedagogical essentials. At the adaptation stage, on the one hand, the pedagogical essentials are learnt by the students and, on another hand, the scientific and pedagogical university teachers’ support accomplish during the extracurricular activity. As for the third stage, the aim of the formation of the students’ personal features and professional skills accomplish due to special scientific and methodological support. Hence, it means that special scientific and methodological support has to be included into academic curriculum by including a special course «The subjective and professional teacher’s development». The designer sets the following goal of this course to develop the students’ personal features and professional skills on the basis of the students’ subjectivity. It has to be taking into account that the experimental research of the students’ subjectivity formation does not limit by designing and including of a special course «The subjective and professional teacher’s development» in the academic curriculum. This process requires systematic students’ subjectivity formation of pedagogical specialties in their special preparation by involvement of different forms of methodological support during the whole academic process in the university. The fourth stage requires the students’ comprehensive professional development in the pedagogical practice. As the result of the scientific research the stages of the students’ subjectivity formation and the processes of functioning have been determined and characterized. They are directed on the students’ selves-formation of their own practical willingness on performing the definite pedagogical functions, which require availability of the students’ subjectivity. The perspective scientific researches require working out a special pedagogical model of the students’ subjectivity formation of pedagogical specialties in their special preparation.
The article deals with the process of the students’ subjectivity formation of pedagogical specialties in the process of special preparation. Based on the notion of a pedagogical system as the harmony of mutually dependable and interactive components, which constitute the unity, the author has aimed to work out the cycle of the students’ subjectivity formation system. The following scientific methods have been used in the investigation such as analysis and generalization of the pedagogical and psychological literature on the research topic and pedagogical experiment for examining the efficiency of the cycle of the students’ subjectivity formation. According to the presented scheme the first and the second stages of a special students’ preparation of pedagogical specialties provide the students’ adaptation to the high education conditions and require the theoretical and practical awareness of the pedagogical essentials. At the adaptation stage, on the one hand, the pedagogical essentials are learnt by the students and, on another hand, the scientific and pedagogical university teachers’ support accomplish during the extracurricular activity. As for the third stage, the aim of the formation of the students’ personal features and professional skills accomplish due to special scientific and methodological support. Hence, it means that special scientific and methodological support has to be included into academic curriculum by including a special course «The subjective and professional teacher’s development». The designer sets the following goal of this course to develop the students’ personal features and professional skills on the basis of the students’ subjectivity. It has to be taking into account that the experimental research of the students’ subjectivity formation does not limit by designing and including of a special course «The subjective and professional teacher’s development» in the academic curriculum. This process requires systematic students’ subjectivity formation of pedagogical specialties in their special preparation by involvement of different forms of methodological support during the whole academic process in the university. The fourth stage requires the students’ comprehensive professional development in the pedagogical practice. As the result of the scientific research the stages of the students’ subjectivity formation and the processes of functioning have been determined and characterized. They are directed on the students’ selves-formation of their own practical willingness on performing the definite pedagogical functions, which require availability of the students’ subjectivity. The perspective scientific researches require working out a special pedagogical model of the students’ subjectivity formation of pedagogical specialties in their special preparation.
Опис
Ключові слова
суб’єктність студентів, суб’єктно-професійний цикл, етапи становлення, фахова підготовка, науково-педагогічний супровід, students’ subjectivity, subjective and professional cycle, stages of the students’ subjectivity formation, special preparation, scientific and pedagogical support
Бібліографічний опис
Шехавцова, С. О. Суб’єктно-професійний цикл формування суб’єктності студентів педагогічних спеціальностей у процесі фахової підготовки [Текст] / С. О. Шехавцова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 4 (48). – С. 409–416.