Категоріально‐термінологічний та морфологічний аналіз психолого‐педагогічних умов формування ранньої професійної ідентичності майбутніх учителів у системі професійно‐педагогічної підготовки закладів вищої освіти
Вантажиться...
Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті подано результати категоріально‐термінологічного та морфологічного аналізу психолого‐педагогічних умов формування ранньої професійної ідентичності майбутніх учителів засобами проєктно‐тренінгових технологій у системі професійно‐педагогічної підготовки закладів вищої освіти. Визначено сутність поняття «психолого‐педагогічні умови» та чотири психолого‐ педагогічні умови, які забезпечили взаємопов’язану сукупність методологічних підходів, принципів формування ранньої професійної ідентичності майбутніх учителів, стали підґрунтям педагогічної системи формування ранньої професійної ідентичності майбутніх учителів засобами проєктно‐тренінгових технологій у системі професійно‐педагогічної підготовки закладів вищої освіти.
The article presents the results of categorical‐terminological and morphological analysis of psychological and pedagogical conditions of formation of early professional dentity of future teachers (EPIFT) by means of project‐training technologies in the system of professional and pedagogical training of higher education institutions. The essence of the concept of "psychological and pedagogical conditions" and four psychological and pedagogical conditions, which provided an interconnected set of methodological approaches, principles of early professional identity of future teachers, became the basis of the pedagogical system of early professional identity of future teachers by design training technologies in the system professional and pedagogical training of higher education institutions. Depending on the features of the object that is influenced (development of worldview, formation of competences, etc.), pedagogical tools (methods, forms, means, interaction, etc.), through which the conditions are realized, pedagogical, psychological‐ pedagogical, organizational‐pedagogical social‐pedagogical, etc. conditions. In the study, we used the concept of "psychological and pedagogical conditions" given that, first, professional identity is a construct of the human psyche and the mechanisms of its formation due to psychological characteristics, mental processes that determine psychological measures and psychological component of conditions; secondly, the process of formation of EPIFT is provided by research in the educational process of higher education institution, in the system of professional and pedagogical training, which provides for the introduction of pedagogical measures and determines the pedagogical component of the conditions. Based on these considerations and categorical‐terminological analysis, psychological and pedagogical conditions for the formation of EPIFT defined as a set of necessary and sufficient, interconnected, specially organized requirements for the organization of vocational training, which help determine the effectiveness of early professional development of future teachers’ identity. Based on the results of morphological analysis and based on understanding the psychological features of identity formation, experience in organizing educational and research projects, the results of the observational experiment on the state of formation of EPIFT, four groups of objective and subjective factors, educational opportunities, requirements based on which psychological and pedagogical conditions: ‐ the first – development of reflexivity of future teachers in the corporate environment of higher education; ‐ the second – creation of educational and scientific pedagogical project, which integrates the study of the discipline, organization of educational pedagogical practice, implementation of scientific and pedagogical research; ‐ third – interaction of the institution of higher education and the institution of general secondary education at all stages of creation and implementation of educational and scientific pedagogical project; ‐ fourth – use of training technologies in the educational and scientific pedagogical project.
The article presents the results of categorical‐terminological and morphological analysis of psychological and pedagogical conditions of formation of early professional dentity of future teachers (EPIFT) by means of project‐training technologies in the system of professional and pedagogical training of higher education institutions. The essence of the concept of "psychological and pedagogical conditions" and four psychological and pedagogical conditions, which provided an interconnected set of methodological approaches, principles of early professional identity of future teachers, became the basis of the pedagogical system of early professional identity of future teachers by design training technologies in the system professional and pedagogical training of higher education institutions. Depending on the features of the object that is influenced (development of worldview, formation of competences, etc.), pedagogical tools (methods, forms, means, interaction, etc.), through which the conditions are realized, pedagogical, psychological‐ pedagogical, organizational‐pedagogical social‐pedagogical, etc. conditions. In the study, we used the concept of "psychological and pedagogical conditions" given that, first, professional identity is a construct of the human psyche and the mechanisms of its formation due to psychological characteristics, mental processes that determine psychological measures and psychological component of conditions; secondly, the process of formation of EPIFT is provided by research in the educational process of higher education institution, in the system of professional and pedagogical training, which provides for the introduction of pedagogical measures and determines the pedagogical component of the conditions. Based on these considerations and categorical‐terminological analysis, psychological and pedagogical conditions for the formation of EPIFT defined as a set of necessary and sufficient, interconnected, specially organized requirements for the organization of vocational training, which help determine the effectiveness of early professional development of future teachers’ identity. Based on the results of morphological analysis and based on understanding the psychological features of identity formation, experience in organizing educational and research projects, the results of the observational experiment on the state of formation of EPIFT, four groups of objective and subjective factors, educational opportunities, requirements based on which psychological and pedagogical conditions: ‐ the first – development of reflexivity of future teachers in the corporate environment of higher education; ‐ the second – creation of educational and scientific pedagogical project, which integrates the study of the discipline, organization of educational pedagogical practice, implementation of scientific and pedagogical research; ‐ third – interaction of the institution of higher education and the institution of general secondary education at all stages of creation and implementation of educational and scientific pedagogical project; ‐ fourth – use of training technologies in the educational and scientific pedagogical project.
Опис
Ключові слова
психолого‐педагогічні умови, рання професійна ідентичність майбутніх учителів, формування ранньої професійної ідентичності майбутніх учителів, професійно‐педагогічна підготовка, педагогічна система формування ранньої професійної ідентичності майбутніх учителів, psychological and pedagogical conditions, early professional identity of future teachers, formation of early professional identity of future teachers, professional and pedagogical training, pedagogical system of formation of early professional identity of future teachers
Бібліографічний опис
Коваленко Н. Категоріально‐термінологічний та морфологічний аналіз психолого‐педагогічних умов формування ранньої професійної ідентичності майбутніх учителів у системі професійно‐педагогічної підготовки закладів 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. – № 4 (118). – С. 03–40. – DOI: 10.24139/2312‐5993/2022.04/030‐043