Фасилітаційна компетентність як невід’ємна складова професійної компетентності сучасного вчителя
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Дата
2020
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано підходи до визначення змісту поняття «фасилітаційна компетентність» у контексті невід’ємної складової професійної компетентності сучасного вчителя. Визначено особливості застосування її провідних механізмів та принципів у професійній діяльності педагога. Наголошено на фасилітуючій позиції вчителя, яка полягає в саморозвиткові учнів на основі врахування власних схильностей і прагнень. Зазначено перспективи подальших наукових досліджень у даному напрямі, а саме обґрунтування наукових підходів до формування фасилітаційної компетентності в майбутніх учителів природничих дисциплін.
The article analyzes the approaches to defining the essence of the concept of “facilitation competence” in the context of an integral component of the professional competence of a modern teacher. The features of the application of its leading mechanisms and principles in the professional activity of a teacher are determined. The facilitating position of the teacher is noted, which consists in the self-development of students based on taking into account their own inclinations and aspirations. Research methods: to solve certain problems and achieve the goal, general scientific methods of scientific knowledge were used: theoretical, logical-system analysis, classification, analogy, induction, deduction, generalization of scientific-theoretical and practical data; comparison of the received data. Based on the study, it was determined that facilitation competence is an integrative, dynamic complex of individual-personal and professional-activity characteristics of a teacher, characterized by the ability to create interaction with all participants in the educational process, taking into account the motivation for academic subjects. Based on the results of the analysis of the scientific works of scientists (Е. Halitsan, T. Sorochan, О. Fisun), it is possible to concretize the concept of “facilitation” as a type of pedagogical interaction, which sets the main goal of the activity of creating favorable prerequisites for the realization of the internal forces of each individual, and also provides a conscious, intensive and productive development, self-development of its participants. It was also found that for the teacher-facilitator there is a need to develop specific skills. First of all, this is the ability not only to listen carefully, but to hear what is said by each participant in the educational process. No less important is the ability to memorize and analyze situations in which interest in the material increases, and motivation to independently solve a certain problem increases. It is also necessary to learn to “feel” the team, that is, to model the structure of the lesson, taking into account the psychological state and behavior of applicants for education. The prospects for further scientific research in this direction are indicated, namely the substantiation of scientific approaches to the formation of facilitation competence in future teachers of natural disciplines.
The article analyzes the approaches to defining the essence of the concept of “facilitation competence” in the context of an integral component of the professional competence of a modern teacher. The features of the application of its leading mechanisms and principles in the professional activity of a teacher are determined. The facilitating position of the teacher is noted, which consists in the self-development of students based on taking into account their own inclinations and aspirations. Research methods: to solve certain problems and achieve the goal, general scientific methods of scientific knowledge were used: theoretical, logical-system analysis, classification, analogy, induction, deduction, generalization of scientific-theoretical and practical data; comparison of the received data. Based on the study, it was determined that facilitation competence is an integrative, dynamic complex of individual-personal and professional-activity characteristics of a teacher, characterized by the ability to create interaction with all participants in the educational process, taking into account the motivation for academic subjects. Based on the results of the analysis of the scientific works of scientists (Е. Halitsan, T. Sorochan, О. Fisun), it is possible to concretize the concept of “facilitation” as a type of pedagogical interaction, which sets the main goal of the activity of creating favorable prerequisites for the realization of the internal forces of each individual, and also provides a conscious, intensive and productive development, self-development of its participants. It was also found that for the teacher-facilitator there is a need to develop specific skills. First of all, this is the ability not only to listen carefully, but to hear what is said by each participant in the educational process. No less important is the ability to memorize and analyze situations in which interest in the material increases, and motivation to independently solve a certain problem increases. It is also necessary to learn to “feel” the team, that is, to model the structure of the lesson, taking into account the psychological state and behavior of applicants for education. The prospects for further scientific research in this direction are indicated, namely the substantiation of scientific approaches to the formation of facilitation competence in future teachers of natural disciplines.
Опис
Ключові слова
фасилітація, педагогічна фасилітація, компетентність, професійна компетентність, фасилітаційна взаємодія, фасилітатор, фасилітуюча позиція, екофасилітація, фасилітаційна компетентність, facilitation, pedagogical facilitation, competence, professional competence, facilitation interaction, facilitator, facilitating position, ecofasilitation, facilitation competence
Бібліографічний опис
Трофименко, А. Фасилітаційна компетентність як невід’ємна складова професійної компетентності сучасного вчителя [Текст] / 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, 2020. – № 10 (104). – С. 269–279. – DOI: 10.24139/2312-5993/2020.10/269-279.