Професійна підготовка майбутніх учителів початкової школи у процесі педагогічної практики
| dc.contributor.author | Діхнич Катерина Віталіївна | |
| dc.contributor.author | Dikhnych Kateryna Vitaliivna | |
| dc.date.accessioned | 2025-01-30T12:51:59Z | |
| dc.date.available | 2025-01-30T12:51:59Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | У дисертації на основі аналізу теорії та вивчення емпіричного досвіду здійснено узагальнення і практичне розв’язання проблеми професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики й обґрунтовано доцільність упровадження моделі професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики. З’ясовано основні вимоги до професійної підготовки та професійної діяльності вчителя початкової школи в умовах реалізації стратегічних завдань реформування загальної середньої освіти, всебічного розвитку і наскрізних умінь молодших школярів. Виявлено найбільш значущі ідеї для професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики: удосконалення підготовки на засадах європейських критеріїв і стандартів, забезпечення якості освітньої діяльності, створення освітньо-комунікативного середовища в закладах вищої педагогічної та загальної середньої освіти, педагогічне партнерство і наставництво, розроблення та проєктування нових технологій організації освітнього процесу, упровадження в освітній процес цінностей академічної доброчесності, інфомедійної грамотності. На основі термінологічного аналізу, аналіз практичного досвіду, вимог стейкхолдерів професійну підготовку майбутніх учителів початкової школи визначено як цілісний, неперервний, інтегративний, професійно зорієнтований освітній процес у взаємозв’язку навчально-пізнавальної, науково-дослідної, позааудиторної складових та системи практик, що спрямований на формування готовності до професійної діяльності. Модель містить взаємопов’язані блоки: методологічно-цільовий, змістово-технологічний, діагностувально-результативний. МЗ урахуванням результатів педагогічних і психологічних досліджень теоретично обґрунтовано педагогічні умови професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики: актуалізація ціннісно-мотиваційної сфери студентів через створення освітньо-комунікативного середовища та забезпечення партнерської взаємодії між закладами вищої та загальної середньої освіти; увиразнення практико-орієнтованого характеру змісту професійної підготовки через застосування інтерактивних форм і методів; оволодіння студентами культурою дослідницької роботи з конспектом уроку з метою створення освітніх продуктів. Експериментально перевірено дієвість моделі професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики. | |
| dc.description.abstract | The generalization and practical solution of a problem of professional training of future primary school teachers in the course of pedagogical practice is carried out on the basis of the analysis of the theory and studying of empirical experience, as well as the expediency of introduction of model of professional training of future primary school teachers in the course of pedagogical practice is proved in the dissertation. The theoretical analysis of the problem of professional training of future primary school teachers in the course of the pedagogical practice and the essence of basic concepts is specified on the basis of the generalization and systematization of international and domestic legislative, program, regulatory and legal documents in the field of education, educational and professional standards, domestic and foreign scientific sources, dissertations. The basic requirements for professional training and professional activity of a primary school teacher in the conditions of realization of strategic tasks of reforming general secondary education, comprehensive development and end-to-end skills of junior schoolchildren are clarified. The most significant ideas for professional training of future primary school teachers in the process of pedagogical practice are revealed: improving training on the basis of European criteria and standards, ensuring the quality of educational activities, creating an educational and communicative environment in institutions of higher pedagogical and general secondary education, pedagogical partnership and mentoring, development and design of new technologies for the organization of the educational process, implementation in the educational process of values of academic integrity, information literacy. Based on terminological analysis, analysis of practical experience, requirements of stakeholders to graduates of specialty 013 ―Primary education‖ ―Bachelor‖ educational-qualification level, the professional training of future primary school teachers is defined as a holistic, continuous, integrative, professionally oriented educational process in the relationship of educational and cognitive, scientific and research, extracurricular components and a system of practices aimed at forming readiness for professional activity. The pedagogical practice of future primary school teachers is outlined as a system-forming component of professional training of future teachers, which takes place during all years of study and allows to deepen and integrate professional and methodological subject knowledge, master pedagogical (professional) skills in teaching, educating, development of junior schoolchildren, contributes to the formation of values, professional and personal development and individual style of professional activity. The types and specifics of the organization of pedagogical practice of future primary school teachers are considered in interrelations with professional and methodical, psychological and pedagogical disciplines, group work, in the educational and communicative environment of higher pedagogical and general secondary education institutions. Based on scientific sources, systematic analysis of the state of professional training of students in the process of pedagogical practice, the concept of ―professional training of future primary school teachers in the process of pedagogical practice‖ is characterized as an interdisciplinary educational process carried out in the educational and communicative environment of higher pedagogical and general secondary education and aimed at formation of a system of professional and methodological knowledge, skills, abilities, values. Its result is the willingness of future teachers to carry out practical activities for the organization of education, upbringing, development of primary schoolchildren. The readiness of future primary school teachers for professional activity in the process of pedagogical practice is defined as an integrated personal formation, covering motivational and value attitudes, personal qualities, desire for professional and personal development, a set of integral (professional-methodical) knowledge, skills, abilities required for their practical use in the education of primary schoolchildren. Based on the analysis of the content of educational and professional programs in the specialty 013 ―Primary education‖, 01 ―Education / Pedagogy‖ field of knowledge of various institutions of higher education, the study of program learning outcomes, the content and structural components of the readiness of future primary school teachers (bachelors) for professional activity in the process of pedagogical practice is clarified: motivational and axiological (formation of stable motivation, respectful attitude to the teaching profession, to the child, the constant desire to effectively master the professional and methodological knowledge, skills and abilities, safely and effectively interact with various actors in the educational process); cognitive and praxeological (formation of integrated professional (subject) knowledge in the educational fields of primary school, theoretical and methodological knowledge about professional (pedagogical) activities, awareness of innovative forms and methods of teaching and their use in professional activities; formation of professional skills (speech and communicative, professional and methodical, information and digital, research and project skills); professional and behavioral (ability to understand the psycho-emotional state of the individual, to carry out partnership interaction with various actors in the educational process, the ability to implement different types and forms of educational and cognitive activities of primary school students, ability to professional development, self-development and reflection). The model of professional training of future primary school teachers in the process of pedagogical practice is developed and theoretically substantiated. The model contains interconnected blocks: methodological and target, content and technological, diagnostic and effective blocks. The methodological and target block emphasizes the professional orientation of the educational process, covers the purpose, tasks of training future primary school teachers (bachelors) in the process of pedagogical practice, takes into account the provisions of scientific approaches (systemic, personality-oriented, competence, axiological, praxeological, acmeological), principles (general didactic: continuity, integrity, scientificity, value attitude to knowledge, continuity, system and sequence, accessibility, individualization and differentiation, connection theory and practise, consciousness and activity; specific: advanced professional development, interdisciplinary integration, student-centeredness, partnership, creativity, focus on educational media resources, self-development and reflection). The content-technological block deepens the idea of the practical implementation of the model and combines the modernized content of modules (sections) of pedagogical, professional-methodical, language disciplines, the updated content of the programs of pedagogical practices; forms of organization of the educational process (traditional and innovative: motivational lectures, practical classes with elements of training, study group ―Methodical workshop‖, ―Methodical online guide‖, creative project ―Observance of academic integrity in primary school‖, extracurricular activities (conferences, webinars, master classes from stakeholders); methods (problem, research, interactive, game, project, critical thinking (cubing, storytelling, INSERT method, Bloom’s taxonomy, intelligence maps, etc.) and tools (electronic educational resources, including educational platforms, professionally- oriented tasks, diary of double notes, QR-codes, LEGO technology). The stages of realization of the model of professional training of future primary school teachers in the process of pedagogical practice are characterized. The diagnostic block presents the diagnostic methods for identifying the levels of formation of the components of readiness of future primary school teachers-bachelors for professional activity in the process of pedagogical practice: high (creative), medium (reconstructive), low (reproductive) by the criteria: motivational and target (indicators: motivation to choose a profession, value system), cognitive (indicators: professional and methodological (linguistic, psychological and pedagogical) knowledge; formation of professional skills (indicators: language and communication, professional and methodological, information and digital, design skills), professional and personal (indicator: readiness for self-development). In order to determine the formation of motivational-target criteria, in particular, the ―Motivation to choose a profession‖ indicator, the method ―Study of motivation to study at university‖ developed by T. Ilyina was used; for the ―Value attitudes‖ indicator the method ―Diagnosis of the real structure of value orientations of the personality by S. Bubnov‖ was used; to determine the formation of cognitive criteria, in particular, the ―Professional and methodical skill‖ indicator the author’s testing was proposed in order to determine the scope of professional and methodological knowledge, for the ―Professional skills formation‖ individual tasks to check the formation of professional and methodological skills was proposed; to determine the formation of professional and personal criteria, in particular the indicator ―Readiness for self-development‖ the diagnostics of realization of needs in self-development is offered (by N. Fetiskin, V. Kozlov, G. Manuilov). It is proved that the educational and methodological support in the disciplines ―Fundamentals of culture and speech techniques‖ (module of the working curriculum), ―Theory and methods of education‖ (module of the working curriculum), study group ―Methodical workshop‖: program of activities, electronic manual ―Lesson in primary school: methodical workshop‖ (development of lessons on literary reading, Ukrainian language, mathematics, integrated course ―I explore the world‖, natural science, fine arts, home economy class, academic honesty, exercises in the formation of media literacy and academic culture of junior high school); methodical recommendations ―Organization of the educational process in primary school‖, ―Innovative forms and methods of teaching in the New Ukrainian school‖; the content of the teacher’s blog ―Pedagogical practice in the New Ukrainian school‖ contributes to a more effective formation of language and communicative, professional and methodological, project, information and digital skills, stimulates speech development and self-development. Taking into account the results of pedagogical and psychological research, the pedagogical conditions of professional training of future primary school teachers in the process of pedagogical practice are theoretically substantiated: actualization of the value-motivational sphere of students through the creation of an educational and communicative environment and ensuring partnership between institutions of higher and general secondary education; emphasizing the practice-oriented nature of the content of professional training through the use of interactive forms and methods; students’ mastering the culture of working with the lesson outline in order to create educational products. The effectiveness of the model of professional training of future primary school teachers (bachelors) in the process of pedagogical practice has been experimentally tested. The conducted statistical analysis of the results of the pedagogical experiment confirmed the positive dynamics in the levels of professional training of future primary school teachers (bachelors) for professional activity in favor of the experimental group. In the experimental group, the indicator ―Professional skills formation‖ for experimental group students gained the greatest dynamics: the low level decreased by 36% and became medium (+13.4%) and high (+22.6%). The indicator ―Readiness for self- development‖ gained the lowest quantitative dynamics in experimental group, for which the number of students with a low level (-20%) grew to 9.3% of the average and 10.7% of the high levels. The result of the model implementation is to increase the levels of readiness of future primary school teachers for professional activity in the process of pedagogical practice. | |
| dc.identifier.citation | Діхнич, К. В. Професійна підготовка майбутніх учителів початкової школи у процесі педагогічної практики [Текст] : дис. на здобуття наук. ступеня доктора філософії : [спец.] 01 "Освіта/Педагогіка", 011 "Освітні, педагогічні науки" / Діхнич Катерина Віталіївна ; МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; науковий керівник О. М. Семеног. – Суми, 2021. – 368 с. | |
| dc.identifier.uri | https://repository.sspu.edu.ua/handle/123456789/16372 | |
| dc.language.iso | uk | |
| dc.publisher | СумДПУ імені А. С. Макаренка | |
| dc.subject | професійна підготовка | |
| dc.subject | професійна підготовка майбутнього вчителя початкової школи | |
| dc.subject | педагогічна практика | |
| dc.subject | готовність майбутніх учителів початкової школи до професійної діяльності | |
| dc.subject | модель професійної підготовки майбутніх учителів початкової школи у процесі педагогічної практики | |
| dc.subject | педагогічні умов | |
| dc.subject | professional training | |
| dc.subject | professional training of future primary school teacher | |
| dc.subject | pedagogical practice | |
| dc.subject | readiness of future primary school teachers for professional activity | |
| dc.subject | model of professional training of future primary school teachers in the process of pedagogical practice | |
| dc.subject | pedagogical conditions | |
| dc.title | Професійна підготовка майбутніх учителів початкової школи у процесі педагогічної практики | |
| dc.title.alternative | Professional Training of Future Primary School Teachers in the Process of Pedagogical Practice | |
| dc.type | Thesis | |
| dc.udc.udc | 378:37.011.3-051:373.3:37.091.12:005.963.5 |
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