THE ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR ENSURING CONTINUITY OF PROFESSIONAL TRAINING OF FUTURE PRIMARY GRADES TEACHERS’ IN THE «COLLEGE-UNIVERSITY» SYSTEM
Keywords:praxeological approach, continuity, interactivity, future primary school teachers, interactive teaching methods, organizational and pedagogical conditions
The author of the article has examined the interpretation of the concept of «organizational and pedagogical conditions», separated their separate groups. The organizational and pedagogical conditions for ensuring continuity in the professional training of future primary school teachers in the «college-university» system have been defined and substantiated, namely: the implementation of a praxeological approach to the organization of the educational process in the «college-university» system; usage of interactive learning technologies in the training of future primary school teachers; ensuring continuity in the «college-university» system when training future primary school teachers. The basis of the justification of the first condition has been the opinion that in order to ensure the implementation of praxeological principles, it is necessary to ensure: clarity, specificity, interest, accessibility, reality of the educational goal not only for the teacher, but also for students; sufficient usage of time for solving tasks and carrying out substantive actions by students; the complexity of the tasks, which corresponds to the scope of the immediate development of future specialists; activity intensity; adequacy of methods, means and organizational forms of training to the setting goals; the usage of various forms of independent work, their gradual complication; creating a favorable atmosphere during training. The basis for choosing the second condition was the fact that interactive teaching methods allow solving the following tasks in a complex: to form students' interest in the discipline being studied; to increase the effectiveness of the process of understanding, assimilation and creative application of knowledge; to develop intellectual independence; to teach to respect the opinion of other team members, to show tolerance to any point of view; develop leadership skills. The third condition was chosen because the main factor in ensuring continuity is the creation of successive connections and pedagogical systems of an educational institution or bordering educational institutions. Thus, the main meaning of the example is that when transitioning from one stage to another, the main components and methods of organization are preserved in the education system, while the connections between the past, present and future are preserved. These connections ensure the combination of new forms of organization and methods with the old ones.
Baller, E. A. (1969). Preyemstvennostʹ v razvitii kulʹtury [Continuity in the development of culture], M.: Nauka [in Russian].
Bartosh, O. P. (2014). Deyaki aspekty profesiynoyi pidhotovky maybutnikh sotsialʹnykh pratsivnykiv na zasadakh prakseolohichnoho pidkhodu u vyshchykh navchalʹnykh zakladakh Ukrayiny [Some aspects of professional training of future social workers based on the praxeological approach in higher educational institutions of Ukraine]. Scientific Bulletin of Uzhgorod University, 34, 14-21 [in Ukrainian].
Brushlinsky, A. V. (1979). Myshleniye i prognozirovaniye: Logiko Psikhologicheskiy analiz [Thinking and Forecasting: Logical Psychological Analysis]. M.: Thought [in Russian].
Chyzhevsky, B.G. (1996). Orhanizatsiyno-pedahohichni umovy stanovlennya litseyiv v Ukrayini [Organizational and pedagogical conditions of formation of lyceums in Ukraine]. Candidate's thesis. K.: Institute of Pedagogy of the Academy of Sciences of Ukraine, 249 [in Ukrainian].
Dodonova, O. A. (2013). Psykholohichna sutnistʹ aktyvnosti osobystosti u protsesi navchannya [Psychological essence of personality activity in the learning process]. Teoretychni i prykladni problemy psykholohiyi – Theoretical and applied problems of psychology. Luhansk; 2 (31), 96 – 102 [in Ukrainian].
Goncharenko, S. (1997). Ukrayinsʹkyy pedahohichnyy slovnyk [Ukrainian Pedagogical Dictionary]. K.: Lybid, 376 [in Ukrainian].
Honcharenko, S. U. (2011). Ukrayinsʹkyy pedahohichnyy entsyklopedychnyy slovnyk [Ukrainian pedagogical encyclopedic dictionary]. Rivne: Volyn amulets [in Ukrainian].
Kasymova, R.R., Korshunova, O.V. (2016). Prakseolohichnyy pidkhid do upravlinnya pedahohichnoyu diyalʹnistyu [A praxeological approach to the management of pedagogical activity]. «Concept», 28, 194-196. Available at: http://e-koncept.ru/2016/56514.htm (access date 05/10/2020) [in Ukrainian].
Kozhevnikov, B. (2008). Nastupnistʹ osvity [Continuity of education]. K. «Pleiades» [in Ukrainian].
Malikhin, A. O. (2014). Sutnistʹ i pryntsypy prakseolohichnoho pidkhodu [The essence and principles of the praxeological approach]. Scientific notes of the Ternopil National Pedagogical University named after Volodymyr Hnatyuk, 3, 72-77. Available at: http://nbuv.gov.ua/UJRN/NZTNPU_ped_ 2014_3_14 (date of application 05/8/2022) [in Ukrainian].
Mamardashvili, M. K. (1992). Ideya preyemstvennosti i filosofskaya traditsiya Kak ya ponimayu filosofiyu [The Idea of Continuity and the Philosophical Tradition. How I Understand Philosophy]. Moscow: Group Progress, Culture [in Russian].
Orhanizatsiya samostiynoyi roboty studentiv v umovakh intensyfikatsiyi navchannya [Organization of independent work of students in conditions of intensification of studies] (1993). Education manual / A.M. Aleksiuk, A.A. Ayurzanain, P.I. Pidkasisty, V.A. Kozakov [and others]. K.: ISDO, 336 [in Ukrainian].
Pavlenko, V.V. (2014). Metody problemnoho navchannya [Methods of problem-based learning]. Novi tekhnolohiyi navchannya – New learning technologies. Institute of Innovative Technologies and Educational Content of the Ministry of Education and Science. Kyiv, 81, 75-79 [in Ukrainian].
Piskun, O.V. (2014). Praktyka vykorystannya interaktyvnykh metodiv navchannya u protsesi pedahohichnoyi pidhotovky suchasnoho vchytelya [The practice of using interactive teaching methods in the process of pedagogical training of a modern teacher]. Available at: http://enpuir.npu.edu.ua/handle/123456789/6941 [in Ukrainian].
Pyura, O.S. (2011). Pedahohichni umovy formuvannya komunikatyvnykh uminʹ i navychok maybutnikh pedahohiv [Pedagogical conditions for the formation of communicative abilities and skills of future teachers]. Pereyaslav-Khmelnytskyi, 22, 171-174 [in Ukrainian].
Romanovska, L.I. (2016). Prakseolohichnyy pidkhid do pidhotovky maybutnikh pratsivnykiv sotsialʹnoyi sfery [A praxeological approach to the training of future workers in the social sphere]. Scientific Bulletin of Uzhhorod University, 2 (39), 214–216 [in Ukrainian].
Rubinstein, S. L. (2002). Osnovy obshchey psikhologii [Fundamentals of General Psychology]. SPb.: Peter [in Russian].
Satskov, N.Ya. (2004). Prakticheskiy menedzhment. Metody i priyemy deyatelʹnosti rukovoditelya [Practical management. Methods and techniques of the leader's activity]. Donetsk: Stalker, 448 [in Russian].
Shikyrynska, O.V. (2018). Navchannya vprodovzh zhyttya – aktualʹna stratehiya u pidhotovtsi maybutnʹoho vchytelya pochatkovoyi shkoly [Lifelong learning is a relevant strategy in the preparation of future primary school teachers]. Innovatsiyi v pochatkoviy osviti – Innovations in primary education: problems, prospects, responses to today's challenges. Materials of Vseukr. science and practice conf. Poltava, 122-125 [in Ukrainian].
Sinkina E. A. Organizatsionno-pedagogicheskiye usloviya formirovaniya professionalnykh kompetentsiy studentov tekhnicheskogo vuza [Organizational and pedagogical conditions for the formation of professional competencies of students of a technical university]: http://www.vestnik.pstu.ru›_engine/get_file.php?. [in Russian].
Vygotsky, L. S. (1982). Problemy razvitiya psikhiki [Problems of the development of the psyche]. M.: Pedagogy [in Russian].
Vyshkivska, V.B., Shikyrynska, O.V. (2021). Interaktyvni metody navchannya: oznaky ta osoblyvosti vykorystannya [Interactive learning methods: signs and peculiarities of usage]. Grail of Science, 2-3, 502-504 [in Ukrainian].
Zagvyazinsky, V. I. (2001). Metodologiya i metody psikhologo-pedagogicheskogo issledovaniya [Methodology and methods of psychological and pedagogical research]. M.: Academy [in Russian].
How to Cite
Copyright (c) 2022 Halyna Dzhanda
This work is licensed under a Creative Commons Attribution 4.0 International License.