Особистісно-професійне самовизначення майбутніх учителів у процесі вивчення педагогічних дисциплін

Abstract

Personal and professional self-determination of future teachers is considered as the key mechanism for formation ofprofessional position, which is based on the processes of meaning-making, value self-determination and the formation of professional identity. The professional position as the result of personal and professional self-determination of students reflects the relatively stable system of consciously developed attitudes to various aspects of future professional activity: its subjects, goals, values, principles, technologies,methods and means of organization. The professional position characterizes the teacher as the subject of pedagogical activity, who basing on critically considered norms of pedagogical culture, has developed his own system of professional values and waysof their realization. Basing onthe analysis of scientific sources and pedagogical practice there was defined and substantiated the set of principles that ensures personal and professional self-determination of future teachers in the process of study of pedagogical disciplines: the principle of value-semantic contextual content of educational dialogue, the principle of coordination in dialogue of professional and personal values, the principle of transparency and self-determination, the principleof unity of normativeness and alternativeness, the principle of unity of trust and doubt, the principle of subject-subject interaction, the principle of interactivity and positional openness in dialogue, the principle of reflexivity of subjects of educational dialogue, the principle of creativity of joint activity of subjects of the dialogue. Adherence to these principles activates the personal and professional self-determination of future teachers, contributes to the formation of their professional position as the system of value orientations that form the conceptual basis of future professional activity. Effective implementation of the considered principles is possible under the condition of the use of pedagogical technologies constructed on a subject-subject basis. One of such technologies is the educational dialogue which involves the organization of intersubjective interaction during classes aimed at solvingof educational problems and students' search for personal meaning in professional knowledge.