СУЧАСНІ КООРДИНАТИ ЗМІН У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАГІСТРІВ ПОЧАТКОВОЇ ОСВІТИ

Abstract

The article is devoted to the problem of professional training of the future teachers for the higher educational institutions. There are determined and theoretically grounded such directions of strategic changes of the professional training of Masters of Primary School: activation of future teachers of higher educational institutions within the field of reflective activity, formation of the future teachers’ professional identity, development of the Primary School Masters’ pedagogical thinking. This thinking, as the basis has the ability to model pedagogical situations and to form the students’ ability to solve these situations. Formation of the professional identity of masters of Primary Education provides the understanding of the value attitude to the future profession, recognizing of own professional abilities and opportunities, development of personal-value aspects, which determine the directions of the professional growth. Development of the abilities of Primary School Masters’ (future teachers of Pedagogic and Methods of Primary Education) to model certain pedagogical situations, to teach students to solve these situations provide the foundation of new pedagogical thinking. This thinking allows to create and to evaluate comprehensively the project of the pedagogical influence and interaction, to realize the creative research work, to implement adequate self-control and self- esteem. The integral feature of the pedagogical thinking is the reflexive activity, which reveals in the implementation of theoretical knowledge within certain situations. Without the reflexive practice of the professional knowledge which comprise the general and rational concepts, we would deal with the “scattering of knowledge” within our consciousness. This situation will not permit the knowledge to become the instruction to the action. Thus, the constant reflexive re-thinking of the gained and mastered theoretical fundamentals on the position of daily resolving of practical pedagogical tasks allows the teacher to become competent within his or her professional activity. The pedagogical reflection as the meta-activity is the necessary component of the specialist’s professional development because it influences directly on the development of the professional qualities of new pedagogical thinking; provides the conscious attitude to the innovative activity, increases the level of pedagogical mastery. This mastery comprises the subject’s ability to self-improve and to self-develop creatively. Key words: Master of Primary Education, professional identity, new pedagogical thinking, reflective ability, mobility.