РОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ВЧИТЕЛІВ У КОНТЕКСТІ ТРАНСДИСЦИПЛІНАРНОЇ ПАРАДИГМИ

Abstract

Introduction. The modern school does not achieve the main goal – preparing graduates for life. It is known that the main competences intended for formation at school are the competences to learn, communicate, work in a team, live (self-determination). It is about the formation of universal learning abilities and skills necessary to solve various problems in real and/or simulated situations. In the case of a monodisciplinary school, it is very difficult to achieve this. Purpose. To consider and substantiate the main provisions of the training of pedagogical personnel at the faculty in the context of the introduction of a new educational paradigm in the school – transdisciplinary training. Methods.The metods of analysis, synthesis, comparison, abstraction are used in the article. Results. It is necessary to introduce transdisciplinary approaches to educational programs and train future specialists to use a transdisciplinary approach in solving problems. We believe that in order to prepare teachers for the implementation of a transdisciplinary approach in education, the following courses should be studied at the faculties: didactics of transdisciplinary education in primary school; didactics of transdisciplinary education in gymnasium; didactics of transdisciplinary education at the lyceum (in high school). The curriculum of transdisciplinary education of future teachers should include sections:- general culture;- general professional;- professional;- transdisciplinary. Based on the fact that the focus of transdisciplinary education is not on subjects, but on problems that can be solved with their help, it is necessary to train future teachers to solve relevant problems. It is logical that one of the forms of transdisciplinary education in higher education institutions is mentoring, and students need several mentors. There should be 3 mentors for a group of students who come to practice at the school: 1) a teacher of the department of the university, responsible for the methodical/didactic training of the student in the specialty; 2) a teacher of the department responsible for the psycho-pedagogical training of the future teacher and 3) a teacher-mentor by specialty. Originality. The transdisciplinary section in higher education institutions should contain educational and methodological lines:1) conceptual foundations of the formation of students' transdisciplinary competence;2) transdisciplinary design;3) educational strategies and technologies for the implementation of a transdisciplinary approach in elementary school, gymnasium and lyceum;4) didactic provision of a transdisciplinary approach;5) assessment of school results in the context of the transdisciplinary model of education. In the Republic of Moldova, starting from 2019, in accordance with the Curriculum, elements of transdisciplinarity are introduced in primary school. Conclusion. In order to qualitatively implement a transdisciplinary approach in practice, it is necessary to train pedagogical personnel at the faculty today.