ПОНЯТТЯ «ПЕДАГОГІЧНОЇ ТЕХНОЛОГІЇ» У ПАРАДИГМІ ОСВІТНЬОЇ ДІЯЛЬНОСТІ

Abstract

The article highlights and explores current issues related to the definition, interpretation and emergence of the concept of «pedagogical technology». The interpretation of synonymy and antonymy (dichotomy) of the concepts «educational technology» and «pedagogical technology» is considered. The interpretation of the definition in different periods and by experts from different countries is considered. In our opinion, the most successful interpretation of the concept is offered. The relevance of this study lies in the actualization of the concepts of pedagogical technology, as the last thorough research was done only in the twentieth century, and, consequently, the research issue must be modernized and brought to the realities of today. The aim of the article is to analyze the proposed interpretations of the concept of «pedagogical technology» and to identify the most acceptable and universal definition. The historical-comparative analysis of the concept of pedagogical and educational technology is made, the periods of origin and introduction into pedagogical practice ofdefinition are described. In this analysis the versatility and variability of the interpretation of the research question by foreign and nativ teachers-researchers were described and generalized. Theoretical research methods, namely: analysis, synthesis, abstraction, generalization, explanation were used during writing an article. The results of the researched problem can become a basis for further review and analysis of pedagogical technologies and will be of practical importance for research and selection of specific pedagogical technologies for teaching foreign language competence of teachers of different teaching cycles for professional growth in terms of self-education and lifelong learning. Different views of scientists on the understanding and interpretation of pedagogical technology are described. The conclusions made in the article indicate the need to differentiate the concepts of educational technology and pedagogical technology. The results of this article can be used by scientists in the study of topical issues of pedagogical activity and serve as a basis for further research.