МЕТОДОЛОГІЧНІ ПІДХОДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

Abstract

Purpose. The necessity of quick reaction to today challenges, improving the quality of modern training causes the formation of professional mobility of future teachers. So appear the problem of methodological support for training, finding appropriate approaches to ensure its effectiveness. Methodology. The methodological basis of the research consists of the philosophical propositions of dialectical unity of teaching theory and practice, conceptual propositions of philosophy, pedagogic and psychology though the prism of andragogical, contextual and gender approaches in the training of future teacher in higher education; fundamental works in the field of theory of professional education and activity; propositions of the role of continuing professional education in the process of forming competencies that ensure the professional mobility of the modern teacher. Results. The manifestation of professional mobility at the activity level and at the individual level with the corresponding characteristics is shown. The dependence of the essential content of professional mobility from its specifics of the industry to the features in the field of education is indicated. In the article are grounded methodological approaches to the formation of professional mobility of future teachers – andragogical, contextual and gender; the analyses of each of them with account their aggregate influence on formation of professional mobility. Originality. For the first time in the science of our country based on the analyses and generalization of scientific works of foreign and Ukrainian scientists, the expediency of relying on andragogical, contextual and gender approaches in the formation of professional mobility is substantiated. The need for a gradual transition to andragogical training in the Free Economic Zone has been identified. The generalization of the contextual approach potential confirmed the expediency of its use in professional mobility formation, as its provisions are consistent with the requirements for ensuring the quality of training of future teachers. It is determined that the application of a gender approach in the educational process provides opportunities for professional self-realization of different sexes members. Practical value. Developed methodological approaches to the formation of professional mobility of future teachers can be used in the educational process of high education institutions, in the system of non-formal education, as well as in the training of research and teaching staff in the system of advanced training. References 15, tables 1.