ФОРМУВАННЯ СИСТЕМНОСТІ ПРОФЕСІЙНИХ ЗНАНЬ МАЙБУТНІХ ПЕДАГОГІВ

Abstract

The subject of the study is a model of formation of future educators system of professional and pedagogical knowledge. Methodology. A set of methods was used to perform the tasks of the study. In order to characterize modern approaches to solving the problem in scientific research, disclosure of the essence and structure of the studied phenomenon, its definition in the form of a concept, methods of analysis and synthesis of literary sources were used. Justification of pedagogical conditions and stages of formation of systematic professional and pedagogical knowledge is carried out by the method of modeling. The aim of the study is to theoretically substantiate the formation model of the future educators’ professional knowledge system in the process of training in higher educational institutions. The section presents the rationale of the conceptual model for the formation of systematic professional and pedagogical knowledge of future educators. Modern interpretations of the category «knowledge», their relationship to the subject of knowledge and the content of the information being acquired are considered. Knowledge is defined as a subjective image of the objective world, which arises in the mind of the subject under the influence of perceived phenomena and processes. The definitions of these phenomena accepted in modern culture in the form of concepts, notions, opinions, theories, function in human consciousness as a mental model, through which there is an identification of problems and situations and the search for ways to solve them. Systemic knowledge is a special quality of information processing, through which a person perceives the processes and phenomena around him in the form of a complexly organized interaction, namely the system. The consistency of professional and pedagogical knowledge of future educators is a special way of ordering and reflecting information in their minds, which reveals the complexity, integrity and interdependence of processes and phenomena of pedagogical reality and reveals its systemic properties. The structure of this quality of knowledge, which is formed by the interaction of motivational-directive, nominative-content and operational-generalizing components, is characterized. Professional and pedagogical knowledge is the result of reflection and structuring in the minds of educators, as the subjects of activity, psychological, pedagogical, methodological and other information. It reveals the essence and nature of childhood, its importance in the process of formation and development of personality, laws and patterns, principles, forms and directions of versatile child development in the educational process, methods of interaction between a teacher and students and their effectiveness. Future educators’ mastery of professional and pedagogical knowledge occurs under the conditions of the educational process, where the holistic nature of the object of professional activity is informally represented by many academic disciplines and with the participation of many intermediaries ( educators, authors of textbooks, methodological aids, etc.). Under these conditions, the model of future educators’ training in higher education acquires particular importance. It reveals the overall structure, peculiarities of the content and sequence of tasks to be solved in the process of theoretical and practical training of future educators. Movement to the goal in the model is represented by a sequence of following stages: adaptivefocused, structural-functional and system-integrative. The pedagogical conditions of formation of systematic professional-pedagogical knowledge of future educators in the model are as follows: integration of the content of academic disciplines on the basis of fundamental concepts that reflect the properties of the subject of future professional activity of a educator; availability of research tasks requiring consideration of variability of pedagogical phenomena in accordance with the features of the future professional activity of a teacher; providing future educators with a free choice in the process of designing situations of professional activity and ways of its implementation. Results. Pedagogical conditions of future educators’ formation of systematic professional-pedagogical knowledge are highlighted as follows: integration of the content of academic disciplines on basic pedagogical concepts that reflect the properties of the subject of the future professional activity of a educator; presence of research tasks which require consideration of variability of the pedagogical phenomena according to their functions in the future professional activity of the educator; providing students with free choice in the process of designing pedagogical situations with the future professional activity of the educator and ways of its solution.