Abstract
The article deals with an urgent problem – the development of pedagogical thinking as one of the main components of teachers’ professional activity. The characteristics included in the concept of „pedagogical thinking” are presented their essence and features are revealed. Those types of thinking which are reflected in the structure and content of pedagogical thinking are considered. The main attention is paid to the organization of work on the development of pedagogical thinking, which ensures the increase of efficiency of the future teacher’s professional activity. The ways of development of pedagogical thinking are specified. The classification of pedagogical problem situations suggested by the author and the ways of their presentation in the educational process are given. The necessity of solving future teachers’ pedagogical problems, tasks and analysis of pedagogical situations as the main means of developing pedagogical thinking is underlined.
Highlights
The article deals with an urgent problem – the development of pedagogical thinking as one of the main components of teachers’ professional activity
Образовательные стандарты и педагогическая практика tures are revealed. Those types of thinking which are reflected in the structure and content of pedagogical thinking are considered
The main attention is paid to the organization of work on the development of pedagogical thinking, which ensures the increase of efficiency of the future teacher’s professional activity
Summary
The article deals with an urgent problem – the development of pedagogical thinking as one of the main components of teachers’ professional activity. Основное место в их профессиональной подготовке отводится решению педагогических задач и анализу педагогических ситуаций, что способствует формированию педагогического мышления будущего учителя. В связи с тем, что педагогическое мышление является одним из видов мышления в целом, его функционирование и развитие подчиняется как общим закономерностям мыслительной деятельности, так и частным, отражающим специфику педагогической действительности.
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