Development of expert thinking of future teachers

Abstract

The paper is devoted to the problem of the development of expert thinking of students. The urgency of this issues is in the changes in the functional duties of teachers of secondary general educational organizations and the need to develop expert competence. The axiological aspect of professional consciousness is common in expert and pedagogical activity. It is expressed in the adoption of professional and moral values and the definition of professional actions that ensure the quality of the learning and upbringing process. In a practical aspect, the expert thinking of a teacher reflects a complex of intellectual processes: analysis, synthesis, criticality and consistency. Intellectual process in expert activity of a teacher is aimed to solve problems formulated as tasks. The peculiarities of the solution of expert problems consist in the choice of methods and technologies of expert activity. Expert thinking is closely related to research activities. In the course of an expert study, the elements are identified that affect the quality of educational systems and problematic ones that require development. Expert thinking manifests itself at the methodological, tactical and operational levels. Like pedagogical thinking, expert thinking approaches scientific thinking and includes a systematic understanding of theories, laws, principles of education development, as well as knowledge of scientific methods and possession of the logic of thinking, scientific evidence in the determination of practical approaches to the solution of problems. The tactical level of expert pedagogical thinking is expressed in the assessment of pedagogical educational practice, its contradictions and the formulation of problems as pedagogical tasks. Expert thinking approaches diagnostic and includes the process of choosing methods and making diagnostic decisions. Operational level includes the manifestation of professional self-awareness, when personal results are evaluated and the connection with critical thinking is clearly traced and the ability to creatively generate innovative ideas. In particular, the paper reveals the general and special components in the manifestation of professional pedagogical and expert thinking. The main manifestations of the expert thinking of a teacher are shown as the ability to analyze, synthesize, identify cause-and-effect relationships, draw conclusions and highlight contradictions in the activities of an educational organization. The paper substantiates the need for a new theoretical vision and practical rethinking of the educational process of the development of expert thinking of students in a university.