FACILITATION IN THE CONTEXT OF TRAINING FUTURE PRIMARY TEACHERS

Abstract

The urgency of the study lies in the need to change the traditional model of the teacher, because now the teacher faces additional tasks − to direct students not only to acquire knowledge but also to their creative thinking, to cultivate the ability to apply their knowledge in educational and life situations. creative personality of the child. The aim of the article is to define the essence of the concept of “facilitation” and its use of facilitation in the context of training future primary school teachers. Methods of analysis, synthesis, comparison, generalization, systematization of scientific positions are used to achieve this goal. Based on the analysis of psychological and pedagogical literature, the essence of the concept of “facilitation” is determined. The interpretation of the phenomenon of facilitation is given, connected with such aspects as: interaction of people caused by social contacts, which increases their activity, promotes the activation of mental processes, improves well-being; a specific type of communication, which involves facilitating the interaction of participants in the educational process; way to help the group in finding ways to identify and solve problems. The main tasks of the teacher - facilitator in the training of future primary school teachers are presented, the requirements for a modern teacher are determined. It was found that implementing the facilitation approach in primary school, the teacher will be able to achieve subject-subject interaction with younger students, to support the child's desire for self-improvement, self-realization, self-development. The basic skills that characterize the activities of the teacher-facilitator are identified. It is the ability to listen carefully, observation, the ability to diagnose, correct the behavior of students, the ability to establish simple and fruitful communication between members of the study group and ensures successful group communication.