FORMATION OF THE PEDAGOGICAL MASTERS OF THE TEACHER IN THE CONTEXT OF A PERSONALIZED ORIENTED APPROACH

Abstract

The article deals with the features of learner-centered education at the university focused on the effective management of learning and educational process. This technology is based on varied forms of pedagogical influence, diagnosis and self-diagnosis of levels of students’ professional training and it involves forming and updating pedagogical skills of the students’ as active subjects of educational process and the following continuous self-development. Teacher training is now regarded as the process of becoming his personality, the development of general and vocational pedagogical culture and the formation of the foundations of pedagogical mastery. On the foundation of research of methodological and psychological and pedagogical bases of professional training of teachers, as well as theoretical and practical aspects of pedagogical education, the content and structure of the scientific concept "pedagogical mastery" are analyzed. Pedagogical mastery is a higher degree of pedagogical activity, which is manifested in the creativity of the teacher, the constant improvement of the art of teaching, upbringing and development of pupils.Tasks of universities in relation to the formation and development of pedagogical skills of future teachers and improvement of teachers-practitioners in the context of the tasks of the new Law of Ukraine "On Education" – to form professional qualities in them: scientific outlook, moral consciousness, aesthetic views; emotional-sensory, intellectual and volitional activity; psychophysiological readiness; pedagogical cycle, style and manner of behavior; possession of relevant psychological and pedagogical knowledge, the ability to organize educational work, educational activities, participate in research work, creative pedagogical search for the formation of key competencies of pupils; the ability to continuous self-improvement. The optimization of future teachers' training aimed at further research of scientifically grounded changes in the organizational structure of the management of the educational process, its forms and methods, which should be applied in the process of reforming higher education and teacher education system.