PHILOSOPHICAL AND METHODOLOGICAL APPROACHES TO RESEARCH THE DEVELOPMENT OF IDEAS OF PEDAGOGICAL SKILL

Abstract

The article is devoted to the scientific analysis of philosophical and methodological approaches to the development of pedagogical skill. Historical and pedagogical analysis of scientific sources on the problem of methodology of pedagogy has been carried out, the views of scientists (philosophers, teachers, psychologists) on the interpretation of the concept "methodology", "methodological approaches", reveal the ambiguity of their scientific interpretations. In the article the methodological approaches are considered: systematic-chronological and systematic approaches, historical, etc., which in the process of studying the development of ideas of pedagogical skill contributed to the creation of a system of pedagogical mastery of a teacher, which we regard as the possession of a teacher by professional knowledge and pedagogical technique. To obtain objective historical data on the selected problem, a complex of theoretical interrelated methods of historical and pedagogical research was used, namely: general science (historical and pedagogical analysis, synthesis, generalization, comparison, concrete search methods (terminological analysis, generalization, systematization of foreign and domestic literature on the problem under investigation). It is established that the methodological approach determines the content, character and direction of research activity, is the basis of pedagogical research, which reveals its key idea, the main idea, indicating the tendencies of education development, the direction of development of pedagogical knowledge in the historical epoch. In general, the methodological approach means the search for a method, a sequence of actions that provide a purposeful, systematic motion to the final result.The philosophical and methodological approaches of the study directed the analysis and substantiation of the development of the idea of pedagogical mastery of the teacher not as an isolated process, but as a process due to internal and external dependencies associated with the historical features of the country and the current trends in the development of European educational space. The research is based on certain principles, methods, appropriate categorical-conceptual apparatus and theoretical principles of domestic and foreign scholars related to the essence of the problem under investigation. The perspective direction of further research is the justification of the algorithm for the formation of a source base for systematic and multidimensional analysis of the history of the development of pedagogical science in a certain period of time and the methods of its research.