Abstract
The article deals with the development peculiarities of the subject artistic competence of future preschool teachers in the field of artistic and aesthetic education of children by means of contextual educational technologies. The students in question were being observed during the classes of Fundamentals of the Fine Arts with Methodology, the lessons of Decorative Arts with Methodology, as well as the Artistic Production and Design Fundamentals sessions. The purpose of the article is to reveal the methodology of contextual learning technologies’ implementation into the process of future preschool educators training and check their effectiveness in the realm of children’s artistic and aesthetic education experimentally. In the course of the research, we used such methods as analysis and synthesis of psychological, pedagogical, and art sources, as well as studying and generalization of the current state of future preschool teachers professional training in the field of artistic and aesthetic education. We also employed analysis, comparison, and classification with the aim of determining the essential characteristics, criteria, and levels of future preschool teachers’ subject competence in artistic and aesthetic education. Another approach that we turned to was that of pedagogical experiment with the further qualitative and quantitative analysis of its results using the Kolmogorov–Smirnov statistical criterion. The outcomes of the experiment brought about a need for the implementation of contextual learning technologies into the development of future preschool educators’ subject competence.
Highlights
What are contextual learning technologies? Technologies of contextual learning comprise the system of didactic forms, methods, and tools that simulate the substantive and social content of the future professional activities of the specialist [1]
The main task of contextual learning technologies is to ensure the proactive nature of the individual’s activities, which contribute to the formation of the necessary subject-professional and social qualities of the specialist
The authors implemented a complex of contextual technologies of education in the professional training of the experimental group students, which hypothetically had to generate an increase in qualitative and quantitative indicators of the future preschool teachers’ subject competence in the artistic and aesthetic education of children
Summary
Technologies of contextual learning comprise the system of didactic forms, methods, and tools that simulate the substantive and social content of the future professional activities of the specialist [1]. The main task of contextual learning technologies is to ensure the proactive nature of the individual’s activities, which contribute to the formation of the necessary subject-professional and social qualities of the specialist. The objective of the said technologies is to implement the educational process into the context of future professional activities by means of introducing actual links and relations into various forms and methods of education, provided by higher educational establishments, as well as solving specific professional tasks requiring the formation of a number of special competences, Behav.
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