Task Approach as a Methodological Basis for the Process of Forming Pedagogical Thinking of Future Teachers

Abstract

The article considers the problem of formation of new pedagogical thinking of future teachers in the context of the task approach as a methodological basis of the professional training process in the institution of higher pedagogical education. The purpose of the article is to reveal the essential characteristics of the problem approach in the formation of professional pedagogical thinking of future teachers. In the process of work methods of analysis, synthesis, observation, conversation, etc. were used. The results. The interpretation of the category "pedagogical thinking of future teachers" is analyzed, the essence of the concepts "task", "task approach", "professional activity" in modern research is revealed. It is proved that the developed pedagogical thinking is the basis of the teacher's professional competence and the key to its successful professional activity. Pedagogical thinking is crucial in shaping the readiness of students as future teachers to: qualified reasoning in a particular subject area; qualified decision-making and solving professional tasks; qualified analysis and evaluation of their activities, emotions, values; qualified effective interaction in interpersonal relationships. The author proposes a task-solving approach to the study of pedagogical disciplines in higher education. Emphasis is placed on providing a task-based, heuristic type of learning. The main provisions for determining the essence of professional pedagogical thinking are identified: 1) pedagogical thinking is a defining component of the future teacher’s professional competence; 2) pedagogical thinking, together with other professional competencies is extremely important for the successful professional activity of a teacher; 3) teacher’s pedagogical thinking consists of a system of professional psychological and pedagogical knowledge and skills to identify pedagogical facts, situations, phenomena, to penetrate into their nature, to design or predict possible results, etc.; 4) the formation of future teacher’s pedagogical thinking carried out in the process of mastering professional knowledge, skills and abilities, while solving problem situations and solving selected tasks. Conclusions. The author defined that the problem of forming a new pedagogical thinking of future teachers is extremely relevant today; only a teacher with developed thinking is able to solve the problems of a modern school, be able to interact with students effectively and create an interesting educational environment.