Development Of Pedagogical Knowledge Research Articles

Specifics of Forming Schoolchildren’s Creative Skills in the Process of Artistic Activity: Assessment of Professional Entrance Examinations Effectiveness

Introduction. The problem of formation of creative person skills in the process of artistic activity is currently topical and thus actively investigated in modern pedagogical science. The relevance of the research is due to the active development of modern rapidly changing reality, contributing to the making of an information technology developing society, which imposes new requirements on the formation of a creative personality. The purpose of the study is to determine the psychological and pedagogical conditions for the formation of creative skills of schoolchildren in the process of artistic activity and to assess the degree of readiness of schoolchildren for creative activity based on results of professional entrance tests. Materials and Methods. The important basis of the ongoing pedagogical research is the methodology of the personal-activity approach, in which creative activity is defined as one of the leading types of activity. This study was conducted from 2021 through 2023 in the logic of pedagogical experiment on the basis of the Childrenʼs Academy of Artistic Creativity and Design. The sample consisted of 155 schoolchildren studying in different areas of artistic and creative activity. Results. The authors show that the processes of education of creative personality are currently undergoing changes in the new conditions of information development and the need to form appropriate thinking. The authors substantiate that it is important to purposefully develop the creative activity of personality and it is necessary to start training from school years. The main and additional psychological and pedagogical conditions of formation schoolchildren creative abilities in the process of artistic activity are defined. The specificity of training of senior schoolchildren in the Children’s Academy of Artistic Creativity and Design in special artistic disciplines is shown. The results of evaluation based on the generalization of the data of the professional entrance test in drawing, painting are presented. Discussion and Conclusion. This research contributes to the development of pedagogical knowledge in the field of pedagogical conditions formation for the development of a person’s readiness for creative activity. The article will be useful to anyone interested in the study of theoretical and practical aspects of the formation of creative skills of schoolchildren in the process of artistic activity.

“Indulge in a Little Chaos”: Assistant Language Teachers’ Cognition and Pedagogical Knowledge Development Through the Lens of Complex Dynamic System Theory

Teacher cognition has been a major topic of interest in applied linguistics as researchers have worked toward “better understanding the fullness of the work of teaching, a fullness that has proved complex and problematic” (Burns et al., 2015, p. 585). This qualitative study draws upon participant interview data in order to analyze and understand language teacher cognition and pedagogical knowledge development of an under-represented cohort—foreign assistant language teachers (ALTs) in Japan. Participants (n=35) were current or former ALTs with 1 to 19 years of experience working as team teachers in Japan. Interview data was transcribed and coded according to six common features of complex dynamic systems: initial condition, unpredictability, nested structure, non-hierarchic networks, feedback loops, and self-organization (Kiss, 2012). Findings show that ALTs’ ability to acquire and operationalize pedagogical knowledge is highly dependent on the maneuver that they must undergo in working within the local Japanese contexts—as opposed to those in their home countries—and in relation to their colleagues who have a variety of individual traits, pedagogical beliefs, and team-teaching practices. This article serves as evidence that language teacher cognition regarding pedagogical knowledge development can be aptly understood through the lens of complex systems theory.

PREPARING PRESERVICE TEACHERS TO TEACH PROBABILITY AND STATISTICS TO EARLY LEARNERS: A SYSTEMATIC REVIEW

Various sources suggest preparing teachers of early- or primary-age students to teach probability and statistics involves various challenges. Some of the approaches researchers take for resolving these challenges include developing preservice teacher content knowledge, pedagogical knowledge, as well as providing other opportunities to learn. Various sources also suggest that research in this area is missing or underemphasizing some components. The systematic review undertaken here considers this question by comparing extant literature to teacher preparation standards. Results show that studies emphasize development of probability and statistics concepts and procedures, and an underrepresentation of development of pedagogical knowledge, learning from school experiences, such as student teaching, and reflection on practice.

Search query as a methodological indicator of new pedagogical conceptualizations (on the example of hip-pedagogy)

The article discusses the question of what precedes the theoretical formulation of new pedagogical conceptualizations. It is shown that new directions in the development of pedagogical knowledge can appear in accordance with the emerging needs of educational practice. To clarify the question of what structural components of pedagogical theory and in what form are formed at the pre-theoretical stage, as an example, a new conceptualization of “hip-pedagogics” is considered, which solves the problems of rehabilitation and correction. The hypothesis is tested that the direction of Internet search queries in the special Google Trends resource characterizes the features of this stage in the development of theoretical conceptualization, which is reflected in the frequency of the choice of the search query and the features of the lexical form of its representation. It is concluded that the emergence of new conceptualizations is associated, among other things, with the extrapolation of the results obtained on one object of the model to another, which can potentially contain similar characteristics and/or perform similar functions.

Virtual Summer Institutes as a Method of Rural Science Teacher Development

Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ І ПЕДАГОГІЧНІ ПОГЛЯДИ ІЛЛІ ШРАГА (1847–1919)

Based on archival materials and an analysis of pedagogical literature, the author studied the main life milestones and analyzed the leading activities of Ilya Shrag, a Ukrainian public, the political and cultural figure of the late 19th and early 20th centuries. The article reveals the peculiarities of Illya Shrag's educational activities and pedagogical views regarding the development of Ukrainian education in the conditions of the Russian Empire at the end of the 19th and the beginning of the 20th century, in particular, his conviction about the necessity and possibility of the functioning of a native-language Ukrainian school. The report he gave at the meeting of the commission of the Chernihiv provincial zemstvo assembly on February 24, 1884, was analyzed. The procedure for conducting the meeting of the commission of the Chernihiv provincial zemstvo assembly, the reaction of the members of the assembly to the report heard, and the peculiarities of decision-making were studied. I. Shrag drew the attention of those present to the activities of the provincial zemstvo in measures to improve the organization of primary public education, namely: activation of special supervision of schools by the zemstvo; conducting repetitive classes to promote the strength of knowledge acquired by students, creating school libraries; promoting the development of pedagogical knowledge and experience of national teachers on short-term pedagogical courses. In the report, the educator defended the opinion about the need to teach in the Ukrainian school in the native language, the publication of Ukrainian textbooks and books for reading, and the provision of school library funds with Ukrainian-language literature. He argued his position by referring to the pedagogical views of M. Wessel, A. Disterweg, and K. Ushinsky. Further study and promotion of Illya Shrag's pedagogical ideas regarding increasing the accessibility and democratization of education, the introduction of general primary education, as well as regarding the widespread Ukrainization of the educational process is needed.

Matematik Öğretmeni Adaylarının Ders İmecesi Yöntemiyle Ölçme-Değerlendirme ve Program Bilgilerinin Gelişiminin İncelenmesi

Purpose: The purpose of this study is to examine the development of prospective mathematics teachers’ knowledge on measurement-evaluation and curriculum through lesson study method.Design/Methodology/Approach: In this study, a qualitative paradigm was adopted, and among designs, a case study method was used. The participants of the study were five senior students of the Secondary Mathematics Teacher Training program, who had already taken the teaching practice course. The data of the study were collected within a teaching practice course. In this process, observation and semi-structured interviews were done, and descriptive analysis techniques were used for the analysis of the data. Observations were used to collect data related to measurement and evaluation knowledge the observation form developed by Gökkurt (2014) and were to collect data related to curriculum knowledge the observation form developed by Şahin and Soylu (2017). Semi-structured interviews with prospective teachers as for were done upon the effectiveness, usability, etc. of lesson study method.Findings: When the data were analyzed, it was seen that the measurement - evaluation knowledge and curriculum knowledge of the prospective teachers were developed by the of the lesson study method. When interviews with prospective teachers were examined, it was observed that they were aware of this. When the explanations of the prospective teachers were examined, it was seen that discussions made in the process of lesson planning, discussions and evaluations during the evaluation of the applications after observation made a contribution to their pedagogical knowledge.Highlights: Measurement - Evaluation Knowledge and Curriculum Knowledge are significant due to the role of instruction. With this study, it is provided to develop this two pieces of information which have important roles in the development of pedagogical knowledge of prospective teachers. This situation is important for the prospective teachers to perform the appropriate teaching to learning outcome in the program and also to develop the skills of measuring and evaluating to the extent that the program predicts. This study, carried in real life context, provides valid and reliable results

The Impact of Mentoring in the Development of Pre-Service Teachers from a University in South Africa

Limited conceptual knowledge, and the lack of competencies and skills in the discharge of duties have been part of the challenges faced by some teachers within the South African school system. One of the reasons attributed to this is poor teacher development programmes in some of the training institutions. This study explored the impact of mentorship development on pre-service teachers from a university in South Africa. The five-factor model of mentoring namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback was employed as a theoretical lens. The purpose was to understand the attributes and practices mentors transfer to their mentees (student teachers) during their teaching practice. Located in the interpretive paradigm, the research employed a qualitative case study design to generate data through semi-structured interviews from 26 B.Ed Honours pre-service teachers, purposively selected as the study sample. A thematic approach was used to analyse the data generated. Findings from the analyses revealed that pre-service teachers were positively impacted mostly in the development of pedagogical knowledge, followed by system requirements, personal attributes, modelling and feedback. The findings support the Five-Factor mentoring Model as a valid and useful framework for measuring the impact of the mentoring received by pre-service teachers on teaching practicum. The study concludes that mentoring activity in pre-service teacher education is an important component of professional development for effective teachers. Based on this conclusion, the study recommends that mentors support student teachers in the development of the necessary skills and competencies required of a professional teacher.

Design of a teacher training program for the development of pedagogical knowledge on argumentation content

Design of a teacher training program for the development of pedagogical knowledge on argumentation content

Mapeamento das teses brasileiras relacionadas à formação continuada de professores que ensinam matemática: período 2007-2018

Neste artigo temos por objetivo apresentar o mapeamento das teses brasileiras produzidas no período de 2007 a 2018 que abordaram, direta ou indiretamente, a formação continuada de professores que ensinam matemática. Analisamos vinte e oito teses produzidas em diferentes programas de pós-graduação por meio de seus títulos, palavras-chave, resumos e dados catalográficos. Apresentamos resultados referentes à área de concentração dos programas de pós-graduação, tipo de Universidade, ano de publicação, região do país, modelo de formação (presencial, semipresencial ou EaD), sujeitos, identificação de categorias do conhecimento docente e relação com a identidade docente. A análise revelou que vinte e duas teses foram realizadas em programas de Universidades Paulistas distribuídas em particulares e públicas (estadual e federal). Com foco na relação entre academia e escola básica, concluímos que há um interesse pontual da academia e não um espaço consolidado de produção de conhecimento para ambos os setores. Evidenciamos, ainda, que a formação continuada é utilizada como estratégia para o desenvolvimento do Conhecimento pedagógico e o Conhecimento pedagógico do conteúdo, em sua grande maioria (22 casos), ocorreu de forma presencial. Em relação aos sujeitos, observamos um equilíbrio entre o número de formações para os professores especialistas e generalistas, treze para cada e apenas uma trabalhou com os dois tipos de professores, ou seja, é uma tendência oferecer as formações separadamente. Uma lacuna é de que as teses estudadas não abordaram o Conhecimento do conteúdo, o Conhecimento dos alunos e o Conhecimento dos fins educacionais, assim como seus fundamentos filosóficos e históricos.

Relatos del estallido social en Chile: acontecimiento y formación inicial docente como experiencia narrativa

El presente articulo se plantea desde la práctica de una pedagogía narrativa (Contreras, Quiles-Fernández y Paredes, 2019), pone atención en el desarrollo de saberes pedagógicos de profesores y estudiantes participantes de un curso taller en el contexto de un programa de formación inicial docente. El proceso formativo se ve entrecruzado y afectado por el llamado “Estallido Social” producido en Chile en octubre de 2019.
 Las reflexiones, diálogos y relatos producidos en el contexto del curso son reelaboradas por los docentes a cargo del mismo desde un enfoque de indagación narrativa, quienes co-construyen un meta relato de la experiencia de formación pedagógica. Las emociones, reflexiones y resonancias producidas por esta afectación reciproca entre acontecimiento –estallido social– y formación pedagógica, configuran la línea argumentativa del presente articulo, que indaga sobre las trayectorias biográficas de quienes participan, la experiencia de transformación pedagógica en la vinculación emocional con los estudiantes y las posibilidades de desarrollar capacidades profesionales asentadas en una sensibilidad pedagógica en la formación inicial.

Psychological resources of management of pedagogical education at the university in the context of global changes

The article covers the problem of searching for psychological reserves for finding managerial mechanisms to accelerate the transformation of the national university educational system. There is a decrease in the population's assessment of ongoing reforms, which is partially caused by the lack of teachers’ activity to work out an adequate concept of development, the loss of the very meaning of university education, its substitution by different values, and, most importantly, the lag of universities in the transfer of modern knowledge. It is obvious that all developed educational technologies are aimed at accelerating of one of the slowest learning processes in education. One of the ways to reduce learning time is related to the digitalization of education, which theoretically tends to zero thanks to the introduction of microchips that connect the human mind with the computer. However, there are technologies of knowledge transfer that do not form professionals, who, in addition, must have certain competencies, experience and personal qualities. In the context of searching for effective ways to develop pedagogical education, attention is drawn to the study of the results of increasing its species diversity, as well as the integration of its main types - formal, non-formal and informal. Besides, it is important to change the position of the student outlining ways to prepare the educational elite, the main difference, the specificity of which is its universality. This can be achieved by creating a new geographically closed space, a new innovative environment, the beginnings of which began to manifest in the situation of the pandemic: an intellectual civilization aimed to provide conditions for the symbiosis of population, scientific knowledge and production. Further development of pedagogical knowledge in a high-tech society is impossible without integration with science. The growth of the scientific component, the active introduction of scientific methods forms the ability to foresee and predict the future, thereby turning pedagogical universities into an innovative information and educational environment.

Building a Professional Learning Community with Team Endeavors while Creating Elementary-focused STEM-integrated Lesson Plans

This longitudinal study examined the development of pedagogical knowledge of teacher’s participation in a 2-year professional development program that enhanced teacher’s self-efficacy and prompted changes in science instruction in the elementary grades. The purpose of this research was to implement STEM activities which are developed by a professional team. A professional learning community (PLC) was used as a professional development tool helping the teacher increase her Pedagogical Content Knowledge. Collaborative design of STEM science lessons, implementation of the lessons and reflection on outcomes. Collaboration among the educator and teachers was offered in the form of online learning materials, exemplary lessons and the availability of an expert. The researcher participated for one year in the program. Results showed significant increases in teacher’s overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 2 years. The increase of self-efficacy was presented with changes in improved instructional practices, particularly student participation activities. The educators and experts were important in providing pedagogical support during the design and implementation, and reflected with teachers on how to improve on their teaching.

Effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on content knowledge and pedagogical knowledge

German pre-service teacher education aims to foster the concurrent formation of content knowledge, pedagogical knowledge, and pedagogical content knowledge. Accordingly, the coordination, sequencing, and prioritization of learning opportunities for the three areas of professional knowledge represent vital issues of the organization of teacher education at German universities. In this context, reanalyzing selected data of a previous experiment, we examined effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on the formation of corresponding content knowledge and generic pedagogical knowledge. Totaling 59 pre-service elementary school teachers, three groups had received seven hours of intervention on either content knowledge, pedagogical knowledge, or pedagogical content knowledge. Analyses of video recordings, ratings of treatment quality, and tests of professional knowledge revealed strong internal validity of the data. We found small effects of instruction on pedagogical content knowledge on the formation of both content knowledge and pedagogical knowledge. However, contrary to our expectations, effects on pedagogical knowledge were more consistent and statistically robust than effects on content knowledge. For the development of pedagogical knowledge in teacher education, this finding highlights the potential of parallel or integrated coursework, in which pre-service teachers use specific instructional strategies and student conceptions as examples to derive generic principles of teaching and learning.

Метафорический характер представлений о цифровой трансформации образования

The article considers one of the current directions in the development of pedagogical knowledge that affects pedagogical practice and is based on the use of metaphors. Metaphors in pedagogy are quite widespread. This statement is illustrated by several examples. Often metaphors are hidden and are clearly not recognized. The article attempts to detect and describe some patterns of the process of pedagogical signifying and comprehension of metaphorical concepts. In the text of the article, the authors focused primarily on the metaphors of numbers, digital transformation and the route or individual trajectory in education. It is shown that the most contradictory definitions of metaphorical views are associated with the complex and multidimensional nature of pedagogical concepts, in particular, the larger the time/duration scales implicitly inherent in a pedagogical concept, the more diverse the content attributed to a metaphorical concept can be, the more values are generated, the more discrepancies are present in definitions given by pedagogical researchers to metaphorical concepts. It is concluded that it is necessary to take into account the definitions of the multivalent nature of concepts and ideas used in pedagogy.

The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education

ABSTRACTResearch on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.

Development of pedagogical knowledge among learning assistants

BackgroundSuccessful outcomes of the Learning Assistant (LA) model include increased learning outcomes in STEM gateway courses and increased persistence to graduation among LAs and the students they serve. While there are many possible reasons that the LA program is effective, the pedagogical development of the LAs themselves has not yet been systematically studied. The research reported here investigated how deeply first-time LAs enrolled in a one-semester pedagogy course took up the language associated with the course’s essential pedagogical principles. By reviewing prior research as well as assessing our target population and our pedagogy course learning goals, we developed a set of three essential pedagogical principles that are critical for effective classroom instruction and developed a coding scheme for identifying these principles in LAs’ written work. We then looked at LA’s development of language with respect to these principles by analyzing weekly teaching reflections submitted by LAs during five iterations of our pedagogy course.ResultsOur research indicated that the language used to introduce particular pedagogical principles might play an important role in initiating LAs’ uptake of these concepts.We found that LAs began to develop an understanding of the language that values students’ prior ideas in learning, but the depth of this understanding varied. In addition, LAs did not demonstrate as much growth in their language with respect to the formative assessment or to the idea that students play a role in constructing knowledge.ConclusionsIn developing a pedagogy course for LAs, relating to their prior backgrounds in STEM appears to be critical. Using language that is accessible seems to increase LAs’ ability to develop pedagogical principles. Although LAs’ development of language related to the essential pedagogical principles is small, it may be enough to allow them to create contexts that facilitate learning.

فاعلیة استراتیجیة سکامبر فی تنمیة المعرفة البیداغوجیة ومهارات اتخاذ القرار لدى طلاب کلیة التربیة شعبة الریاضیات

تتمثل أهمیة البحث الحالی کونه من الأبحاث القلیلة التی حاولت استخدام استراتیجیة سکامبر فی تعلیم الریاضیات، فضلا عن ندرة تلک الدراسات والأبحاث التی تناولت المعرفة البیداغوجیة، وأهمیة مهارات اتخاذ القرار للمعلمین بصفة عامة ولمعملی الریاضیات بصفة خاصة؛ لذا برزت أهمیته فی: إعداد وحدة المعرفة الریاضیة فی مقرر تدریس المنهج المدرسی لطلاب الفرقة الثالثة بکلیة التربیة شعبة الریاضیات وفق استراتیجیة سکامبر، وإعداد دلیل للمعلم لتدریس الوحدة وفق الاستراتیجیة؛ والذی یمکن استفادة أعضاء هیئة تدریس تعلیم الریاضیات منه فی تدریس موضوعات ومقررات أخرى، وأعد الباحثان أداتی القیاس المتمثلتین فی، اختبار المعرفة البیداغوجیة، واختبار القدرة على اتخاذ القرار. وقد أشارت النتائج إلى فاعلیة استراتیجیة سکامبر فی تنمیة المعرفة البیداغوجیة ومهارات اتخاذ القرار لدى طلاب کلیة التربیة شعبة الریاضیات،وقد أوصى الباحثان باستخدام استراتیجیة سکامبر فی تدریس فروع مختلفة من الریاضیات المدرسیة وضرورة تدریب الطلاب المعلمین والمعلمین أثناء الخدمة على التدریس بها، واقترحا أبحاثا مستقبلیة مثل دراسة فعالیة برنامج تدریبی لمعلمی الریاضیات أثناء الخدمة قائم على استراتیجیات سکامبر فی تنمیة التفکیر الإبداعی لدى تلامیذهم. The importance of the present research is that it is one of the few researches that tried to use Scamper's strategy in teaching mathematics, as well as the scarcity of those studies and researches that dealt with pedagogical knowledge and the importance of decision-making skills for teachers in general and for mathematics teachers in particular So the importance of this research has emerged in: preparing the unit of “Teaching mathematical knowledge” in the course of teaching the school curriculum for students of the third division of the Faculty of Education Mathematics Division in accordance with the strategy of Scamper, and prepare a guide for the teacher to teach the unit according to the strategy; which can benefit the members of the faculty of mathematics in teaching other subjects and courses. The two researchers prepared the measurement tools, namely, the Pedagogical knowledge test, and the decision-making test. The results indicated the effectiveness of Scamper's strategy in the development of pedagogical knowledge and decision-making skills among students of the Faculty of Education, Mathematics Department The researchers recommended using Scamper's strategy to teach different branches of school mathematics and the need of in-service teachers training during the service, and suggested future research such as the effectiveness of a training program for mathematics teachers In-service based on Scamper's strategies in developing students' creative thinking.

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

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.