Development Of Pedagogical Thinking Research Articles

ФОРМУВАННЯ ТЕХНІЧНОГО МИСЛЕННЯ ЗАСОБАМИ STEM-ОСВІТИ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ

The article substantiates the significance of the development of the technical thinking of the physics teacher in the conditions of his professional training. The peculiarities of the teacher’s professional mentality have been revealed. The need for the development of pedagogical thinking, as well as technical thinking, as a special one for the subject field, is substantiated. It is shown that technical thinking is the process of reflecting objects and processes of technical activity in the human mind. This type of thinking is associated with mental activity aimed at operating technical images in their static and dynamic state. Qualitative analysis of the structure and process of technical thinking allows to substantiate the concept of “technical thinking”. Technical thinking is a practicalactive thinking aimed at operating technical images during the production and creative activity of a person. It is able to solve complex production tasks in any standard or critical situation. STEM education is a specialization directions of education, the main emphasis of which is on the education of exact and natural sciences, from the addition of continuous innovative and technological components. It is absolutely fair to say that STEM is the best solution for the future professionals in the engineering and technology. The basis for STEM education is scientific methods, mathematical modelling, engineering design and innovative thinking. From this description, it may seem that we are talking about an education designed exclusively for the training of future IT professionals, and this will be partially true. However, STEM education is broader, because it combines sciences with a creative approach and develops of different sides in the personality of the future physics teacher.

Компетентнісні аспекти професійної підготовки педагога

The article substantiates the peculiarities of teacher training in the national educational space at the beginning of the 21st century. The role of the teacher in the organization of the modern educational process has been determined and the features of the functions of the teacher as a moderator, tutor, organizer of project work, organizer of play activities have been emphasized. Competence approach has been characterized as the main condition for the teacher’s personal growth and development, the formation of his/her pedagogical style and professional position. Emphasis has been placed on political and social, informational, multicultural competencies, competencies that determine the possession of oral and written communication, competencies that realize the ability and desire to lifelong learning as a basis for continuous training and personal development. The article highlights the features of professional training of a contemporary teacher: the emphasis of educational activity of the 21st century school on the development of pedagogical thinking, teaching skills and formation of abilities and skills of educational activity, the definition of the most appropriate paradigm of education, which should be at this stage of historical development, promoting the formation and development of spiritual and moral qualities of the individual, the assertion of a person in a person. It is determined that the basis of professional training is not only the subject specialization, but also the essential, cultural and contextual aspects of activity. The teacher of the twenty-first century school should be prepared for the fact that education will perform a restorative function. One of the most important tasks of the modern teacher training is to form a teacher's readiness to work with students to design their personal trajectories, involving them in socio-cultural experience. It is concluded that at the present stage there is a need for a qualitatively new teacher training, which combines the fundamentals of professional basic knowledge with innovative thinking and practice-oriented, research-based approach to solving specific educational problems. Keywords: teacher, professional training, competence approach, personality development.

АКМЕОЛОГІЧНИЙ АСПЕКТ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МАЙСТРІВ ВИРОБНИЧОГО НАВЧАННЯ

The article reveals the essence of the acmeological approach in the field of education, which is chosen to create conditions that encourage the individual to progressive self-development, self-organization and, accordingly, professional self-improvement in achieving the optimal level of professional development. The internal conditions for achieving professional acme of masters of industrial training are determined: positive motivation to achieve the expected results with a high level of demands and self-realization; focus on the ascending trajectory of the professional path; productive activity in performing professional functions; the desire to preserve and increase their achievements; the ability to mobilize potential opportunities (motivational, intellectual, operational, emotional and volitional) and recover from physical and psychological stress. The external conditions for the emergence of acme masters of industrial training are determined: assistance in mastering the means necessary for the development of pedagogical thinking, creativity, individuality of the personality and his spiritual potential; ensuring the implementation of personally and socially significant prospects in professional activities; stimulating the process of self-improvement; strengthening the integration role of acme-psychological support as a holistic and continuous process of study, analysis, formation, development, self-development and correction of the specialist's personality; development and realization of the corresponding maintenance, models, algorithms of acmeological technologies, adequate means of methodical maintenance, diagnostics and assessment of the professional developmentdynamics. The tools of accumulation of professional activityresults in the context of acme are characterized. In particular, the acmeogram, which indicates the types of professional activities and personality qualities that lead not only to the masters of industrial training socially necessary results, but also provide progressive development and professional development, promotion to high levels of professionalism; portfolio as a description in any form of educational and professional achievements of industrial trainingmasters, which includes information on the main stages of activity, professional development, including the achieved results, information on participation in projects, publications, methodological developments, etc. Key words: acmeology, master of industrial training, vocational education institution.

Formation of Pedagogical Thinking of Future Teachers

The training of professional teachers is dictated by the fundamental changes taking place in education. In the new social and pedagogical conditions, a professional teacher is required. Unlike a specialist teacher, a professional teacher, firstly, is a subject of the pedagogical activity, and not a bearer of a set of scientific knowledge and methods of its transmission; secondly, it is focused on the development of human abilities, and not only on the transmission of knowledge, abilities and skills; thirdly, he can practically work with educational processes, to build developing educational situations, and not just to pose and solve didactic problems. The analysis of literary sources allowed the authors to achieve the goal of the article: to develop theoretical and methodological tools for the significant formation of pedagogical thinking of future teachers, namely, to offer and test a model for the formation of pedagogical thinking of future teachers. The approbation showed an increase in all indicators that were assessed, as well as an increase in additional indicators: student attendance and their involvement in the educational process, which was manifested in an increase in the number of students who came to consultations, an increase in the number of requests from students to study additional literature on the topic, for additional research work, etc. Thus, the development of pedagogical thinking becomes both a process and a result of teaching a future teacher.

Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

Poland – Slovak regional relationships and development of minority Slovak schools in Poland in the Upper Orava region

The study deals with the situation of the minority (Slovak) education in the Upper Orava region in Poland. The situation and overall state of development of minority education is evaluated mainly from the perspective of historical development of social conditions that not only influenced the school policy, but in some aspects, also reflected the wider understood development of pedagogical thinking in Poland. Over roughly more than two centuries (from the 18th century to the present), a number of historical milestones in Polish – Slovak relationships have taken place, which also affected the functioning of Slovak minority schools in Poland. It is reflected in the territorial and language disputes that affect mainly the national identity of the Slovaks. This paper reflects on the meaning and mission of regional minority schools in this border area of Poland. It emphasizes their unifying role, promoting good coexistence and the formation of an honest and civic open national (ethnic) identity of Slovaks living in Poland in the Upper Orava region.

Развитие педагогического мышления в профессиональной подготовке будущего учителя

The article deals with an urgent problem – the development of pedagogical thinking as one of the main components of teachers’ professional activity. The characteristics included in the concept of „pedagogical thinking” are presented their essence and features are revealed. Those types of thinking which are reflected in the structure and content of pedagogical thinking are considered. The main attention is paid to the organization of work on the development of pedagogical thinking, which ensures the increase of efficiency of the future teacher’s professional activity. The ways of development of pedagogical thinking are specified. The classification of pedagogical problem situations suggested by the author and the ways of their presentation in the educational process are given. The necessity of solving future teachers’ pedagogical problems, tasks and analysis of pedagogical situations as the main means of developing pedagogical thinking is underlined.

Editorial Transforming Higher Education Teaching and Learning Environments – Introduction to the Special Issue

To facilitate meeting the requirements of student-centered learning in the 21st century, it is important to strengthen higher education teachers’ digi-pedagogical skills, and to consider novel ways of teaching and learning. This necessitates the development of pedagogical thinking, technical infrastructures, and learning environments. The obvious need for meeting the needs of 21st century learning comes from changing societal expectations as the knowledge society itself and the labor market are undergoing considerable change. This means that teachers need to consider new ways of teaching, as well as novel ways the utilizing technology in their work and in learning environments. Moreover, the learning of the content itself is increasingly insufficient as learning generic (e.g. Pitman & Broomhall, 2009) or 21st century skills (e.g., Voogt & Pareja Roblin, 2012) such as collaboration, technological proficiency and creativity grow in importance. Thus, novel ways of considering and developing higher education teaching, learning and learning environments are required. Importantly, for these tasks, rigorous assessment and research are needed to consider the outcomes and future orientations in the higher education development as well as in informing policy at various levels. https://doi.org/10.26803/ijlter.18.13.1

Practice-Oriented Direction of Professional Preparation of Future Teachers of Primary Education in the Context of European Integration Processes

The article reveals the essence of practice-oriented training of future teachers of primary education on the basis of the implementation of contextual learning technology. An express analysis of the phenomenon of pedagogical thinking was made, certifying that it personifies the level of development of mental, cognitive, creative, and research abilities of the future teacher of primary education, his operational and technological skills, which consist in finding solutions to any problem situation; in shaping pedagogical thinking of future teachers of primary education a special role was played by pedagogical situations that were solved with the help of practice-oriented tasks (pedagogical tasks). In the process of experimental learning, we specifically modeled pedagogical situations that were solved using a system of practice-oriented tasks represented by three groups: general pedagogical, didactic-methodical, and reflexive-design. No less important for the development of pedagogical thinking of future teachers of primary education during practical and laboratory classes was the use of interactive teaching methods, namely: brainstorming, discussion, debate, various types of training, etc. The active introduction of contextual learning technology, based on the practice-oriented activity of teachers, first of all, influenced the formation of a new pedagogical thinking and provided for an understanding of the value-attitude to the future profession, and an awareness of one’s own capabilities that determine professional growth paths.

МОДЕЛЬ ФОРМУВАННЯ ДИДАКТИЧНОЇ КУЛЬТУРИ ВИКЛАДАЧА ВНЗ

The article deals with theoretical research and describes the definition of the didactic culture of the teacher of higher educational institution as a social and pedagogical phenomenon and an important component of vocational and pedagogical culture, and investigates its genesis.In the structure of didactic culture, the motivational-value, innovation-technological and individual-creative structural components are allocated. The criteria of the formation of the didactic culture of a teacher of a higher educational institution are proposed: technological readiness; readiness for implementation of innovative didactic activity; an innovative orientation of didactic activity; a degree of development of pedagogical thinking; the desire for professional and pedagogical self-improvement; the degree of creative self-realization. Four levels of the formation of didactic culture are defined: adaptive, reproductive, heuristic, and creative ones. The method of theoretical comprehension of the problem of the formation and development of the didactic culture of a teacher of a higher educational establishment in the study became a modeling, which is a universal way of knowing reality and is widespread in pedagogical science.The model of the formation of the teacher’s teaching didactic culture, which takes into account the main tendencies of the modern paradigm of education and the specifics of the educational institution, is developed. In the proposed model, the process of forming didactic culture is represented by nine functional blocks containing information focused on the formation of a certain group of professionally and personally significant qualities: 1) a systematic vision of pedagogical reality; 2) the ability to integrate with the pedagogical experience of others; 3) an analytical and forecast activity, modeling; 4) the formation of the subject area; 5) possession of pedagogical technologies; 6) the formation of pedagogical reflection; 7) the formation of individual humanistic orientation; 8) the formation of creative qualities of the personality of the teacher; 9) the formation of reflexive culture.The article outlines the experimental implementation of the proposed model and verifies the interpretation of the teacher’s teaching culture as a factor in the success of his professional activities.

Improving the learning of newly qualified teachers in the induction year

Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’, by the belief that behaviour management should be addressed before teaching can be developed and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school-wide culture of continuing professional learning.