FACTORS OF PRACTICAL IMPLEMENTATION OF THE CONTENT OF PEDAGOGICAL TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE
DOI:
https://doi.org/10.24919/2313-2094.6/38.119519Keywords:
factors, content of education, pedagogical training, individualization, work, forms and methods, independent educational activityAbstract
KOBRIY Olha – Doctor of Pedagogical Sciences, professor of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko str., 24, Drohobych, 82100, Ukraine (olha_kobriy@ukr.net)
ORCID: https://orcid.org/0000-0003-3098-5878
ResearcherID: http://www.researcherid.com/rid/D-5180-2018
DOI: https://doi.org/10.24919/2313-2094.6/38.119519
To cite this article: Kobriy, O. (2018). Factors of practical implementation of the content of pedagogical training in higher educational institutions of Ukraine. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 208–218. doi: 10.24919/2313-2094.6/38.119519 [in English].
Article history
Received: 6 November 2017
Received in revised form: 3 January 2018
Accepted: 15 February 2018
Available online: 5 April 2018
Abstract. It is substantiated that the orientation of the pedagogical process to the versatile harmonious development of a personality brings forward concrete tasks before each participant. After all, the transition to a high-tech information society is accompanied by the processes of globalization and international integration of world education.
It has been established that in addition to orientation of the pedagogical process to the general purpose of education, the factors of practical implementation of the content of students pedagogical training are: determining qualitative content of education, the use of effective methods and forms (within various learning technologies) and their optimal combination, also designing a democratic structure of the educational process, individualization and differentiation of students educational activities, positive psychological climate, control over students educational activities and its assessment together with self-control and self-esteem, the use of various sources of educational content.
The emphasis is placed on the fact that, for the sake of integrity in the structural construction of the content of teacher training, it is important to record the relationship of academic disciplines with practice and life, which ensures successful professional activity in the future, and obligates to combine theoretical work with practical activities, organization of discussions, modeling pedagogical situations, classes with independent activities, training with practice. Qualitative filling of the informative, axiological and activity-creative components of such content will be manifested not only in awareness, but also in the young people’s development and upbringing.
There have been considered the opportunities of the individualization of educational activity in the implementation of the content of the students pedagogical training, which involves the division of all the students into conditional groups with homogeneous psychological characteristics and the level of preparation, as well as positive psychological climate (in the organization of educational activities), control over the students’ educational activities carried out in combination with self-control. This allows each student to see the results of training, which are expressed in setting the level of performance tasks, the ability to solve the problems creatively.
The author has studied the influence of the Internet resources, telecommunication networks for planning and conducting classes in higher educational institutions, which allows students to work at an individual pace, cooperate with peers and the teacher. There is a change in the traditional style of the educational activity when the reproduction of educational material is dominating; the volume of conducting creative work, projects and research work is increasing.
Acknowledgments. Sincere thanks to scientific staff at V.O. Suchomlynskyi State Scientific and Pedagogical Library of Ukraine, in particular Prof. Olha Suchomlynska.
Funding. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding from Drohobych Ivan Franko State Pedagogical University permitted this research completion.
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