TEACHER-RESEARCHER: DESCRIPTION OF THE DEFINITION AND FEATURES OF ACTIVITY
DOI:
https://doi.org/10.24919/2313-2094.6/38.119575Keywords:
teacher-researcher, scientific approaches, levels of research activity, characteristic features of the teacher-researcher, professional and creative developmentAbstract
BIRUK Nataliya – post-graduate student of Pedagogy Department, Zhytomyr Ivan Franko State University, Velyka Berdychivska str., 40, Zhytomyr, 10000, Ukraine (shcherbakova_n@ukr.net)
ORCID: https://orcid.org/0000-0003-3013-2015
ResearcherID: http://www.researcherid.com/rid/D-4146-2018
DOI: https://doi.org/10.24919/2313-2094.6/38.119575
To cite this article: Biruk, N. (2018). Pedahoh-doslidnyk: okreslennia definitsii ta osoblyvosti diialnosti [Teacher-researcher: description of the definition and features of activity]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 38–48. doi: 10.24919/2313-2094.6/38.119575 [in Ukrainian].
Article history
Received: 6 November 2017
Received in revised form: 14 January 2018
Accepted: 15 February 2018
Available online: 5 April 2018
Abstract. The article considers the complexity of interpretation for the «teacher-researcher» concept, which describes a professional that has become a key figure in the process of reforming the Ukrainian educational system. The emphasis is put on the scientific approach, which forms the basis the teacher should rely on in his/her professional activities to achieve positive results. The author analyzes the activity of a school teacher from the point of view of the prioritized pedagogical or research activity platform. On the basis of analysis of scientific sources, the levels of implementation of research projects by the teacher (empirical-intuitive, research-logical and scientific-intuitive) are described.
On the basis of the analysis of the results of the diagnostic phase of experimental work, conducted among representatives of Ukrainian scientific and pedagogical schools (graduate students of pedagogical specialties, PhDs and doctors of pedagogical sciences on the one hand and teachers of schools, colleges, university teachers of same levels of accreditation on the other) the professional, research and personal groups of the characteristics of the teacher-researcher are distinguished and briefly analyzed. All categories of participants agree that the main characteristics of the teacher-researcher are: creativity, professionalism and readiness for self-improvement.
Conducted research makes it possible to conclude, that the teacher-researcher is a spiritually-mature, creative, competent specialist capable of self-education and self-development, which carries out simultaneous pedagogical and research activities, while pedagogical side serves as a platform for research and experiment.
The indicator of effective professional and research activity is the professional development of the teacher-researcher, and one of its highest manifestations is the launch of a scientific school, substantiation of teaching methods, preparation of textbooks, manuals of a new generation, development of technologies of high quality education.
Acknowledgments. Sincere thanks to pedagogical staff at Pedagogy Department of Zhytomyr Ivan Franko State University, in particular Prof. Olena Antonova, for her assistance.
Funding. The author received no financial support for the research, authorship, and/or publication of this article.
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