13.00.04 - теорія і методика професійної освіти

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    Формування готовності майбутніх учителів біології до професійної діяльності у процесі практичної підготовки
    (Домбровська Я. М., 2018) Довгопола, Л. І.; Dovhopola, L.
    Дисертацію присвячено актуальній проблемі – формування готовності майбутніх учителів біології до професійної діяльності у процесі практичної підготовки. На основі проведеного аналізу наукової літератури з окресленої проблематики визначено сутнісні ознаки дефініції «готовність майбутніх учителів біології до професійної діяльності в процесі практичної підготовки», сутність і структуру досліджуваного феномена та з’ясовано особливості практичної підготовки як основи професійної підготовки майбутніх учителів біології. Автором визначено організаційно-педагогічні умови й методологічні підходи формування готовності майбутніх учителів біології до професійної діяльності у процесі практичної підготовки, розроблено й теоретично обґрунтовано структурно-функціональну модель формування готовності майбутніх учителів біології до професійної діяльності у процесі практичної підготовки, експериментально доведено її ефективність; простежено динаміку рівнів сформованості досліджуваного феномена. In the dissertation research the theoretical synthesis of new approaches to the solution of the actual problem of professional training of future biology teachers was made by substantiating the theoretical principles of forming their readiness for professional activity in the process of practical training, development and experimental verification of the corresponding comprehensive development program. The dissertation had considered the scientific literature on the problem of research, the formation of the definition «the readiness of future biology teachers to professional activity in the process of practical training»: integrative dynamic quality of the personality, manifested in the level of its possession of the theoretical material and the ability to operate it in the process of solving practical problems within the teaching of biological disciplines in institutions of secondary and higher education; presence of positive motivation for students to carry out professional pedagogical activity; availability of creative potential; pursuit of lifelong learning. The structure of the investigated phenomenon is formed by a number of components: axiological-motivational component – motivation for professional activity of future teachers of biology and value orientations concerning their professional developmentaxiological-motivational component – motivation for professional activity of future teachers of biology and value orientations concerning their professional development; the cognitive-operational component – the possession of future biology teachers by the competences provided by the educational programs, their readiness for professional activity; reflexive-creative component – the level of development of reflexive and creative abilities of future teachers of biology. According to the structural components of the concept under study, three levels of formation of the readiness of future biology teachers to professional activity in the process of practical training are described: creative (high), sufficient (average) and elementary (low) levels. The term «organizational and pedagogical condition for forming the readiness of future teachers for professional activity» is understood as external (content, forms, methods and techniques of teaching, etc) and internal (level of motivation of applicants for pedagogical education, need for self-education, self-improvement, interests, etc) factors that provide optimization of the practical training of biologists and facilitate the formation of readiness for their professional activity in general educational institutions in the process of teaching biological discipline. The research outlines the following organizational-pedagogical conditions for the formation of the readiness of future biology teachers for their professional activity in the process of practical training, namely: providing a reasoned use of the tasks of biological and methodological guidance in the process of passing educational and pedagogical practices by students-biologists; the use of an integrative approach in the process of practical training of future biology teachers; engaging students in quasi-professional activities in order to enhance the needs of future biology teachers in creative self-development and reflection; creative application of biological knowledge by biology students through interactive learning. In the process of conducting a pedagogical experiment, a structural-functional model for the formation of the phenomenon was created, which is divided into four blocks: target (goal), theoretical-methodological (methodological approaches, pedagogical principles and organizational and pedagogical conditions), content-operational (didactic support, main forms organization of training, methods and technologies and stages), effective (structural components, evaluation criteria, level of their formation, as well as the result of formation – the achievement of positive dynamics in indicators of levels of formation of the readiness of future biology teachers to professional activity). The presence of a model of the phenomenon under study enabled us to apply it in the practice of training future biology teachers. The formation of readiness for professional activity contributed to the use of modern forms, methods and technologies of training during the three conditionally separated stages: organizational (development of positive motivation for professional activity, transformation of external negative motivation to educational activity into external positive), practical (development of professional skills and abilities, creative abilities based on biological, methodological, psychological and pedagogical theoretical knowledge in the process of practical activity), productive-corrective (generalization of the results of experimental work, model correction).