Формування готовності майбутнього вчителя початкових класів до застосування авторських технологій у професійній діяльності

Abstract

Дисертація є теоретико-експериментальним дослідженням проблеми формування готовності майбутнього вчителя початкових класів до застосування авторських технологій у професійній діяльності. Проаналізовано теоретичні засади та ґенезу досліджуваної проблеми, охарактеризовано авторські технології, які використовуються в практиці роботи початкової школи. Визначено сутність поняття «готовність майбутнього вчителя початкових класів до застосування авторських технологій»; виокремлено й охарактеризовано компоненти і показники досліджуваного феномену. Обґрунтовано педагогічні умови формування та рівні сформованості готовності майбутніх учителів початкових класів до застосування авторських технологій у професійній діяльності. Розроблено та експериментально апробовано модель формування готовності майбутніх учителів початкових класів до застосування авторських технологій у професійній діяльності, доведено її ефективність. The thesis is a theoretical and experimental investigation of the problem of the formation of the future primary school teachers' readiness to use the proprietary technologies in the professional activity. The theoretical basis and the genesis of the research problem are analysed, the proprietary technologies used in the practice of primary school are characterized in the thesis. The content of the concept of «the future primary school teachers' readiness to use the proprietary technologies in the professional activity» is defined. The components and indicators (the motivational and orientational component has such indicators: the character of the attitude towards the innovative activity, the readiness to the creative activity towards the innovations at school, the focus on teaching activities; the content- operational one: the systemacity of the knowledge of famous proprietary pedagogical technologies and the alternative pupils' teaching, the technological readiness for the innovative activity; the evaluative and reflexive one: the impact of the innovative activity on the professional autonomy, the capacity for the reflection of personal activity) of the future primary school teachers' readiness to use the proprietary technologies in the professional activity are singled out and characterized. The pedagogical conditions (the formation of a positive attitude towards the innovative activity; the creation of an coherent program of studying the proprietary technologies in primary school teachers' training process; mastering the technological order in a creation of proprietary pedagogical technologies; the development of a creative independence of primary school teachers) and levels (innovatory and creative, rationalization and researching, informational and reproductive) of the formation of the future primary school teachers' readiness to use the proprietary technologies in the professional activity are scientifically grounded. The model of the future primary school teachers' readiness to use the proprietary technologies in the professional activity, the means of its realization are developed and experimentally tested. The components and indicators, as: the motivational and orientational component (the character of the attitude towards the innovative activity; the readiness to the creative activity towards the innovations at school; the focus on teaching activities); the content-operational one (the systemacity of the knowledge of famous proprietary pedagogical technologies and the alternative pupils' teaching; the technological readiness for the innovative activity); the evaluative and reflexive one (the impact of the innovative activity on the professional autonomy, the capacity for the reflection of personal activity), are defined. The conceptual nomenclature of the research («proprietary technology», «experimental schools»); the classification of proprietary technologies used in the primary school practice (according to a degree of novelty − alternative, innovative and rationalization; to a scale of the innovations − universal, local and solitary); the establishment and development of experimental schools in foreign and national educational thought are clarified. The effectiveness of the proposed model of the future primary school teachers' readiness to use the proprietary technologies in the professional activity was proved by the help of the experimental results.