Conseptual foundations of future VET teacher's training

- Радкевич, В.О. (orcid.org/0000-0002-9233-5718), Романова, Г.М. (orcid.org/0000-0002-2388-6997) and Бородієнко, О.В. (orcid.org/0000-0001-9133-0344) (2018) Conseptual foundations of future VET teacher's training Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка (16). pp. 5-13. ISSN 2223-5752

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КОНЦЕПТУАЛЬНІ ОСНОВИ ПРАКТИКО-ОРІЄНТОВАНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ПРОФЕСІЙНОЇ ОСВІТИ І НАВЧАННЯ_Науковий вісник №16.FR12.pdf - Published Version

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Abstract

It has been actualized that the volume of training o f VET teachers in Ukraine is small and does not meet the needs o f practice, and the content o f training o f VET teachers in higher educational institutions o f Ukraine is excessively differentiated according to individual disciplines, is deserted and requires systematic regulation, harmonization o f pedagogical and special-professional component, increase o f practical component o f preparation, flexibility and versatility. The key positions o f modem domestic educational concepts regarding the stages and levels of training o f VET teachers are analyzed, and their extension o f practical training are described. It is determined that the conceptual foundations o f the practical training o f VET teachers are synergetic, axiological, competence, subject-activity, integrative, contextual scientific approaches and principles o f scientific, continuity, student-centeredness, openness and variability, connection o f theory with practice, technological ability. The model o f practical training o f VET teachers is presented, which is a means o f studying such training as a pedagogical category, is described. It reflects the relationship o f pedagogical science with practice; illustrates the main positions of the investigated process; generalizes the results and defines a prognostic vision for solving this problem. The model contains conceptual-purposeful, content, technological, diagnostic-productive blocks. The structure o f competence of VET teacher is defined, which is represented by the following components: informational, innovative, personal, practical and activity. Among the criteria for the formation of the teacher’s professional competence, the instmmental, systemic, social-personal, and technological are determined. Three levels o f professional competence o f VET eachers are defined and described: high, medium, low. The following pedagogical conditions of the practice-oriented training o f VET teachers are defined: increase o f motivation o f students for pedagogical activity; balance o f psychological and pedagogical and specialized-professional disciplines; an increase in the practical component of the training o f future teachers; use o f modem practical-oriented technologies o f teaching with ICT support; readiness o f teachers o f institutions o f higher education to practice-oriented training of teachers o f vocational schools.

Item Type: Article
Keywords: practical training, teacher, vocational education and training.
Subjects: Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction
Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 377 Specialized instruction. Vocational, technical, professional training. Vocational colleges, institutes. Polytechnics
Divisions: Institute of Vocational Education > Сommon resources institute
Depositing User: м.н.с. Владислав Белан
Date Deposited: 17 Dec 2018 07:43
Last Modified: 09 Oct 2019 20:06
URI: http://lib.iitta.gov.ua/id/eprint/712992

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