Structural-Functional Approach to the Modeling of the System of Social and Pedagogical Tendency of Professional Training of Future Teachers of Elementary School

- Будник, О.Б. (2014) Structural-Functional Approach to the Modeling of the System of Social and Pedagogical Tendency of Professional Training of Future Teachers of Elementary School Science and Education a New Dimension. Pedagogy and Psychology (19). pp. 30-34. ISSN 2308-5258

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Abstract

In the article there is represented a structural-functional approach to the modeling of the system of social and pedagogical tendency of professional training of future teachers of elementary school. The author considers the modeling of the system of professional training of future teachers of elementary school in social and pedagogical activity on the basis of integrity, structuredness and functionality. The integrity of professional training of students in the conditions of higher pedagogical educational institution foresees the unity of the components of this training (an aim, tasks, forms, methods, means, aimed at the achievement of an expected result); structuredness - the unity of its components (cognitive, motivational, moral-aesthetic, social-communicative, activity-technological). It is emphasized the need to define obligatory knowledge for future teachers of elementary school about social and pedagogical activity and technologies of its fulfillment, extension of these knowledge in the process of special training courses the mastering of which foresees the formation of worldview and value basics of personal-professional preparedness of a future teacher, formation in him/her of a generalized system of theoretical and methodological abilities. On a conceptual level the result of training of a future teacher of elementary school in social and pedagogical activity is its personal-professional preparedness as an integrated formation that synthesizes in it integral parts distinguished according to the content of this activity, peculiarities and terms of its fulfillment in educational practice.

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