- Лаврентьєва, Олена Олександрівна (orcid.org/0000-0002-0609-5894) (2014) The Sciences teachers’ methodological culture development in the course of their professional training – the theoretical-methodical aspect Project Report. КНТ, м. Київ, Україна.
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Abstract
The monographic research deals with theoretical substantiation of factors of forming and developing the future Sciences teacher’s methodological culture and the methodical aspect of their practical implementation in professional training. The study analyzes the stages of forming the system of professional training for both teachers in general and the Sciences teachers from historical and pedagogical points of view. The study has resulted in determining the essence, main tendencies and principles of building the content and technologies of future teacher professional training, in determining methodological foundations of the professional training, emphasizing the importance of humanistic, competency, culturological and methodological concepts of professional training, singling out problems and discords in the sphere under research. On the basis of the analysis of philosophy and interpretation of modern psychological and pedagogical conceptions there are determined theoretical foundations of the Sciences teacher’s methodological culture (its essence, content and functions, its place in the metasystem of the professional and pedagogical culture) and this phenomenon is given both broad and narrow interpretations according to the level of a teacher’s methodological activity formation. The systematic-morphological analysis enables creating the pattern of the Sciences teacher’s methodological culture – a complicated system which can be characterized as element and at the same time functional-morphological structure that includes methodological conscience, competency, individual-gnostic and value determinants, and each of the elements realizes the its functions in the methodological activities. Education-specific way of thinking is determined as a system-forming factor of the methodological culture. Structure-criterion components of the methodological culture – intellectual-cognitive, activity-practical and creative-reflexive – provide its effective diagnostics and complex development. In conclusion, the monograph outlines the conception of forming and developing students’ methodological culture in the course of their professional training, presents methods and a complex of pedagogical conditions, reveals forms, means and techniques as well as forms and types of professional pedagogic training that are aimed at the end-to-end general and special methodological training, purposive development of future Sciences teachers’ methodological culture. The materials of the monograph can be used by pedagogues of secondary and higher pedagogical schools, education management, postgraduates, postdoctoral students, scientists, the Sciences students.
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