- Герлянд, Т.М. (orcid.org/0000-0002-7991-0431) and Каленський, А.А. (orcid.org/0000-0001-9034-5042) (2024) Readiness of teachers for the development and application of eco-oriented pedagogical technologies: the formal stage experiment Вісник Глухівського національного педагогічного університету імені Олександра Довженка. Серія: Педагогічні науки, 2 (55). pp. 20-26. ISSN 2410-0897
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Abstract
Introduction. The solution to the problem of post-war reconstruction is to train competitive specialist with solid ecological knowledge about the environment, who is able to ensure ecological post-war reconstruction in the context of the concept of sustainable development. Taking into account this and international experience of the implementation of the European Union Development Strategy, as well as in accordance with Basic principles (strategy) of the state environmental policy of Ukraine for the period until 2030, environmental education, by its very nature, should be long and interdisciplinary process of learning how to solve the main environmental problems and methods of solving them and providing an opportunity to apply the acquired knowledge to protect environment. The leading role in the training of such a specialist belongs to teachers of IVET schools. Purpose. The aim of the article is generalization results of the formative stage of development readiness of teachers of IVET schools to develop and apply eco-oriented pedagogical technologies. Methods. Psychological and educational literature analysis, analogy, induction and deduction. Results. The article states that the eco-oriented pedagogical technology of professional training of qualified workers is considered as a purposeful organization of the educational process, which reflects scientifically based project of logically structured system of stages, procedures and practices for the guaranteed development of environmental competence of future qualified workers by means of environmentalization of the content of their professional training and productive pedagogical interaction subjects of the educational process. It was determined that the following stages can be distinguished in the process of the formation of such technology: actualization of the public need for environmental protection – fundamental knowledge in scientific thought regarding sustainable development – development of new eco-oriented technology – popularization and implementation of this technology in a methodical system. Created methods for development and application of eco-oriented pedagogical technologies in the professional training of future qualified workers in the construction, agricultural and restaurant industries. The analysis of the obtained results indicates high level of readiness of teachers for the development and application of eco-oriented pedagogical technologies in the professional training of future qualified workers in all four components: value-motivational; information and knowledge; reflexive-active and control-evaluative. Originality. In the course of the study, the content of the main categories was also clarified: ecooriented pedagogical technology for professional training of skilled workers and the readiness of teachers to develop and apply eco-oriented pedagogical technologies in the professional training of future skilled workers. Conclusion. The results of the formative stage of the distribution of the participants of the experiment by levels (high, medium, low) of readiness of teachers of IVET schools. To the development and application of eco-oriented pedagogical technologies are summarized, and their comparative analysis is performed in relation to the components of this readiness after formative stage of the experiment. It was determined that teachers demonstrate high level of all four components of readiness for development and application of eco-oriented pedagogical technologies.
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