Pedagogiczne nauki
Summary. The article considers the
professional integrity as the most important part of professional competence of
future primary school teachers. The author depicts its gradual developing on
the basis of well-organized teaching practice, characterizes its phases, and
presents the brief methodology for leading and carrying the students' practice
as school teachers, its tasks and objectives. Also, the organizational and
educational conditions essential for a future primary school teacher in the process
of teaching practice are observed.
Keywords: teaching practice,
components of professional competence, phases of teacher training practice,
conditions for developing the professional integrity in the process of teaching
practice.
I Introduction. In terms of
professional training in higher educational institutions, pedagogical practice
has large potential for developing future teacher. It provides the link between
theoretical and practical training of future teachers. In the course of
practice, students- trainees intensify self-education and self-discipline and
improve the level of professional qualification; they summarize pedagogical
knowledge with practical activity. The activity of students in the course of
practice is an analogue of professional activity of a teacher; it is adequate
in terms of this activity’s contents and structure and it is organized in real
conditions of a school. It should be described by variety of relations with
students, their parents, teachers, and school administration; all these make it
one of the most complicated forms of professional training. Ushinsky K.D. wrote
that “the teaching method can be studied from the books or word of teacher but
the skills of application of this method can be acquired only by means of long
and long-termed practice” [1]. Mastering pedagogical activity and developing
readiness to this activity are possible only if theoretical training and
practical training of future teacher are interconnected and interdependent; no
one component can be developed only in classroom conditions.
II Problem statement. Properly organized self-analysis of
professional training can optimize the process of improving the professional
training of students-trainees. Self-analysis, not being an end in itself,
provides the possibility to look at oneself as at a “guide” of pedagogical
theory to practice. It acts as a special testing of ability to transfer
pedagogical knowledge, developed in the course of theoretical pedagogical
studying, to educational space of a school. There was a plan designed in order
to teach the students to perform such self-analysis. The plan includes the following points.
III Results. Topic of
educational event. When analyzing the following point, a student should
indicate what the motivation of topic choice was; whether the age peculiarities
of students, their specific interests and peculiarities of behavior were taken
into account; who initiated the choice of the topic (the student-trainee, a
homeroom teacher, a subject teacher or students). Whether all the students
supported the choice of topic or they did not seem to be interested and if so,
why – due to high business of students, etc. This event was a part of
systematic educational work or it was occasional.
Preparation work. It is supposed that students
describe what types of activities were implemented and in what order they were
implemented. What features of personality of the student-trainee promoted the
educational work with school students and what features impeded. What was the
role of the student-trainee in the course of event preparation? What was made
by the student and what was made by the school students and why? What were
forms of the assistance of the student and how did the student control the
event preparation (listening to the information, attendance of rehearsals,
consulting, etc.)? Did the student manage to develop understanding of necessity
and important of future activity among the school students?
Course of the event. Under this point
the student-trainees should describe their pedagogical abilities and tact which
were revealed in the course of work with the school students. How were they
revealed? Were there any cases of tactless behavior? What was the emotional
reaction of children and when was it revealed? What moral and political,
intellectual and aesthetic senses of the school students were developed in the
course of work? What conclusions were made by school students in the course of
work? What results were achieved?
IV Conclusion. Under the last point the
students-trainees should write conclusions about achieved targets an aims of
the event. They should explain the reasons of successes, failures and
shortcomings. What reduced or increased the educational effect in comparison
with the expected one in the course of preparing and holding the event? How did
the organizer and the participants of the event behave? Were the expectations
of the student-trainee fulfilled in this regard? What was not taken into
account in the course of preparation of the event? What comments for future
regarding the content and forms of such educational events can be left?
The designed plan of self-analysis will
improve the effectiveness of pedagogical practice. It gives the possibility to
evaluate oneself more practical and adequate in terms of theoretical and
practical training. It helps to express the objective understanding about
oneself as a future professional.
Bibliography:
1. Goncharov
N.N. Pedagogical System of Ushinsky. – M., 1974
2. Scherbakov A.I. Improving Psychological and
Pedagogical Education of future teacher// Issues of Psychology. 1981. ¹ 5. P. 13-21
3. Oganesyan Y.V.
Culturological Model of Pedagogical Practice of Students (managing experience).
– Ì., 2004