Педагогічна деонтологія вчителя-дефектолога
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Дата
2014
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Анотація
У статті визначаються сучасні підходи до формування професійної культури майбутніх вчителів-дефектологів, в основу яких покладено підвищення рівня професійної підготовки фахівців галузі корекційної освіти та їх етико-деонтологічного рівня, розглянуто такт і етикет вчителя-дефектолога, оцінювання його вчинків та дій з етичних позицій. Корекційно-розвивальна робота з дітьми, які мають порушення психофізичного розвитку, потребує особливих вимог до професійної компетентності педагога, оскільки вона є вирішальним фактором розвитку і навчання. Вирішення поставлених завдань значною мірою залежить від професіоналізму педагога, його культури, духовності, моральності.
The article defines the modern approaches to the formation of the professional culture of the future teachers-defectologists, which are based on raising the level of professional training of special education and ethic-deontological level considered tact and etiquette teacher defectologists, evaluation of his behavior and actions with ethical positions. Correction and developing work with children with mental and physical development disorders requires special requirements for professional competence of the teacher, as it is a crucial factor in the development and training. The solution of these problems largely depends on the professionalism of the teacher, his culture, spirituality and morality. A special section of ethics is professional ethics of teachers that explores the moral aspects of the relationship between a teacher, the students and the surrounding community. Defectolog and student relationship is the main part of the complex problems of teaching ethics in general and particular defectological deontology. This is explained by the specifics of a particular teacher-defectologists who voluntarily entrusted the health and education of the child, are disclosed to them all, even the most intimate experiences. Responsibility for the upbringing and education of the student and taking care of his health is the main feature of moral duty teachers-defectologists. Expertise teachers-defectologists is a creative process, the art of skilful combination of highly anatomical and physiological thinking and sensitive to student ratio with high personal and professional culture of teaching and learning. In this paper we define and justify the modern approaches to the problem of formation of the professional culture of the future teachers-defectologists, which are based on improving the professional training sector correctional education and ethical-deontological level. Among the modern approaches of formation of professional culture of the future teachers-defectologists we have identified the development of their communicative competence necessary skills for practical activities, the implementation of a thorough theoretical and practical training, the acquisition of a high level of aesthetic education, aimed at developing their respective beliefs, ethical tendencies, habits resistant moral qualities.
The article defines the modern approaches to the formation of the professional culture of the future teachers-defectologists, which are based on raising the level of professional training of special education and ethic-deontological level considered tact and etiquette teacher defectologists, evaluation of his behavior and actions with ethical positions. Correction and developing work with children with mental and physical development disorders requires special requirements for professional competence of the teacher, as it is a crucial factor in the development and training. The solution of these problems largely depends on the professionalism of the teacher, his culture, spirituality and morality. A special section of ethics is professional ethics of teachers that explores the moral aspects of the relationship between a teacher, the students and the surrounding community. Defectolog and student relationship is the main part of the complex problems of teaching ethics in general and particular defectological deontology. This is explained by the specifics of a particular teacher-defectologists who voluntarily entrusted the health and education of the child, are disclosed to them all, even the most intimate experiences. Responsibility for the upbringing and education of the student and taking care of his health is the main feature of moral duty teachers-defectologists. Expertise teachers-defectologists is a creative process, the art of skilful combination of highly anatomical and physiological thinking and sensitive to student ratio with high personal and professional culture of teaching and learning. In this paper we define and justify the modern approaches to the problem of formation of the professional culture of the future teachers-defectologists, which are based on improving the professional training sector correctional education and ethical-deontological level. Among the modern approaches of formation of professional culture of the future teachers-defectologists we have identified the development of their communicative competence necessary skills for practical activities, the implementation of a thorough theoretical and practical training, the acquisition of a high level of aesthetic education, aimed at developing their respective beliefs, ethical tendencies, habits resistant moral qualities.
Опис
Ключові слова
деонтологія, deontology, професійна культура, professional culture, педагогічна етика, ethics teaching, вчитель-дефектолог, teacher-defectologist
Бібліографічний опис
Колишкін, О. В. Педагогічна деонтологія вчителя-дефектолога
/ О. В. Колишкін // Педагогічні науки : теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т імені А. С. Макаренка ; [ред. кол. : А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – 2014. – № 4. – С. 429–437.