Педагогічна практика як основа розвитку творчого потенціалу майбутніх учителів англійської мови
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2015
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Анотація
Мета статті полягає у висвітленні сутності, з’ясуванні специфіки творчого потенціалу майбутніх учителів англійської мови, визначенні якостей творчої особистості фахівця, необхідних для здійснення педагогічної діяльності. У статті обґрунтовано актуальність розвитку творчого потенціалу майбутніх учителів англійської мови у процесі педагогічної практики; уточнено сутність понять «творчість», «творчий потенціал», «педагогічна практика»; розкрито якісні характеристики творчої діяльності вчителя; конкретизовано параметри, що характеризують педагогічну творчість; визначено шляхи розвитку творчого потенціалу майбутніх учителів англійської мови.
The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.
The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.
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творчість, творчій потенціал, майбутній вчитель англійської мови, педагогічна практика, саморозвиток, педагогічна діяльність, creativity, creative potential, future English teacher, teaching practice, self-development, pedagogical activity
Бібліографічний опис
Горовенко, О. А. Педагогічна практика як основа розвитку творчого потенціалу майбутніх учителів англійської мови [Текст] / О. А. Горовенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 4 (48). – С. 304–313.