Підготовка майбутніх інженерів-педагогів до професійно-педагогічного проектування
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертаційну працю присвячено проблемі формування готовності студентів інженерно-педагогічних спеціальностей до педагогічного проектування: представлено результати науково-теоретичного аналізу різних аспектів феномена „професій но-педагогічне проектування”; проаналізовано основні поняття професійно-педагогічного проектування як важливі компоненти загальної компетенції педагога; окреслено зміст професійно-педагогічного проектування; визначено особливості підготовки студентів інженерно-педагогічних спеціальностей до проектування фахової професійної діяльності з урахуванням усіх складових цілісного педагогічного процесу. У дисертаційному дослідженні представлено результати експериментальної перевірки моделі підготовки майбутніх інженерів- педагогів до професійно-педагогічне проектування; наведено результати діагностики чинників продуктивного професійно-педагогічного проектування у інженерів-педагогів; надано теоретичне обгрунтування моделі ефективної підготовки майбутніх інженерів-педагогів до професійно-педагогічного проектування.
The dissertation is devoted to the problem of formation of readiness of students of engineering and pedagogical specialties for pedagogical designing. In the first section the results of the scientific and theoretical analysis of various aspects of the phenomenon, "vocational and pedagogical design" are presented; the basic concepts of professional- pedagogical designing are analyzed as important components of the general competence of the teacher; outlined the content of vocational and pedagogical design; the peculiarities of preparation of students of engineering and pedagogical specialties for the design of professional professional activity are determined taking into account all components of a holistic pedagogical process. We have determined that the process of forming the readiness of future engineers- teachers for professional-pedagogical design is an ordered set of functional components aimed at transforming the professionally oriented educational environment of higher educational institutions into the context of forming the readiness of future engineers- teachers for vocational and pedagogical design. With the identified structures of vocational and pedagogical design, we have identified a variety of scientific approaches to address this issue. We consider that the structure of vocational and pedagogical design in engineering and pedagogical education contains motivational-value, cognitive, practical-activity and acmeological components. In the second section the results of experimental verification of the model of training future engineers-teachers for vocational and pedagogical design. We propose the development and substantiation of the model of readiness of future engineers-teachers for vocational and pedagogical design, which is of a promising nature, as well as the composition of the relevant knowledge on vocational and pedagogical design, skills and qualities that should be formed in the process of training future engineers-teachers. The proposed model consists of seven blocks. The whole-prognostic unit provides for a clear definition of the goals and objectives of the teaching staff for psychological and pedagogical training of future engineers-teachers. In the conceptual- methodological block, we have identified these methodological approaches. Structural- dynamic unit consists of two elements: psychological structure of readiness (motivational-value, cognitive, practical-activity and acmeological component): dynamic structure of readiness (criteria, indicators and levels of formation of each component). The didactic- methodical block of the model involves the selection of purposeful content at the level of special disciplines. The programmed-organizational unit has developed a program of pedagogical experiment, defined methodical tools. Experimental-technological unit includes a diagnostic survey and stages of the process of forming the readiness of future engineers-teachers for vocational and pedagogical design. Determining the effectiveness of the model for the formation of the readiness of future engineers-teachers for vocational and pedagogical design in the process of their training in universities is due to the introduction of a model analytical-correction block. The study was accompanied by statistical processing of the results and their respective interpretation. The cuts made after the formative stage of the experiment showed that in the experimental groups as a result of the implementation of the developed model, the level of readiness of future engineers-teachers to professional-pedagogical design increased.
The dissertation is devoted to the problem of formation of readiness of students of engineering and pedagogical specialties for pedagogical designing. In the first section the results of the scientific and theoretical analysis of various aspects of the phenomenon, "vocational and pedagogical design" are presented; the basic concepts of professional- pedagogical designing are analyzed as important components of the general competence of the teacher; outlined the content of vocational and pedagogical design; the peculiarities of preparation of students of engineering and pedagogical specialties for the design of professional professional activity are determined taking into account all components of a holistic pedagogical process. We have determined that the process of forming the readiness of future engineers- teachers for professional-pedagogical design is an ordered set of functional components aimed at transforming the professionally oriented educational environment of higher educational institutions into the context of forming the readiness of future engineers- teachers for vocational and pedagogical design. With the identified structures of vocational and pedagogical design, we have identified a variety of scientific approaches to address this issue. We consider that the structure of vocational and pedagogical design in engineering and pedagogical education contains motivational-value, cognitive, practical-activity and acmeological components. In the second section the results of experimental verification of the model of training future engineers-teachers for vocational and pedagogical design. We propose the development and substantiation of the model of readiness of future engineers-teachers for vocational and pedagogical design, which is of a promising nature, as well as the composition of the relevant knowledge on vocational and pedagogical design, skills and qualities that should be formed in the process of training future engineers-teachers. The proposed model consists of seven blocks. The whole-prognostic unit provides for a clear definition of the goals and objectives of the teaching staff for psychological and pedagogical training of future engineers-teachers. In the conceptual- methodological block, we have identified these methodological approaches. Structural- dynamic unit consists of two elements: psychological structure of readiness (motivational-value, cognitive, practical-activity and acmeological component): dynamic structure of readiness (criteria, indicators and levels of formation of each component). The didactic- methodical block of the model involves the selection of purposeful content at the level of special disciplines. The programmed-organizational unit has developed a program of pedagogical experiment, defined methodical tools. Experimental-technological unit includes a diagnostic survey and stages of the process of forming the readiness of future engineers-teachers for vocational and pedagogical design. Determining the effectiveness of the model for the formation of the readiness of future engineers-teachers for vocational and pedagogical design in the process of their training in universities is due to the introduction of a model analytical-correction block. The study was accompanied by statistical processing of the results and their respective interpretation. The cuts made after the formative stage of the experiment showed that in the experimental groups as a result of the implementation of the developed model, the level of readiness of future engineers-teachers to professional-pedagogical design increased.
Опис
Ключові слова
підготовка майбутніх інженерів-педагогів, основи професійно-педагогічного проектування, проектно-педагогічна діяльність, проектні уміння, професійна готовність майбутніх інженерів-педагогів до педагогічного проектування, training of future engineers-teachers, basis of vocational and pedagogical design, design and pedagogical activity, design skills, Professional readiness of future engineer teachers to pedagogical design
Бібліографічний опис
Литвиненко, О. В. Підготовка майбутніх інженерів-педагогів до професійно-педагогічного проектування [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / О. В. Литвиненко ; науковий керівник В. В. Докучаєва. – Суми : СумДПУ ім. А. С. Макаренка, 2018. – 20 с.