Методологічні орієнтири формування педагогічної самоефективності майбутніх учителів у контексті викликів освітньої реформи
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Дата
2018
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті здійснено огляд наукових напрацювань щодо проблеми педагогічної самоефективності на засадах міждисциплінарного підходу. За результатами аналізу довідникових та наукових джерел крізь призму гуманістичної парадигми окреслено сутність поняття «педагогічна самоефективність учителя початкової школи» як системоутворювальну особистісно-професійну характеристику, що виявляється в готовності та здатності педагога мобілізувати сукупність особистісних якостей, кваліфікаційних знань, умінь, компетентностей та методичної майстерності з метою досягнення оптимальних результатів у педагогічній діяльності.
Акцентовано увагу на доцільності урахування зарубіжного досвіду формування педагогічної самоефективності майбутнього учителя початкової школи. Ідеться, зокрема, про психолого-педагогічну та соціальну спрямованість змісту професійної освіти; збільшення обсягу практичної підготовки у формі тренінгів, семінарів; стимулювання неформальної та інформальної освіти студентів, що забезпечують особистісне зростання.
The article reviews scientific developments concerning the problem of pedagogical self-efficacy on the basis of an interdisciplinary approach. According to the results of the analysis of reference and scientific sources through the prism of the humanistic paradigm, the essence of the concept "pedagogical self-efficacy of the elementary school teacher" is defined as the system-forming personality-professional characteristic, which manifests itself in the readiness and ability of the teacher to mobilize a set of personal qualities, qualification knowledge, skills, competencies and methodological skills aiming to achieve optimal results in pedagogical activity. Self-efficacy theory grows out of A. Bandura's original social learning theory that includes "self-efficacy" as a major construct and has some behavioral and mechanistic aspects in contrast to perspective on the individual represented in expectancy-value models and the research on self-perceptions of competence. According to A. Bandura, self-efficacy is defined as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances". Foreign discourses analysis reveals that self-efficacy is related to choice behavior in terms of task choice, but it also has been related to career choices. It has been shown that although there are structural and social influences on career choices, self-efficacy is an important mediator of these external influences and has a direct impact on career choice. Besides choice, self-efficacy has been related to the quantity of effort and the willingness to persist at tasks. Individuals with strong efficacy beliefs are more likely to exert effort in the face of difficulty and persist at a task when they have the requisite skills. Individuals who have weaker perceptions of efficacy are likely to be plagued by self-doubts and to give up easily when confronted with difficulties. However, there is some evidence that self-doubt (weak efficacy) may foster learning when students have not previously acquired the skills. The emphasis is placed on the expediency of taking into account the foreign experience of the future elementary school teacher's pedagogical self-efficacy forming. This means, in particular, the psychological and social orientation of the vocational education content; increasing the volume of practical activities through the forms of trainings, seminars; stimulating non-formal and informal education activities of students that provide personal growth.
The article reviews scientific developments concerning the problem of pedagogical self-efficacy on the basis of an interdisciplinary approach. According to the results of the analysis of reference and scientific sources through the prism of the humanistic paradigm, the essence of the concept "pedagogical self-efficacy of the elementary school teacher" is defined as the system-forming personality-professional characteristic, which manifests itself in the readiness and ability of the teacher to mobilize a set of personal qualities, qualification knowledge, skills, competencies and methodological skills aiming to achieve optimal results in pedagogical activity. Self-efficacy theory grows out of A. Bandura's original social learning theory that includes "self-efficacy" as a major construct and has some behavioral and mechanistic aspects in contrast to perspective on the individual represented in expectancy-value models and the research on self-perceptions of competence. According to A. Bandura, self-efficacy is defined as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances". Foreign discourses analysis reveals that self-efficacy is related to choice behavior in terms of task choice, but it also has been related to career choices. It has been shown that although there are structural and social influences on career choices, self-efficacy is an important mediator of these external influences and has a direct impact on career choice. Besides choice, self-efficacy has been related to the quantity of effort and the willingness to persist at tasks. Individuals with strong efficacy beliefs are more likely to exert effort in the face of difficulty and persist at a task when they have the requisite skills. Individuals who have weaker perceptions of efficacy are likely to be plagued by self-doubts and to give up easily when confronted with difficulties. However, there is some evidence that self-doubt (weak efficacy) may foster learning when students have not previously acquired the skills. The emphasis is placed on the expediency of taking into account the foreign experience of the future elementary school teacher's pedagogical self-efficacy forming. This means, in particular, the psychological and social orientation of the vocational education content; increasing the volume of practical activities through the forms of trainings, seminars; stimulating non-formal and informal education activities of students that provide personal growth.
Опис
Ключові слова
педагогічна самоефективність, професійна підготовка, гуманізація освітнього процесу, учитель початкової школи, особистісний розвиток, pedagogical self-efficacy, professional training, humanization of educational process, elementary school teacher, personal development
Бібліографічний опис
Фаст, О. Методологічні орієнтири формування педагогічної самоефективності майбутніх учителів у контексті викликів освітньої реформи [Текст] / О. Фаст // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 10 (84). – С. 215–226.