USING TASK APPROACH FOR DEVELOPING THE ABILITY OF FUTURE TEACHERS TO SOLVE PROFESSIONAL PROBLEMS BASED ON THE ANALYSIS OF PEDAGOGICAL SITUATIONS
Rubrics: ARTICLES
Authors:
1.
Nizhnevartovsk State University
Type:
Article
Pages:
from 16
to 26
Status:
Published
Received:
06.06.2015
Accepted:
15.06.2015
Published:
25.06.2015
Subject area:
UDC 378.147
Language:
Russian
Keywords:
pedagogicheskiy analiz, zadachnyy podhod, professional'naya zadacha, pedagogicheskaya situaciya
Abstract (English):
The paper is devoted to using a task approach as a technological basis for developing the professional ability of future teachers to solve professional problems basing on the analysis of pedagogical situations. Considering the increasing social demand for young teachers, the purpose the university training is reconsidered and subjects of the pedagogical cycle are reoriented toward active learning. Active learning technologies are expanded through creative activities of teachers and students (simulating activities, role-playing and business games, training activities). The studied materials are of certain practical importance, since the program curricula under analysis includes a workshop course in solving professional problems. Simulating typical pedagogical situations when training future educators (case analysis, designing modes of action in particular situations, acting out the actions in particular situations) allows the students to convert and synthesize their knowledge gained during theoretical course and use it to solve practical problems long before practical training at school. Educational activity is a creative solution of various professional problems. The educational potential of pedagogical situations lies the ability to transform the external requirements of a teacher into the internal needs of a student. Such pedagogical situations allow students to develop skills of transferring the meaning and significance of acquired knowledge in the new conditions. Students are able to apply their knowledge in specific situations created by an educator and adjust their behavior in accordance with the accepted standards. Pedagogical situations can play a significant role in attaching new value to the acquired knowledge about morality. A teacher should not only support the activities of students, but appeal to their deeper behavior motives and raise their awareness of the need and obligation to comply with the relevant requirements. Correct and firm moral knowledge and moral orientation are manifested through actions of students in real life situations. The paper describes various approaches to classification of pedagogical situations and several variants of group classes.
The paper is devoted to using a task approach as a technological basis for developing the professional ability of future teachers to solve professional problems basing on the analysis of pedagogical situations. Considering the increasing social demand for young teachers, the purpose the university training is reconsidered and subjects of the pedagogical cycle are reoriented toward active learning. Active learning technologies are expanded through creative activities of teachers and students (simulating activities, role-playing and business games, training activities). The studied materials are of certain practical importance, since the program curricula under analysis includes a workshop course in solving professional problems. Simulating typical pedagogical situations when training future educators (case analysis, designing modes of action in particular situations, acting out the actions in particular situations) allows the students to convert and synthesize their knowledge gained during theoretical course and use it to solve practical problems long before practical training at school. Educational activity is a creative solution of various professional problems. The educational potential of pedagogical situations lies the ability to transform the external requirements of a teacher into the internal needs of a student. Such pedagogical situations allow students to develop skills of transferring the meaning and significance of acquired knowledge in the new conditions. Students are able to apply their knowledge in specific situations created by an educator and adjust their behavior in accordance with the accepted standards. Pedagogical situations can play a significant role in attaching new value to the acquired knowledge about morality. A teacher should not only support the activities of students, but appeal to their deeper behavior motives and raise their awareness of the need and obligation to comply with the relevant requirements. Correct and firm moral knowledge and moral orientation are manifested through actions of students in real life situations. The paper describes various approaches to classification of pedagogical situations and several variants of group classes.
Keywords:
pedagogicheskiy analiz, zadachnyy podhod, professional'naya zadacha, pedagogicheskaya situaciya
pedagogicheskiy analiz, zadachnyy podhod, professional'naya zadacha, pedagogicheskaya situaciya
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4. Federal'nyy gosudarstvennyy obrazovatel'nyy standart vysshego professional'nogo obrazovaniya po napravleniyu podgotovki 050100 «Pedagogicheskoe obrazovanie» (kvalifikaciya (stepen') «bakalavr») (utv. prikazom Ministerstva obrazovaniya i nauki RF ot 22 dekabrya 2009 g. № 788) (s izm. ot 31 maya 2011 g.).
