Роль педагогічної практики у формуванні професійної компетентності майбутнього вчителя географії
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Дата
2019
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У статті розкривається ідея компетент- нісного підходу в підготовці майбутнього вчителя географії в період педагогічної практики. Педагогічна практика, що має комплексний характер, створює умови для мобілізації отриманих в університеті знань і умінь. Її результати залежать від розуміння цілей і завдань практики, активності студента, вміння правильно об'єднати різні напрями педагогічної діяльності в єдиному навчально-виховному процесі, вести науково-дослідну роботу професійно- педагогічного характеру. Окреслено шляхи вдосконалення педагогічної практики в контексті формування методичної компетентності майбутніх учителів географії.
Introduction. In the pedagogical literature, the problem of professional competence of a future teacher of geography is not sufficiently developed: there is no clear definition of this phenomenon; its structure is considered ambiguously, which makes it difficult to find a system of adequate ways to form and develop the competence of a student geographer. The pedagogical practice of students studying in the specialty “Geography", in the context of the formation of professional competence of future teachers, has not been comprehensively studied by domestic scientists. The purpose of the article to consider the specificity of professional training of a future teacher of geography, the formation of his necessary competences in the process of teaching practice are considered. Results. Currently, the types and terms of teaching practice are determined by the university’s curriculum and are held on the 4th course for four weeks in Odessa’s basic schools, where a certain pedagogical system of education has been formed, where there are most favorable conditions for the formation of students' professional and pedagogical knowledge and skills. Originality. In the process of pedagogical practice, the main directions of pedagogical activity are considered: pedagogical, research, cultural and educational, project. The ways of improving the pedagogical practice in the context of the formation of the methodological competence of future teachers of geography are determined. Conclusion. Thus, pedagogical practice creates conditions that require the trainee to mobilize all the knowledge and skills obtained at the university, their use is integrated taking into account specific goals and conditions of study. It is also an indispensable school for forming a teacher, the results of which depend on the students' understanding of the goals and objectives of the practice, the ability to fully and correctly combine various areas of pedagogical activity in a single educational process and the ability to conduct research work of a professional and pedagogical nature.
Introduction. In the pedagogical literature, the problem of professional competence of a future teacher of geography is not sufficiently developed: there is no clear definition of this phenomenon; its structure is considered ambiguously, which makes it difficult to find a system of adequate ways to form and develop the competence of a student geographer. The pedagogical practice of students studying in the specialty “Geography", in the context of the formation of professional competence of future teachers, has not been comprehensively studied by domestic scientists. The purpose of the article to consider the specificity of professional training of a future teacher of geography, the formation of his necessary competences in the process of teaching practice are considered. Results. Currently, the types and terms of teaching practice are determined by the university’s curriculum and are held on the 4th course for four weeks in Odessa’s basic schools, where a certain pedagogical system of education has been formed, where there are most favorable conditions for the formation of students' professional and pedagogical knowledge and skills. Originality. In the process of pedagogical practice, the main directions of pedagogical activity are considered: pedagogical, research, cultural and educational, project. The ways of improving the pedagogical practice in the context of the formation of the methodological competence of future teachers of geography are determined. Conclusion. Thus, pedagogical practice creates conditions that require the trainee to mobilize all the knowledge and skills obtained at the university, their use is integrated taking into account specific goals and conditions of study. It is also an indispensable school for forming a teacher, the results of which depend on the students' understanding of the goals and objectives of the practice, the ability to fully and correctly combine various areas of pedagogical activity in a single educational process and the ability to conduct research work of a professional and pedagogical nature.
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Ключові слова
future teacher of geography, competence-based approach, innovative technologies, teaching practice, geography, майбутній вчитель географії, компетентнісний підхід, інноваційні технології, педагогічна практика, географія
Бібліографічний опис
Вісник Черкаського університету