Формування дослідницьких умінь майбутнього вчителя в університетах Великої Британії

Abstract

У дисертації досліджено проблему формування дослідницьких умінь учителя в університетах Великої Британії. З’ясовано, що британська педагогічна освіта розвивалася в загальноєвропейському контексті підготовки педагогічних кадрів і в кінці ХХ століття у Великій Британії актуальною стає проблема співвідношення викладання і дослідницької роботи в діяльності вчителя. Розкрито специфіку становлення дослідницької парадигми педагогічної освіти Великої Британії в контексті розвитку європейської освіти. Виявлено основні дослідницькі вміння педагога. На основі узагальнення результатів досліджень британських учених обґрунтовано модель формування дослідницьких умінь майбутнього вчителя, визначено основні методи, форми, засоби підготовки вчителя-дослідника. Проаналізовано особливості організації навчального процесу у вищих закладах освіти Великої Британії, спрямованого на формування дослідницьких умінь майбутніх учителів. Визначено можливі шляхи творчого впровадження британського досвіду підготовки вчителя- дослідника в освітньому просторі України.

В диссертации осуществлено исследование проблемы формирования исследовательских умений учителя в университетах Великобритании. Установлено, что педагогическое образование Великобритании развивалось в общеевропейском контексте подготовки педагогических кадров и в конце ХХ столетия актуальной становится проблема соотношения преподавания и исследовательской работы в педагогической деятельности. Выявлены основные исследовательские умения учителя. Обоснована модель формирования исследовательских умений учителя, определены основные методы, формы, средства подготовки учителя-исследователя. Проанализированы особенности организации учебного процесса в высших учебных заведениях Великобритании с целью формирования исследовательских умений будущих учителей. Определены возможности использования британского опыта подготовки учителя-исследователя в образовательном пространстве Украины.

The problem of training teacher-researcher in the system of pedagogic education of Great Britain has been investigated in the dissertation on the basis of the analysis of scientific literature. It has been defined that the pedagogic education in Great Britain was developing alongside with the European system of training pedagogues and it is characterized by specific features and the following tendencies: humanization, informatization of pedagogical education, students' academic mobility, the enhancement of practice-oriented training of future teachers, a wide use of advanced technology , methods and forms of teacher training, attaching experimental analytical character to pedagogic practice, increasing of financing pedagogic researches, development of the international cooperation. It is underlined that in the end of the XX century the problem of correlation of teaching and research work in contemporary teachers' work has gained its popularity. The beginning of the XXI century has given this issue further development. The transformation of the world's alongside with the British educational system resulted establishing a new educational paradigm of the XXI century. This paradigm aims to change accents in position of a contemporary teacher i.e.: from a mere functional executor one develops into teacher- researcher , possessing great creative potential, ability to reflexively think, constant self-education and perfection of the professional activity. The model of formation the future teacher's research skills has been substantiated along with defining principal methods, forms and tools in training teacher-researcher. It consists of the following components: ethical component - based on the integral knowledge about culture and values; component of professional research - defines potential personal and professional characteristic features of teacher-researcher; key competencies - universal mental means that are used by a teacher to reach certain goals; research skills - gnosiological, constructive, prognosticating, reflexive, communicative, perceptive, suggestive and expressive that provide the content, process and result of the research; technical component - implies the technologies of professional training on the basis of research work; psychological mechanisms of teacher training - motivation in learning, understanding of the subject matter , critical thinking, inquiry imagination which helps to search for anything new in education and accepting inquiry stance as a special ability to successfully perform transformation in educational process within the research framework; validity of the investigation results. The peculiarities on organization teaching process in the institutions of higher education in Great Britain in order to form research skills in future teachers have been defined. They are: implementation into professional training the special educational modules aiming to provide students with scientific knowledge and form research skills; special structure of training courses on research work; the use of strategies of gradual forming the research skills (algorithmic and creative); offering the effective cooperation and collaboration between students and lecturers; providing the future teachers with the ability to constant self-development; learning autonomy; providing the unity in training theory and practice; offering various scientific methodological assistance to future teachers during pedagogic practice (mentoring); the use of modern technologies (interactive, information, project), forms and methods (problem- solving seminars, Abercrombie groups, case-method, tutorials, distance learning), tools (e-books, interactive whiteboards); taking advantage of the possibilities of work beyond the classroom (meetings with outstanding scientists, scientific internship, grants for conducting scientific investigations by students, participating in scientific conferences, seminars, etc.); creating positive atmosphere for a teacher-researcher to implement the results of one's scientific research, presenting it and spreading among scientific community; the use of research work in the institutions of higher education as a kind of «bridge» to move to different forms of research in professional pedagogic work. The possible ways of creative use of the British experience in training teacher- researcher in the Ukrainian educational system have been defined: the expansion of connection between schools and institutions of higher education; creating special inquiring atmosphere in the institutions of higher education that would support constant self-development of a teacher-researcher; greater demands on selection of high school lecturers who are able to effectively train a teacher-researcher; providing special structure of training courses on research work; the use of modern technologies, forms, methods and tools in educational process; creating positive atmosphere for a teacher-researcher to implement the results of scientific research, presenting it and spreading among scientific community; providing appropriate financing of scientific research work in pedagogics.