Система підготовки майбутнього вчителя техніки та інформатики у Республіці Польща

Abstract

У дисертації комплексно досліджено систему підготовки майбутніх учителів техніки та інформатики в Польщі. Виявлено провідні чинники генези та обґрунтовано періодизацію розвитку системи професійної підготовки майбутнього вчителя техніки та інформатики в Республіці Польща в другій половині ХХ – на поч. ХХІ ст. Розроблено модель підготовки майбутнього вчителя техніки та інформатики в закладах вищої освіти Республіки Польща, в якій взаємопов’язані ціле-мотиваційний, методологічно-змістовий, процесуальний та діагностичний компоненти, методологічні засади (підходи, принципи), типи, структура закладів освіти, що надають освітні послуги, та результат. З’ясовано дидактичні особливості процесу підготовки майбутніх учителів техніки та інформатики. Виявлено шляхи вдосконалення змісту та підготовки майбутніх учителів трудового навчання та технологій, інформатики в Україні в контексті реалізації прогресивних ідей польського досвіду.

В диссертации комплексно исследована система подготовки будущих учителей техники и информатики в Польше. Выявлены ведущие факторы генезиса и обоснована периодизация развития системы профессиональной подготовки будущего учителя техники и информатики в Республике Польша во второй половине ХХ – на нач. ХХІ ст. Разработана модель подготовки будущего учителя техники и информатики в заведениях высшего образования Республики Польша, в которой взаимоувязаны целе-мотивационный, методологически-содержательный, процессуальный и диагностический компоненты, методологические основы (подходы, принципы), типы, структура заведений образования, которые оказывают образовательные услуги, и результат. Выявлены дидактичные особенности процесса подготовки будущих учителей техники и информатики. Определены пути совершенствования содержания и подготовки будущих учителей трудового обучения и технологий, информатики в Украине в контексте реализации прогрессивных идей польского опыта.

The dissertation comprehensively examines the system of training future teachers of engineering and computer science in Poland. The leading factors that influenced on the modernization of future teacher training are revealed (change of social educational ideals; departure from the dominance of ideological goals in favor of the prevalence of educational; increase the rate of informatization of social, political and economic life; build-up of computer technology and its use expanding; equipping industries management on the basis of technical innovations and scientific developments; strengthening the public demand for training of specialists, that are able to combine work in different sectors of management and vocational education; deepening European integration processes, focusing on European quality standards for training of specialists). The periodization of the development of the system of professional training of future teachers of engineering and informatics in the Republic of Poland in the second half of the XX - at the beginning of the XXI century is substantiated (1-st stage (1953–1979) - restoration (training of a teacher of handicrafts and drawing, handicrafts and practical and technical classes, beginning of teacher training of two subjects, introduction of master's courses; teaching the basics of technique and rationalization, technical modeling); 2nd stage (1980–1998) - development (training of a teacher of labor-technique (specialty «Technical education»), introduction of specializations, optional classes and subjects of choice, development of autonomy of institutions); 3rd stage (1999–2020 years) - standardization (creation of standards for teacher training, introduction of the specialty "Engineering and Informatics", two-level teacher training, informatization of the educational process, focus on European quality standards). The essence of the concept «system of training future teachers of engineering and computer science» is specified. The model of preparation of the future teacher of technics and informatics in establishments of higher education of the Republic of Poland is suggested. In which the whole-motivational, methodologically-substantial, procedural and diagnostic components, methodological bases (approaches, principles), types, structure of the educational establishments providing educational services, and the result are interconnected. The professional profile of a modern teacher of engineering and computer science is developed, the main elements of which are: general characteristics of the specialty, list of key and professional competencies, including organizational, managerial, communicative, cognitive, information-digital, practical skills of technological operations, design and planning skills, information perception and professional adaptation; development of individuality (creativity of thinking, self-criticism, pedagogical optimism, the corresponding moral condition); state of health (mental and physical). The didactic features of the process of training future teachers of engineering and informatics in accordance with modern conditions are determined (integration of technical and informational components of the content of professional training of future teachers; strengthening the research nature of higher education; intensification of their independent work and optimization of student workload; teaching methods and practical orientation of professional training of future teachers). Ways to improve the content and training of future teachers of labor education and technology, informatics in Ukraine in the context of the ideas of the experience of higher educational institutions of the Republic of Poland are founded (study and borrowing of elements of Polish training models of future teachers of engineering and computer science in the higher educational institutions of Ukraine; improvement of the information component of training in the higher educational institutions in accordance with the genesis of digital technologies in the fields of management). However, the effective implementation of the positive Polish experience must be carried out in accordance with domestic conditions of development, historical, cultural and educational traditions.