Проектування психолого-педагогічної підготовки майбутніх педагогів професійного навчання

Abstract

Проаналізовано специфіку підготовки майбутніх педагогів профе сійного навчання у педагогічних закладах вищої освіти, що є подвійним синтезом розумової та фізичної діяльності. Встановлено, що забезпе чення якості психолого-педагогічної підготовки таких фахівців є пере думовами підвищення рівня професійного навчання робітничих кадрів. Виділено важливі якості становлення педагога професійного навчання. Обґрунтовано систему знань і вмінь викладача спеціальних дисциплін, яка проектується в систему знань і вмінь студентів як майбутніх фа хівців за умови їх взаємодії з суб’єктами діяльності.

Проанализирована специфика подготовки будущих педагогов профессионального обучения в педагогических учреждениях выс шего образования, которая является двойным синтезом умственной и физической деятельности. Установлено, что обеспечение качества психолого-педагогической подготовки таких специалистов является предпосылками повышения уровня профессионального обучения ра \бочих кадров. Выделены важные качества становления педагога про фессионального обучения. Обоснована система знаний и умений пре подавателя специальных дисциплин, которая проецируется в систему знаний и умений студентов, как будущих специалистов, при условии их взаимодействия с субъектами деятельности.

The organization of psychology-and-pedagogical preparation for fu ture teachers of vocational training in pedagogical institutions of the high er education is analyzed. This preparation has to consider socio-economic factors which influence modernization of educational system and define its efficiency. Its contents and forms take account of tendencies of globalization and economic development of the state, provide the certain qualitative level of experts’ preparation that necessary for their further professional activity. The specific of future teachers’ of vocational training preparation is dis closed, it’s double synthesis of intellectual and physical activity. The prereq uisites of increase in level of personnel’s’ vocational training are ensuring quality of psychology-and-pedagogical preparation of such experts, justifi cation and development and updating of contents and forms its realization. Differences of activity of the teacher of special disciplines in institutions of professional education from activity of the teacher are proved. Teachers of special disciplines have deeper methodical readiness in comparison with specialist teacher. Unlike general education institutions teachers of voca tional training should act as the developer methodologist as the process of updating of material and technical resources is dynamic. Teachers of vocational training in the process of industrial practice ac tivity in schools, colleges, technical schools directly take part in production process. They carrying out many technological operations, which oblige them to act as the designer the technologist, and so they must good manage a technique of teaching special disciplines on the basis of modern educa tional technologies Important qualities of formation of the teacher of vocational training are marked out. At an option stage his professionally important qualities are psychodynamic factors: extraversion, emotional firmness, flexibility, high psychomotor sphere, speed of development of conditioned reflexes, coordi nation of movements. During training, such professionally important qual ities are touch, perceptual, psychomotor; pedagogical observation; motive, figurative and verbal memory, pedagogical and technical thinking, spatial imagination. At a professionalizing stage the professional competence, the need for self-improvement, professional dominance, the pedagogical equip ment, social responsibility, predictive abilities, professional reliability, peda gogical humanity, professional independence, professional and pedagogical intelligence, individual style of activity are important. At a stage of profes sional formation the important qualities are excess social and professional activity, professional and pedagogical skill, ethical responsibility, predictive abilities, pedagogical humanity, professional and pedagogical mobility, cre ativity, professional culture, style of activity. It is established that formation of abilities has certain pedagogical spe cifics. In the educational activity process the professional competence form at future teachers of vocational training. The system of the teachers’ special knowledge and abilities projects in the system of knowledge and skills of students as future experts provided that the teacher is able to organize inter action of students with persons of their activity