Теоретико-методологічні засади розвитку критичного мислення майбутніх учителів інформатики

Abstract

У статті розглянуто проблему розвитку критичного мислення майбутніх учителів інформатики. З’ясовано, що із урахуванням пріоритетів модернізації освіти, національних концептуальних ідей передового педагогічного досвіду критичне мислення майбутніх учителів інформатики виступає індикатором розвитку суб’єктів освіти, базисом інтелектуальної майстерності педагога. Обґрунтовано та розкрито теоретико-методологічні засади розвитку критичного мислення майбутніх учителів інформатики. Визначено, що процес розвитку критичного мислення майбутніх учителів інформатики зініційований взаємодією теоретичних і методологічних засад із урахуванням філософії освіти, наукових теорій та підходів, фундаментальних педагогічних явищ і принципів, освітніх процесів і практичних основ професійної підготовки майбутніх учителів інформатики.

The article deals with the problem of developing critical thinking of future informatics teachers. It was analyzed that the development of critical thinking of future informatics teachers is an important component of strengthening professional skills and expertise. It is noted that the acquisition of critical thinking for a modern teacher brings improvement of intellectual and creative abilities, creative competencies for professional activity. It was determined that, taking into account the priorities of education modernization, national conceptual ideas of advanced pedagogical experience, the critical thinking of future informatics teachers acts as an indicator of the development of subjects of education, the basis of intellectual mastery of analysis, evaluation, interpretation, explanation, formulation of conclusions, self-development and self-regulation. The ability to think critically causes subjects of education to use scientific analysis on a methodological basis, to show expertise and professional competence. Acquiring the ability to think critically by future computer science teachers is a valuable tool for analyzing things and events based on a research approach, thorough explanation and evaluation of judgments, taking into account interpretations, formulating conclusions based on conceptual considerations. It has been analyzed that the theoretical foundations of the development of critical thinking of future teachers of computer science substantiate the philosophy of pedagogical education, establish the general scientific theoretical provisions of prospective trends in the professional development of future teachers, deepen the scientific foundations of knowledge of the world, take into account scientific and pedagogical regularities, mutually determine pedagogical processes aimed at solving developmental educational tasks. It is substantiated that the methodological principles of the study of the problem of the development of critical thinking of future computer science teachers are fundamental scientific approaches taking into account generalized theoretical provisions based on general scientific and scientific-methodological foundations, pedagogical concepts and laws, methodological background and modelling of the development of critical thinking of future specialists, methodological approaches and bringing teaching methodologies for the adoption of optimal solutions to professional tasks, decisions, judgments. It was found that the professional training of future informatics teachers is focused on the improvement of scientific pedagogical principles, unity and integration of methodological connections, modelling of the theoretical and methodological foundations of such a process, taking into account personal, system, activity, competency-oriented, integration, and synergistic approaches. The substantiation of the problem of the development of critical thinking of future informatics teachers in the context of the digitalization of education in the process of professional training requires further work.