Педагогічне стимулювання майбутнього вчителя до самооцінки навчальної діяльності у процесі професійної підготовки

Abstract

У дисертації подано теоретичне узагальнення і нове вирішення проблеми формування самооцінки навчальної діяльності студентів, що полягає в розробленні авторської технології педагогічного стимулювання майбутнього вчителя до самооцінки навчальної діяльності у процесі професійної підготовки. На основі аналізу науково-педагогічної літератури з’ясовано сутність понять «самооцінка навчальної діяльності», «педагогічне стимулювання», «педагогічне стимулювання майбутнього вчителя до самооцінки навчальної діяльності». Виявлено та теоретично обґрунтовано дидактичні умови формування самооцінки навчальної діяльності майбутнього вчителя. В освітній процес вищого навчального закладу впроваджено технологічну карту педагогічного стимулювання майбутнього вчителя до самооцінки навчальної діяльності, веб-додаток для аналізу сформованості самооцінки навчальної діяльності студента. Ефективність технології педагогічного стимулювання майбутнього вчителя до самооцінки навчальної діяльності у процесі професійної підготовки підтверджена у процесі експериментальної роботи.

В диссертации представлено теоретическое обобщение и новое решение проблемы формирования самооценки учебной деятельности студентов, заключающееся в разработке авторской технологии педагогического стимулирования будущего учителя к самооценке учебной деятельности в процессе профессиональной подготовки. На основе анализа научно-педагогической литературы выяснено сущность понятий «самооценка учебной деятельности», «педагогическое стимулирование», «педагогическое стимулирование будущего учителя к самооценке учебной деятельности». Выявлены и теоретически обоснованы дидактические условия формирования самооценки учебной деятельности будущего учителя. В образовательный процесс высшего учебного заведения внедрено технологическую карту педагогического стимулирования будущего учителя к самооценке учебной деятельности, веб-приложение для анализа сформированности самооценки учебной деятельности студента. Эффективность технологии педагогического стимулирования будущего учителя к самооценке учебной деятельности в процессе профессиональной подготовки подтверждена в процессе экспериментальной работы.

Research is dedicated to the development and implementation into educational process of higher educational institutions: pedagogical technologies for encouraging of a would-be teacher to self evaluation in learning activities during the professional training; technological charts for teaching future teachers to stimulate self-esteem training activities during their training in sequenced phases of teacher and students activities together with the definitions of the objectives, content, methods, means and forms of learning which were used at every stage; web application for analysis of formation of educational activity of a student’s self-esteem; of methodological guidelines how to create a portfolio of a student; didactic content of disciplines of professional and practical training. On the base of analysis of psychological and pedagogical research the main point of the notions “self-assessment of learning”; “pedagogical encouragement”, “pedagogical encouragement for a future teacher to self-assessment of learning” were determined, understanding their own personal achievements in a particular discipline or in an educational / training program as a whole were figured out. The thesis gives a determined algorithm of developing of self-evaluation learning activity with the help of gradual, steady steps: the development of standards and samples of evaluation of the work done and students involment in a collective assessment, the argument of self-esteem, collective development of evaluation criteria, the discussion of the results of the performed tasks. The theoretical development of the conditions of future teachers to stimulate self learning activities were define as following: the creating of didactic and developing learning environment, which support selfrealisation and reflection of all agents of learning environment in the testing system of evaluation of learning activities, the efficient combination of co- and self-assessment of learning activities with information and communication means, teachers’ readiness to pedagogical encouragement of students to self-assessment of learning environments according to the developed concepts were performed. The influence of didactic conditions on the development of self-evaluation of a future teacher’s learning activities and the maintenance of efficient implementation of means for sustainable support of self-evaluation during professional training. The criteria (cognitive, operational, motivational and volition)the parameters (the developed knowledge about the selfevaluation of learning activities, the developed intellectual skills, the developed level of general self-evaluation, motivated professional activities, independence, persistence, initiatives) which arw encouragement of a future teacher to self-assessment in learning activities during the professional training), and the levels (low, medium, high) of the development of a future teacher self-evalution of learning activities were defined. Technology of teaching future teachers to stimulate self-esteem training activities, which make up the structure of conceptual, semantic, procedural and reflexive blocks was developed and experimentally tested. The stages of pedagogical stimulation of future teachers to self learning activities were determined: orientation, motivational, operational and executive and reflexive, evaluation, which provide the implementation of methods of pedagogical stimulation of future teachers to self learning activities (competitions, remarks, situation of success, criticism and self-criticism, promotion and punishment, trust, collective thought) and methods of learning students (methods of evaluation activity - self-control, mutual control, mutual evaluation, portfolio, discussion, interactive communication - discussion, debates, playing techniques - business, situational, role-playing, socio-psychological games, training on the use of electronic technologies, especially the Internet during lectures, seminars, practical laboratory sessions, workshops). The effective impact of technology of teaching future teachers to stimulate self-esteem training activities during their training was confirmed in the experimental work. The analysis of the formative stage of the experiment showed that students in the control and experimental groups got positive changes of the parameters to show the level of self evaluation of learning activities. The reliability of the data is confirmed by mathematical statistics (2-criterion), which is in the experimental groups showed a significant advantage empirical values over critical ones for 95%. Based on calculations of the coefficient of Spirmen's rank the correliation among self-educational activity of a future teacher, student educational achievements, knowledge about self-esteem training activities and teacher assessment was determined. This study does not cover all aspects of the problem. The relevant and promising can be the introduction of theoretically grounded technology for forming self learning activities based on the use of information and communication technologies into the process of teacher training.