Система підготовки майбутніх учителів початкових класів до роботи в загальноосвітніх навчальних закладах сільської місцевості

Abstract

У дисертації обґрунтовано систему професійної підготовки майбутніх учителів до роботи в початковій школі сільської місцевості. Визначено сутність поняття «початкова школа сільської місцевості». Виокремлено та охарактеризовано типи загальноосвітніх навчальних закладів у сільській місцевості, чинники впливу на якість початкової освіти. Обґрунтовано концептуальні засади, основні підходи, принципи, розроблено модель системи професійної підготовки майбутніх фахівців до роботи в початковій школі сільської місцевості, визначено педагогічні умови підготовки майбутніх учителів у вищих педагогічних навчальних закладах до роботи в початковій школі сільської місцевості. Розкрито змістове та організаційно-методичне забезпечення підготовки майбутніх учителів до роботи в початковій школі сільської місцевості, визначено критерії, показники та рівні сформованості мотиваційно-ціннісного, когнітивного та діяльнісно-рефлексивного компонентів готовності майбутніх фахівців до організації навчально-виховного процесу в початковій школі сільської місцевості.

В диссертации обоснована система профессиональной подготовки будущих учителей к работе в начальной школе сельской местности. Определена сущность понятия «начальная школа сельской местности». Выделены и охарактеризованы типы общеобразовательных учебных заведений в сельской местности, факторы влияния на качество начального образования. Обоснованы концептуальные положения, основные подходы, принципы, разработана модель системы подготовки будущих учителей к работе в начальной школе сельской местности, определены педагогические условия подготовки будущих учителей в высших педагогических учебных заведениях к работе в начальной школе сельской местности. Раскрыто содержательное и организационно-методическое обеспечение подготовки будущих учителей к работе в начальной школе сельской местности, определены критерии, показатели и уровни сформированности мотивационно-ценностного, когнитивного и деятельностно-рефлексивного компонентов готовности будущих специалистов к организации учебно-воспитательного процесса в начальной школе сельской местности.

The system of professional training of future teachers to work in a junior school in rural area is substantiated in the dissertation. The essence of the notion “junior school in rural area” is defined. Main stages of the development of primary education and professional training of junior school teachers for rural schools are defined. The notion of “readiness of future teachers to work at a junior school in rural area” is defined. Major directions of modernization of professional training of junior school teachers abroad are characterized: standardization of professional and educational training of future teachers; integration of pedagogical education of European Union countries into the common European educational space; individualization of studying of future teachers; formation of image of an effective teacher; Multi-paradigmaticness of training of future teachers. Major directions of research on the issues of operation of rural schools are singled out: historical and educational aspects of rural junior school development, improvement of administrative operation and educational process at a rural school, functioning of different types of rural junior schools, training of students to work under the conditions of a rural junior school. The demographic, social, economic and natural factors of influence on the quality of primary education are singled out and characterized. Advanced types of comprehensive educational institutions in rural area are characterized: a comprehensive educational institution of the 1st degree, a small elementary school, a “junior school-kindergarten” educational complex, a school-family, an educational district, models of rural schools in the pedagogical heritage of V. Sukhomlynsky, I. Tkachenko, O. Zakharenko, P. Losyuk. Conceptual provisions of the system of training of future teachers to work in a junior school in rural area are substantiated: preparation of students to work in a junior school in rural area is implemented within the structure of professional pedagogical activities, the formation of readiness to pedagogical activities envisages individual, professional and personal development of students, utilization of students’ vital experience in the process of professional and pedagogical training. The main paradigm of the process of training of students to work in a junior school in rural area, which acts as a theory of personality-oriented education, as well as major approaches used in the research process – systematic, competence-based, environmental – are characterized. The model of the training of future teachers to work in a junior school in rural area, which includes theoretical, forming, assessment and productive units, is designed. The main principles of the system of training of future teachers to work in a junior school in rural area are identified and disclosed: professional pedagogical orientation, taking into account the variant conditions of obtaining of primary education, educational cooperation, organization of subject-subject interaction. The efficiency of influence of isolated pedagogical conditions on the process of training of students is theoretically substantiated and characterized: formation of students' positive motivation to work in a junior school in rural area; enrichment the content of social sciences and humanities with the knowledge of social and local history of rural society, taking into account the specifics of work of a rural school teacher; integration of psychological, pedagogical and methodological training; the continuity of the relationship of theoretical and practical training; utilization of students’ vital experience. The substantive, organizational and methodological support of training of future teachers to work in a junior school in rural area is disclosed: the use of the content of educational material, forms and methods of teaching in the process of studying pedagogical disciplines is characterized. The criteria and indicators of formation of motivational, value, cognitive and activity-reflexive components of readiness of future specialists to organizing educational process in a junior school in rural area. The levels of formation of components of readiness are identified: high, sufficient, medium, low. The qualitative and quantitative data received in the process of experimental studying proved the efficiency of the developed system of training of students to work in a junior school in rural area, the expediency of its practical introduction in the process of training of future junior school teachers in higher educational institutions. The main results of the study could be used in the process of training of junior school teachers in higher educational institutions in the context of teaching pedagogical disciplines, methodologies of teaching school subjects and also to improve pedagogical skills of junior school teachers in the process of post-graduate training.