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2 Педагогічні науки: теорія, історія, інноваційні технології

2 Єфремова Г.

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ФОРМУВАННЯ ГОТОВНОСТІ ПЕДАГОГІВ-ОРГАНІЗАТОРІВ ДО ІННОВАЦІЙНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

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Єфремова Г.

Педагогічні науки: теорія, історія, інноваційні технології

2016

nr 2(56)

129-138

The article is devoted to the problem of forming the readiness of teachers-organizers to the innovative professional activity. The readiness is defined as a integrative quality of a personality which is characterized by the presence and some level of formation of motivational and orientation, informative and operational, evaluative and reflexive components in the unity, that reveals itself in aspiration to innovative activity and being ready to its performance on the professional level. The scientific literature analysis testifies to the fact that there are a lot of researches which, unfortunately, do not allow forming the unique idea about the “readiness” as a scientific notion as they reflect only some aspects of the mentioned above notion and very often show coexistence of many opposite definitions and contradictory notions of the phenomenon researched. In the context of our research tasks the readiness is defined as a substantial precondition of goal-oriented activity, its regulation, stability and effectiveness. Professional readiness helps a person fulfill his duties successfully, use his knowledge, experience, personal qualities correctly, retain self-control and change his way of actions in case of unpredictable barriers occurrence. On the other hand, readiness to innovative pedagogical activity is a peculiar personality condition which assumes motivational and evaluative attitude of a teacher-organizer to his professional activity, his possession of effective methods and means of achieving pedagogical aims, having the ability to creativity and reflection. It is the basis for active social, professional and pedagogical subject stand, which stimulates to innovative activity and contributes to its productivity. Thus, forming the readiness of teachers-organizers to innovative activity assumes the following models with the next interdependent components: a) being well-informed about the innovative pedagogical technique; b) being well-technologized in forming teachers’ competence in working out and using innovative pedagogical techniques; c) having results in teachers training to applying innovative pedagogical technologies and their assessment. Forming the readiness of teachers-organizers to innovative activity is a process which gives a specialist the possibility to develop his value scale, humane orientation, understanding the technology of solving professional and pedagogical problems, his interpreting the results of pedagogical innovations, working out the criteria of their analysis and assessment.

СОЦІАЛЬНО-ПЕДАГОГІЧНИЙ СУПРОВІД ЯК ПРОВІДНА УМОВА РОЗВИТКУ ПРОФЕСІЙНОЇ АДАПТИВНОСТІ СОЦІАЛЬНИХ ПЕДАГОГІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

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Єфремова Г.

Педагогічні науки: теорія, історія, інноваційні технології

2015

nr 10(54)

66-75

The article describes the social-pedagogical support as a leading condition for the development of professional adaptability of social pedagogues, independent pedagogical tool, and a special kind of activity aimed not only at solving narrow adaptive tasks, but also developing personal potential of the listener. The purpose of the study is conditioned by the need to determine the components of the social-pedagogical support of social pedagogues in the system of postgraduate pedagogical education. The study used theoretical methods (analysis, systematization and comparison of scientific and theoretical material) for the synthesis of theoretical ideas on the issue and clarification of the conceptual-categorical apparatus of the study. In the framework of our research to the components of social-pedagogical support we included: a special course “Training of professional adaptability”; scientific-practical seminar “Professional adaptation and social identity of the teacher”; “Teacher’s workshop for social pedagogues”; the creative group, which activities organization was accompanied by individual and group consultations of students. It is concluded that for the effective implementation of social-pedagogical support of teachers in the system of postgraduate education it is necessary: adjustment of content (educational plans and programmes) of the professional development courses according to the peculiarities of professional activity and professional genesis of the specialists that involves the introduction of active and interactive forms and methods, training technologies, groups of professional assistance; creation of the reflective environment in the process of the course and inter-course training of the specialists, that requires their involvement in participation in the scientific-practical conferences, problem-based seminars, workshops, author workshops, which will contribute to the development of professionals; improvement of the technology of teachers certification, which should include not only an assessment of their professional knowledge and skills that are specified in the tariff-qualification characteristics, but also the assessment of their professional suitability (formation of professional-personal qualities and characteristics), providing successful professional development and self-development of the teacher.