Модель формування готовності майбутніх учителів природничих дисциплін до професійного самовдосконалення

Abstract

(uk) У статті розроблена та обґрунтована модель формування готовності майбутніх учителів природничих дисциплін до професійного самовдосконалення, яка складається цільового, організаційно-змістовного, оцінно-результативного блоків, що об’єднані метою, завданнями, методологічними підходами, принципами, змістом, формами, технологіями та методами навчання, діагностичним інструментарієм виявлення рівнів сформованості готовності студентів до професійного самовдосконалення і результат.(ru) В статье разработана и обоснована модель формирования готовности будущих учителей естественных дисциплин к профессиональному самосовершенствованию, которая включает целевой, организационно-содержательный, оценочно-результативный блоки, объединенных целью, задачами, методологическими подходами, принципами, содержанием, формами, технологиями и методами обучения, диагностическим инструментарием выявления уровней сформированности готовности студентов к профессиональному самосовершенствованию и результат.(en) The article deals with the problem of forming personal readiness for professional self-development. The latter is impossible without special training, which, in the author’s opinion, should consist of forming psychological readiness for self-development, promoting the need to acquire knowledge of a certain branch of science and culture and mastering rational methods and techniques of independent work. A relevant model for forming readiness in future teachers of natural sciences for professional self-development was designed. It comprises logically related blocks, namely the target block, the organization and content block, the evaluation and results block. The target block ensures the unity of the aim (to form readiness in future teachers of natural sciences for professional self-development), objectives and principles on which the process of forming students’ readiness is based. The organization and content block includes implementing the programmes of natural sciences, whose content allows students to form their readiness for professional self-development. The implementation of these programmes is ensured by the interaction between teaching staff and students through choosing forms (independent work, lectures, laboratory and practical work, teacher placement), methods (explanation and illustration, problem-based approach, search method, research method, etc.) and teaching aids using modern information technologies. The evaluation and results block is determined by the following criteria: information and cognition (whose indicators include the concept of the essence and structure of self-development, as well as the knowledge about forms and methods of self-development), motivation and values (whose indicators involve understanding the value of self-development and formed motives for self-development), technologies (whose indicators imply a deliberate self-cognitive activity, skills in planning and organizing self-study) and evaluation (whose indicators include professional self-esteem and self-analysis skills). The article also justifies the low, middle and high levels in the readiness of future teachers of natural sciences for professional self-development and determines their content.