Активні методи підготовки майбутнього вчителя образотворчого мистецтва в умовах інтенсифікації сучасного освітнього простору

Abstract

(uk) У статті визначені основні особливості впровадження активних методів навчання та роль викладача-фасилітатора у процесі координації професійно-практичної підготовки майбутніх вчителів образотворчого мистецтва. Охарактеризовані активні методи навчання як одні з найбільш вагомих шляхів формування спеціаліста на основі проблемності та моделювання його професійної діяльності.

(ru) В статье определены основные особенности внедрения активных методов обучения и роль преподавателя-фасилитатора в процессе координации профессионально-практической подготовки будущих учителей изобразительного искусства. Охарактеризованы активные методы обучения как одни из наиболее весомых путей формирования специалиста на основе проблемности и моделирования его профессиональной деятельности.

(en) The article runs about the main features of implementation of active teaching methods and role of teacher-facilitator in the process coordination of professional and practical training of would-be fine arts teachers. Active learning methods as one of the most important ways of forming specialist based on modeling and problematic of his profession are characterized in the article. Having analyzed educational technology is made a conclusion that methods and forms of professional self-development of would-be teachers of artistic disciplines – is a program of interaction of a teacher and a student, an educator and a pupil, which aims to develop professionally important qualities, individual style of art-pedagogical activity of a would-be fine art teacher. Methods of professional self-development of a would-be teacher in their purpose, content and ways of implementation is more complicated than usual imparting of knowledge from teacher to student. Therefore, it should involve not only the methods of influence on the person (story, explanation, conversation, debate, example), activity organizing methods and experience formation, promotion of activities and monitoring, but also forms and methods of activation of potential abilities of a would-be teacher and his professional self identity. Facilitation in the formation of personality-developing component of artistic and aesthetic competence of would-be fine arts teachers of is especially important due to the fact that the process of inclusion of students in artistic and creative activity forms personal qualities. Successful implementation by the teacher facilitator’s role means that students can further formulate objectives by their own, define the artistic concept, define the means which help to realize the artistic vision in a particular technique of decorative art. Thus, organizing artistic and creative activity of the would-be fine arts teachers instructor facilitator helps to understand that would-be teachers can define the purpose of their activities, that learning is not limited by knowledge and, above all, aimed at changes in personality, helps to understand his own achievements, helps to support self-confidence, ability to find constructive ways to solve problems individually, understanding the value of joint activities, interaction with the teacher and with colleagues in the group. Taking into account all what is mentioned above, the new strategy of pedagogical guidance means that teachers are to create such situations that would help maximize the opportunities for student individual growth, stimulate his internal power for professional self-development.