Педагогічна інтеграція як важлива умова ефективності реалізації професійного самовизначення майбутніх учителів хімії

Abstract

(uk) Стаття присвячена актуальній проблемі педагогічної інтеграції як складової гуманізації і гуманітаризації освіти, котра є важливою умовою професійного самовизначення. Формування професійного самовизначення майбутнього вчителя хімії в закладах вищої освіти є важливим процесом, який дозволить молодому поколінню війти в сферу педагогічної діяльності на основі усвідомленого власного вибору.

(ru) Статья посвящена актуальной проблеме педагогической интеграции как составляющей гуманизации и гуманитаризации образования, которая является важным условием профессионального самоопределения. Формирование профессионального самоопределения будущего учителя химии в учреждениях высшего образования является важным процессом, который позволит молодому поколению войти в сферу педагогической деятельности на основе осознанного собственного выбора.

(en) The article is dedicated to the actual problem of pedagogical integration as a part of humanity and humanization of education which is an important part of professional self – determination. The formation of professional self – determination of future Chemistry teacher in the higher educational establishments is an important process which will help young generation to enter the professional activity based on aware choice. The author claims that studying disciplines which are used in the process of preparation of future Chemistry teachers are formally separated. They discover chemical knowledge from one side and are not related with future professional activity. Students feel difficulties in both simultaneous and consistent studying of such disciplines. In the research the author aims to depict the level of didactic fusion of chemical, natural, psychologically – pedagogical and methodological disciplines. The integrative factor is a problem connected with development of students’ skills to solve learning-professional tasks in the processes of self – determination of future chemical teachers. The article singles out two possible ways of integrating knowledge in the process of preparing future Chemistry teacher which are closely interconnected: 1. Contextual: the integration of the context of the disciplines studied by students. 2. Organizational: the way of acting and cognitive approaches connected with them, educationalcognitive problems, technologies, means and methods of studying. The author suggests keeping the balance between scientific fundamentality of Chemical studies, practical meaning of Physical and Biological studies for describing Chemical processes, Mathematical calculations, knowledge of Pedagogy, Psychology and methods of teaching Chemistry and IT. The realization of the balance can be possible by means of double subject integration of laws, theories, methods of Physics, Math, Biology and other studies. The author emphasizes on the necessity of integration Chemical knowledge with Humanity disciplines, History, for example. The important place in forming the readiness of future Chemistry teachers to the professional self - determination is taken by the usage of studying competently oriented tasks (tasks of mid-subject context). According to author’s opinion the usage of integrative approach in the process of preparing future Chemistry teacher in Pedagogical institutions of higher education is an important part of educational process and necessary element of forming the readiness of future Chemistry teachers to professional self – determination.