Formation of the personality of the future teacher as a key condition for establishing the organization of constructive activity of children

Размещено на http://www.allbest.ru/

UDC 378.147: 373.21

Kharkiv National Pedagogical University named after G.S. Skovoroda

FORMATION OF THE PERSONALITY OF THE FUTURE TEACHER AS A KEY CONDITION FOR ESTABLISHING THE
ORGANIZATION OF CONSTRUCTIVE ACTIVITY OF CHILDREN

The problem. Modem education is a dynamic constructive system in which the structure of participants in the pedagogical process is changed, relations are adjusted, new methods and forms of pedagogical interaction are created, new connections of people with the environment (natural and social environments) are constructed.

At the level of legislation in the field of education in Ukraine, the strategic task of modern institutions of higher pedagogical education is the creation of conditions for the implementation and self-realization of the personality in an informationally rich environment [1]. This requires a transition from a declarative to a practically oriented model of education and training, which aims at finding new ways and means that will ensure the development of personal resources of children, their needs, interests, inclinations and abilities. The need for development of a person capable of constructive activity is relevant in the personal aspect. Such a person is capable of effective social and psychological adaptation to the realities of social life, its transformation or change of self, behavior under the influence of objective conditions of development of culture, science, technology.

We emphasize that the development of ability to constructive activity is becoming of such significance today because it is the basic quality of the personality, its core, the central characteristic, as stated by the National Doctrine of the Development of Education in the XXI Century [2], a personally oriented model should be implemented.

Analysis of recent research and publications. The analysis of psychological and pedagogical literature on the problem of organizing the constructive activity of the individual makes it possible to note that L.

Artemova, D. Bohoyavlens'ka, V. Vorozhbit, M. Podd'yakov, O. Popovych, O. Proskura, K. Shcherbakova, H. Shchukina emphasize their exceptional importance in the development of personality, although the problems and the need to identify new promising means that will stimulate both the overall development of the individual and its constructive activityremain unresolved.

National psychologists A. Kovalenko, O. Kul'chyts'ka, N. Lytvynova, V. Molyako, M. Kholodna, V. Yurkevych studied the complex dialectic nature of the interweaving of procedural and personality in constructive activity.

The purpose of the article: to reveal the content of the formation of the teacher's personality formation as a condition for successful preparation for the organization of constructive activity of children.

Research results. It is worth emphasizing that for the organization of constructive activity of children the future teacher should have a personality formation, which is the basis of purposeful actions and behavior. As you know, a special role in the formation of the personality is played by constructive personal qualities: self-mastery in various psychological and pedagogical situations, positive perception of reality (when in all cases the person is able to see a confirmation that the events bring something useful, interesting, new, necessary for a professional growth)

For the formation of personal attitudeof the future educators as a condition for preparing them to the organization of constructive activities in the foreground of psychological and pedagogical preparation a clear definition of goals and objectives of vocational educationshould be put forward. Particular attention should be paid to the formation of the necessary skills for planning professional, personal and career growth of future educators.

It is important to teach future teachers to place teaching material during the school year most rationally, in logical interconnection, to distribute didactic tasks taking into account the requirement of comprehensive harmonious development of the individual. Certain knowledge helps to fulfill these requirements. For example, the object of planning should be not only the basic professional knowledge, skills and abilities, provided by the EQC and EPP, but also appropriate training exercises, special training for the development of personal qualities, constructive abilities, the ability to self-control the success, professionally directed organization of student leisure.

The so-called cross-training sessions, which have multi-purpose orientationdeserveparticular attention. The meaning of such training sessions is the advanced development of constructive abilities, the consistent penetration into the world of the chosen profession.

It is also important to teach students most optimally to calculate the training time, the specified time for individual stages of training, for certain types of educational material, active recreation. When designing a pedagogical process one must rely on a reasonable definition of the amount of classroom load, hours for independent, research, creative work in order to create an effective emotional background for the formation of a personal attitude.

The results of the study proved that the training of future educators for the organization of constructive activity of preschool age children is hampered by a low level of self-esteem for future educators. It should be noted here that when we developed the research methodology, we were guided by the data obtained as a result of the studies of historians, teachers, philosophers, as well as the requirements for the selection of program material for preschoolers.

As is known, modern pedagogy is developing the position of success in several areas. The first direction is connected with the justification of technologies for successful teaching of constructive activityof children. The second direction is the programming of adult life success.

A teacher, an educator in his/her professional activities can combine these two directions. To do this, in the system of training future educators, we have developed a program of tasks, oriented towards success in such aspects: 1) development of the intellect; 2) formation of professional qualities (for example: how to effectively (successfully) set goals, to choose methods of successful achievement; ability to analyze the correctness of setting goals, methods of achievement); 3) the selfeducation of a positively successful personality (formation of the motivation to be successful, the development of the will, the education of confidence in the achievement of goals, the formation of social skills, that is, how to communicate successfully with children, colleagues, friends).

In the practice of implementing this program, we used the advice of B. Tracey in the book «Programming the life success (psychology of achievement)» [citedof: 3]. We used in the work the understanding of the scientistsof the three laws of human psyche, which simulate the success: the law of control, which states that a person feels harmoniously depending on the level of self-control of his/her own life; the law of randomness - all that happens to us, has a random character, therefore, failing to plan, a person plans a failure; the law of cause and effect, which implies the necessity of recognizing the cause of success and movement in this direction. Interesting, in our opinion, is the definition by B. Treysi of additional laws: the law of faith - all in what we believe becomes reality; the law of expectations - everything that we confidently expect, becomes our self-fulfilling prophecy [ibidem].

During the course of communication with students, we used the work of a group of scientists led by the leading molecular biologist P. Goryaev to conduct the following conclusions: the DNA molecules perceive the human language, under the influence of which the molecules, responsible for inheritance, change their form and structure. Consequently, every person with his/her own speech affects his/her own life program. We believe that we can use the results of these studies in the contexture of the problem we have chosen. In order to master the ability to manage the contents of thoughts for own purposes, we recommended students who participated in the pedagogical experiment to carry out such an exercise to change the contents of their thoughts.

Example:1. Take the book and start reading it. Continue reading while keeping the plot in mind, at the same time try to think about something else.2. Whenever you do this exercise, keep your idea in mind.3. When the meaning of thought is comprehended, without losing it, immediately with the power of mind continue reading the plot.4. Learn to continue the content of your thought and complete it.5. Take a new thought for exercise. Without interrupting its contents, with another thought create any other plot that does not look like the previous one.6. Break the contents of the same thought and proceed to create the content of the new plot, bring it to the logical conclusion.7. Remember the unpleasant event of your life. Then remember the happy one. Keep in mind the contents of these two thoughts.8. Experience the unpleasant event. With another thought, immediately changefor happy memories. Break off the negative experiences and transfer the thought only into a positive one. Do not let the mind come back to the past with an unpleasant memory. Invent the scenario with a positive change [4, p. 531533].

The hour of the curator «Teacher of the University by the eyes of students» was held with the students of the group.

It is worth pointing to the fact that in the work of O. Romanovsky and V. Mikhailichenko «Philosophy of Achievement of Success» we propose a technology for developing emotional stability and a sense of happiness. We introduced the students - future educators to the elements of this technology and actively applied it during the course of the study. For example, students were taught to associate the pedagogical process with pleasurable feelings; to use the optimal level of motivation, to change the negative thinking on the positive through: self-awareness by self-observation; to focus and concentrate on objects of reflection; to realize that emotions are directly dependent on thinking; to ensure that every lesson in pursuit of the goal of becoming a professional educator is pleasant; do not forget that the more is an interest, the mostis the pleasure in its satisfaction; to allowyourself even at least «to fall into childhood», to avoid the words «I can not»; try to be yourself, but better; to learn to manage the natural «I» with the help of positive thinking; to form an imagination about yourself is that which forms your direction for success or defeat; before we change, we need to see ourselves in a new role [4, p. 362].

However, the future teacher also needs to carry out self-diagnosis of the motivation to succeed in professional activities and its self-esteem. Diagnosis can be performed by using O. Rean's «Success and Failure Motivation Test» method and the self-assessment study methodology using the ranking procedure [5, p. 92-93]. So, based on the results ofthese techniques, each student - the future teacher can develop its own program, oriented on success, in particular in professional activities.

So, in order to meet the new needs, the main goal of vocational education should be the development of a successful personality, the formation of its intellectual and spiritual culture. Such a style is created only during the cooperation and interaction of the two successful parties - a successful educator and a successful student, where the success of the second party is determined by the success of the first one. Based on the conclusions and generalizations outlined above, students and lecturers made an ethical code focused onthe forming ofpositivesetting of personality.

During the pedagogical experiment it was determined that the students of the third year of the Bachelor's Degree on speciality «Preschool education» of Mukachevo State University (period of training - 2012-2016) have most developed analytical and synthetic (51.6%) and informational (64 , 2%) skills and the least developed creative (15,1%) and prognostic (26,8%) skills. This dependence is observed at the beginning of experimental work in Ш-IV years students. The analysis of the survey among teachers (25 respondents) from the educational subjects according to the curriculum proved that they do not direct their activity to the formation and development of skills of constructive activity, which adversely affects the training of future teachers and educators.

At the stage of the confirmatory experiment, an analysis of classroom classes and pedagogical practice was conducted from the point of view of realization of possibilities of constructive activity. The main constructive ideas in the process of professional education highlighted the following: 1) the textbook is not the dominant source of information; the priority is given to the original sources, primary data, objects and phenomena of real reality; 2) the participants of the educational process are full, the opinion of each is valuable and, if possible, is taken into account in the organization of a constructive learning environment; 3) the teacher acts as the organizer of educational, cognitive and research activity of students; 4) control and evaluation are carried out in close connection with how the learning process actually took place; 5) students most of the time work in small groups, teams or pairs; 6) the teacher supports and willingly examines the issues, issues that concern the students within a specific discipline; encourages students to engage in active reflection and self-assessment; 7) while studying a new topic, problem-based learning is practiced; It provides for the time to apply the study topic in practice, abstract-search and research work of students; there is an opportunity to work according to an individual program; the tree of goals includes the tiers of «I want - I can - I do - I get» (according to I. Shalaev and G. Selevo); 8) provides for the study of incidents, the original stories of pedagogical practice, role play and business games; design method; the possibility of conducting students of separate parts of classes, to offer their methods and forms of study.

It is determined that the project method or educational project is an important way of forming the readiness of future teachers for the organization of constructive activity of children. The project work creates favorable conditions for the formation of appropriate skills for future teachers, namely: to plan their work, calculating the possible outcomes; use a large number of sources of information, isolate and absorb the necessary knowledge from a wide field of information; collect, systematize and accumulate material; conduct analysis, synthesis, put forward hypotheses, detail and generalization; to compare facts, to argue own opinion; make a decision; to establish social contacts (to distribute duties, to interact in a group); to create a material carrier of the project activity (report, abstract, film, magazine, script), to present created before the audience; to evaluate oneself and others (to carry out self-analysis of the success and effectiveness of solving the problem of a study project).

We distinguish the following criteria of constructive behavior of the teacher: openness and receptivity to the ideas, feelings and actions of students; the reflection, the behavior of the teacher should encourage students to self-reflection and self-assessment of pedagogical reality; the attitude towards students should be personalized. constructive pedagogical educational training

The practical part of our study made it possible to distinguish a number of requirements for using the project method to prepare future educators for the organization of constructive activity of children. Among them: the presence of a pedagogically significant problem in the subject of projects, the complexity and relevance of which corresponds to the educational needs and needs of students; the research character of the search for solutions to the problem and the availability of the necessary tools; structuring activities according to the classical stages of designing; modeling conditions for students to identify learning problems; amateur nature of the creative activity of project participants; practical or theoretical value of the result of the activity and readiness for implementation during the production practices; the pedagogical value of the activity (which new knowledge and skills were gained by students in the process of project implementation).

Conclusions and perspectives of further research. Constructive activity is manifested in the ability of future educators to form pupils the needs of systematic practical activities. It is important, first of all, to improve the ability to activate children during classes. The components of the activity are: relevant knowledge; a clear statement of the purpose and task, prediction of the result, the ability to self-control and control over the implementation of tasks and actions. It is stated that the wide possibilities for creating conditions for constructive activity are the use of object-oriented landmarks. They serve as an effective means of control and self-control, allow us to assess the extent to which knowledge is mastered, and provide an opportunity for self-learning. The specific choice of methods and means for activating constructive activity is determined by the tasks of the project classes, stages of training, didactic material, preparedness of future teachers, organization of training sessions. The task of future teachers is, in each case, to take into account children's opportunities and create an environment for the manifestation of their independence through the situation of success. It is also important to provide rational forms of managing cognitive activity of children in order to achieve the maximum possible results in the minimum time.

This publication does not exhaust all aspects of the stated problem. Subsequent thorough development requires the development of occupations-visualizations of success in higher pedagogical educational institutions.

References

1. National Strategy for the Development of Education for 2012-2021 // Director of School, Lyceum, Gymnasium. - 2011. - No. 6. - P. 25-44.

2. National Doctrine of Education Development: Approved by Decree of the President of Ukraine from April 17. 2002 №347 / 2002 // Education Ukr. - April 23, 2002 (No. 33); Boards education. - 2002. - No. 7. - P. 4-9.

3. Naumenko G.M. Mysteries of consciousness. The Way to Health / Naumenko G. М. - M., 2002. - 630 p.

4. Romanovsky AG Philosophy of Achievement: Textbook / Romanovsky AG, Mikhailichenko B.E. - Kharkiv: NTU «KhPI», 2003. - 691 p.

5. Skrypnyk M. Art to be a teacher: Coll. training Take / Skrypnyk M. - K.: View. House «School World»: View. L. Halitsina, 2006. - 112 p.

Annotation

В статье осуществлен анализ проблемы организации конструктивной деятельности личности. Целесообразность исследования обусловлена актуальными противоречиями между требованиями государства к организации конструктивного педагогического процесса в заведениях образования и отсутствием соответствующей концепции подготовки педагогических кадров. Акцентировано внимание на целесообразности использовании в практике подготовки педагогов упражнений, специальных тренингов профессионально направленной организации студенческого досуга. В статье выделен ряд требований к использованию проектного метода для подготовки будущих педагогов к организации конструктивной деятельности детей.

Ключевые слова: педагог, личность, психолого-педагогическая подготовка, конструктивная деятельность, мотив, успех.

У статті здійснено аналіз проблеми організації конструктивної діяльності особистості. Доцільність дослідження обумовлена актуальними суперечноостями між вимогами держави до організації конструктивного педагогічного процесу у закладах освіти і відсутністю відповідної концепції підготовки педагогічних кадрів. Доведено, що для організації конструктивної діяльності дітей майбутній педагог повинен мати установку особистості, яка є базисом цілеспрямованих дій і поведінки. Визначено особливу роль у формуванні установки особистості конструктивних особистісних якостей: самоволодіння в різних психолого-педагогічних ситуаціях, позитивне сприйняття реальності. Акцентовано увагу на доцільності використання в практиці підготовки вихователів, педагогів підготовчих вправ, спеціальних тренінгів для розвитку особистісних якостей, конструктивних здібностей, уміння самоконтролю успішності, професійно спрямованої організації студентського дозвілля. У статті виокремлено низку вимог до використання проектного методу для підготовки майбутніх педагогів до організації конструктивної діяльності дітей. Серед них: наявність педагогічно значимої проблеми в тематиці проектів, складність і актуальність якої відповідає навчальним запитам і життєвим потребам студентів; дослідницький характер пошуку шляхів вирішення проблеми і наявність необхідного інструментарію; структурування діяльності відповідно до класичних етапів проектування; моделювання умов для виявлення студентами навчальної проблеми; самодіяльний характер творчої діяльності учасників проекту; практичне або теоретичне значення результату діяльності і готовність до впровадження під час виробничих практик; педагогічна цінність діяльності (які нові знання та навички здобули студенти в процесі здійснення проекту). За результатами дослідження констатовано, що конструктивна діяльність проявляється в умінні майбутніх педагогів формувати у вихованців потреби систематичної активної практичної діяльності, складовими активності є: відповідні знання; чітка постановка мети й завдання, передбачення результату, уміння самоконтролю й взаємоконтролю за виконанням завдань і дій; широкі можливості створення умов для конструктивної діяльності полягають у використанні предметних орієнтирів, які слугують ефективним засобом контролю й самоконтролю, дозволяють оцінити ступінь освоєння знань, створюють можливість для самонавчання.

Ключові слова:педагог, особистість, психолого-педагогічна підготовка, конструктивна діяльність, мотив, успіх.