THEORETICAL AND METHODOLOGICAL APPROACHE TO THE PROBLEM OF PROFESSIONAL CONSCIOUSNESS OF A FUTURE TEACHER
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| Titel: | THEORETICAL AND METHODOLOGICAL APPROACHE TO THE PROBLEM OF PROFESSIONAL CONSCIOUSNESS OF A FUTURE TEACHER |
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| Quelle: | Вісник Національного університету оборони України; №5 (63) 2021; 134-140 Visnyk National Defence Unuversity of Ukraine; №5 (63) 2021; 134-140 Вестник Национального университета обороны Украины; №5 (63) 2021; 134-140 |
| Verlagsinformationen: | National Defence University of Ukraine named after Ivan Cheniahovskyi, 2021. |
| Publikationsjahr: | 2021 |
| Schlagwörter: | теоретико-методологические подходы, профессиональное сознание, professional environment, педагогічна діяльність, 4. Education, интегральное личностное образование, pedagogical activity, theoretical and methodological approaches, профессиональная среда, теоретико-методологічні підходи, інтегральне особистісне утворення, professional and pedagogical reality, професійно-педагогічної реальність, modern teacher, профессионально-педагогическая реальность, педагогическая деятельность, сучасний педагог, integral personal education, professional consciousness, професійна самосвідомість, современный педагог |
| Beschreibung: | Introduction. Society needs a teacher who knows his business, able to make decisions independently and be responsible for them, who is able to put the beginner in the position of an active subject of their own activities and develop his ability to self-management and self-realization. In this context, special attention to the teacher's training, to the formation and development of his professional consciousness becomes obvious. Purpose. Substantiation of theoretical and methodological approaches to the problem of professional consciousness of the future teacher. Methods. Theoretical analysis, synthesis, comparison, generalization. Originality. The system approach is characterized by the fact that the main focus is on how to connect parts, elements and subsystems of the object into a single whole, their interaction at all levels of the structural hierarchy, to identify the functions performed by each element in this whole, to study the mechanisms of functioning and the development of the object as a whole. Within the system approach to the forefront is the disclosure of the essence and content of the professional consciousness of the teacher, its essential characteristics, the disclosure of its structure, internal organization, the relationship of components that form the integrity of the system. Procedural-dynamic approach contains elements of system-structural analysis, but the main emphasis here is placed on the study of the dynamics of system behavior, on the definition of its pathogens and regulators, the functional purpose of individual mental phenomena. Within the framework of this approach, procedural-effective indicators of professional consciousness and its driving forces come to the fore. are set and determined not only and not so much by the material of nature and the world, but by the means of human thinking and human activity. In this methodological approach, professional consciousness is, above all, activity-organized consciousness. Conclusion. The professional consciousness of a teacher is a systemic formation that contains structural and functional components, it has its own organization, selectively interacts with the environment and has the integrative property of the whole, which is not reduced to the properties of its individual parts. There are three main approaches to the study of the phenomenon of professional consciousness: systemic, procedural-dynamic and personal-activity. Each of them has developed its own class of ideas and relevant concepts that are not derived from any one category common to them. At the same time, they do not mutually exclude, but complement each other. В статье обосновываются теоретико-методологические подходы к проблеме профессионального сознания современного педагога. Отмечается, что профессиональное сознание педагога предстает как форма отражения профессионально-педагогической реальности, как интегральное личностное образование субъекта деятельности, становление и развитие которого осуществляется под воздействием профессиональной среды и активного участия в педагогической деятельности. У статті обґрунтовуються теоретико-методологічні підходи до проблеми професійної свідомості сучасного педагога. Зазначається, що професійна свідомість педагога постає як форма відображення професійно-педагогічної реальності, як інтегральне особистісне утворення суб'єкта діяльності, становлення і розвиток якого здійснюється під впливом професійного середовища та активної участі у педагогічній діяльності. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| Sprache: | Ukrainian |
| ISSN: | 2617-6858 2617-6866 |
| Zugangs-URL: | http://visnyk.nuou.org.ua/article/view/243545 |
| Dokumentencode: | edsair.scientific.p..0d624b68ccce6a81a78e1dc7d77fa761 |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Introduction. Society needs a teacher who knows his business, able to make decisions independently and be responsible for them, who is able to put the beginner in the position of an active subject of their own activities and develop his ability to self-management and self-realization. In this context, special attention to the teacher's training, to the formation and development of his professional consciousness becomes obvious. Purpose. Substantiation of theoretical and methodological approaches to the problem of professional consciousness of the future teacher. Methods. Theoretical analysis, synthesis, comparison, generalization. Originality. The system approach is characterized by the fact that the main focus is on how to connect parts, elements and subsystems of the object into a single whole, their interaction at all levels of the structural hierarchy, to identify the functions performed by each element in this whole, to study the mechanisms of functioning and the development of the object as a whole. Within the system approach to the forefront is the disclosure of the essence and content of the professional consciousness of the teacher, its essential characteristics, the disclosure of its structure, internal organization, the relationship of components that form the integrity of the system. Procedural-dynamic approach contains elements of system-structural analysis, but the main emphasis here is placed on the study of the dynamics of system behavior, on the definition of its pathogens and regulators, the functional purpose of individual mental phenomena. Within the framework of this approach, procedural-effective indicators of professional consciousness and its driving forces come to the fore. are set and determined not only and not so much by the material of nature and the world, but by the means of human thinking and human activity. In this methodological approach, professional consciousness is, above all, activity-organized consciousness. Conclusion. The professional consciousness of a teacher is a systemic formation that contains structural and functional components, it has its own organization, selectively interacts with the environment and has the integrative property of the whole, which is not reduced to the properties of its individual parts. There are three main approaches to the study of the phenomenon of professional consciousness: systemic, procedural-dynamic and personal-activity. Each of them has developed its own class of ideas and relevant concepts that are not derived from any one category common to them. At the same time, they do not mutually exclude, but complement each other.<br />В статье обосновываются теоретико-методологические подходы к проблеме профессионального сознания современного педагога. Отмечается, что профессиональное сознание педагога предстает как форма отражения профессионально-педагогической реальности, как интегральное личностное образование субъекта деятельности, становление и развитие которого осуществляется под воздействием профессиональной среды и активного участия в педагогической деятельности.<br />У статті обґрунтовуються теоретико-методологічні підходи до проблеми професійної свідомості сучасного педагога. Зазначається, що професійна свідомість педагога постає як форма відображення професійно-педагогічної реальності, як інтегральне особистісне утворення суб'єкта діяльності, становлення і розвиток якого здійснюється під впливом професійного середовища та активної участі у педагогічній діяльності. |
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| ISSN: | 26176858 26176866 |