Науково-дослідна діяльність майбутніх викладачів у процесі професійної підготовки
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Date
2022
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РВВ ЦДПУ ім. В. Винниченка
Abstract
(ua) У статті розкрито основні напрями науково-дослідницької діяльності майбутніх викладачів у ЗВО. З’ясовано, що науково-дослідницька діяльність майбутнього викладача є важливою умовою розвитку творчого, ініціативного фахівця з орієнтацією на постійне пізнання,прагнення до визначення сутності будь-якого явища, пошуку найкращих засобів розв’язання професійних проблем, постійного експериментування, самоаналізу і самооцінки. Участь у науково-дослідницькій діяльності розвиває у майбутніх викладачів рефлексію власних життєвих і професійних потреб та інтересів, яка здійснюється у процесі професійно зорієнтованих дослідницьких завдань, що забезпечує об’єктивність та формує критичне і конструктивне ставлення до себе, допомагає усвідомити свою відповідність вимогам професії і науково-дослідній діяльності, коли майбутній викладач набуває навичок самостійного осмислення, знаходить сенс і шляхи удосконалення себе у цій діяльності. Дослідницька діяльність задовольняє потреби майбутнього викладача у досягненні успіху, самопізнанні, самореалізації, в розумінні змісту своєї діяльності, у системному баченні своїх перспектив.
(en) The article reveals the main areas of scientific research activity of future teachers in higher education institutions. Research activity is a means of training a new type of specialist and an important condition for the development of a creative, proactive future teacher with an orientation towards constant knowledge, a desire to determine the essence of any phenomenon, search for the best means of solving professional problems, constant experimentation, self-analysis and selfevaluation. Participation in research activities develops in futureteachers a reflection of their own life and professionalneeds and interests, which is carried out in the process of professionally oriented research tasks, which ensures objectivity and forms a critical and constructive attitude towards oneself, helps to realize one's compliance with the requirements of the profession and scientifically -research activity, when the future teacher acquires the skills of independent understanding, finds meaning and ways of self-improvement in this activity. Research activity satisfies the needs of the future teacher in achieving success, self-knowledge, self-realization, in understanding the content of his activity, in a systematic vision of his prospects. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. Therefore, it is necessary to promote the strengthening of the role of scientific activity in the professional training of future teachers; to ensure the joint participation of students and teachers in the performance of specific research works; create conditions for creative scientific growth of students; to stimulate their development of sustainable professionalinterest in scientific work; integration of educational and researchactivities of students; intensification and individualization of the educational process.
(en) The article reveals the main areas of scientific research activity of future teachers in higher education institutions. Research activity is a means of training a new type of specialist and an important condition for the development of a creative, proactive future teacher with an orientation towards constant knowledge, a desire to determine the essence of any phenomenon, search for the best means of solving professional problems, constant experimentation, self-analysis and selfevaluation. Participation in research activities develops in futureteachers a reflection of their own life and professionalneeds and interests, which is carried out in the process of professionally oriented research tasks, which ensures objectivity and forms a critical and constructive attitude towards oneself, helps to realize one's compliance with the requirements of the profession and scientifically -research activity, when the future teacher acquires the skills of independent understanding, finds meaning and ways of self-improvement in this activity. Research activity satisfies the needs of the future teacher in achieving success, self-knowledge, self-realization, in understanding the content of his activity, in a systematic vision of his prospects. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. The shift of emphasis from teaching to the organization of student learning as an independent systematic self-educational activity, which is only accompanied and supported by the teacher, becomes one of the most important guidelines for substantiating the content of the training of highly qualified pedagogical staff, defining its strategic goals and guidelines. Therefore, it is necessary to promote the strengthening of the role of scientific activity in the professional training of future teachers; to ensure the joint participation of students and teachers in the performance of specific research works; create conditions for creative scientific growth of students; to stimulate their development of sustainable professionalinterest in scientific work; integration of educational and researchactivities of students; intensification and individualization of the educational process.
Description
Keywords
професійна підготовка, майбутній викладач, заклад вищої освіти, творчість, науково-дослідницька діяльність, professional training, future teacher, institution of higher education, creativity, research activity
Citation
Філоненко О. В. Науково-дослідна діяльність майбутніх викладачів у процесі професійної підготовки / Оксана Володимирівна Філоненко // Наукові записки ЦДПУ. Серія : Педагогічні науки = Academic Nores. Series : Pedagogical Sciences : зб. наук. праць / МОН України, Кіровоград. держ. пед. ун-т ім. В. Винниченка. - Кропивницький, 2022. - Вип. 205. - С. 69-73.