Організаційно-методичні засади підготовки фахівців до викладацької діяльності в умовах магістратури

Abstract

(ua) У статті з’ясовуються організаційно-методичні засади професійної підготовки майбутніх викладачів вузів, подано аналіз змісту магістерських програм підготовки майбутніх викладачів вищої школи спеціальності 011 «Освітні, педагогічні науки» («Педагогіка вищої школи»). Відзначено, що здатність до самоорганізації є основою успішної професійної діяльності майбутнього викладача та зазначено навчальні дисципліни програм підготовки вітчизняних закладів вищої освіти, вивчення яких сприяє формуванню компетентності самоорганізації.

(en)The article clarifies the organizational and methodological principles of professional training of future teachers, presents an analysis of the content of master's programs for future teachers of higher education in the specialty 011 «Educational, pedagogical sciences» («Pedagogy of higher education»). It is noted that the ability to self-organization is the basis of successful professional activity of the future teacher and the disciplines of training programs of domestic higher education institutions are indicated, the study of which contributes to the formation of competence of self-organization. The Ukrainian National Qualifications Framework provides for the formation of master's degree in integrated competence as the ability to solve complex problems and problems in the field of professional activity or in the learning process, which involves research and application of theoretical and practical knowledge, innovation and uncertainty of conditions and requirements. In dynamic and often unpredictable conditions of professional realities, a modern higher education specialist must have the appropriate level of skills to interact in unusual situations, think critically, work with different sources of information, choose effective behavior in a competitive environment, be able to continuous self-education, self-improvement professional qualification, search and implementation of new, effective forms of organization of professional education and professional activity. Such requirements actualize the need for self-organization of educational subjects as an invariant of the integral process of organization of vocational education and professional activity. The ability to organize yourself and your own professional activity is the basis of successful professional activity of a high school teacher, the key to his personal growth. The main goal of self-organization of the individual is to maximize personal potential, consciously manage the process of their lives, strengthen and effectively use internal resources and overcome external circumstances in both professional and personal spheres, to succeed effectively. The general review of curricula for future teachers of higher education within the analyzed specialty shows some specificity of the content of disciplines of the cycle of professional training, which is due to the resources of higher education institutions. The content of the general and professional cycles of master's degree curricula is formed taking into account the general and special competencies of future specialists. Practical training of future teachers of higher education is carried out in the process of production and research practices, which are characterized by species diversity in domestic higher education institutions. The important role of formation of future teachers' competence of self-organization is emphasized, the method of formation of which will be characterized in further publications.