FACTORS OF PREPARATION OF FUTURE TEACHERS FOR THE MANIFESTATION OF PEDAGOGICAL CARE IN THE PROCESS OF THEIR PROFESSIONAL ACTIVITIES
DOI: 10.23951/2307–6127-2020-6-243-250
The article defines and theoretically substantiates the factors of preparation of students of a pedagogical University to show care in the process of their future professional activity. As a result, it is determined that the process of preparing future teachers for caring includes internal and external factors, namely: the personal meaning of the knowledge acquired by students and the practical experience of humane interaction; the subjective experience of the individual; social and cognitive activity of students; the content of education, which includes knowledge of existential philosophy, humanistic pedagogy and psychology; organization of the educational process that models the social and subject content of future professional activities; creation of dialogical interaction between teachers and students. The relevance of the research is primarily due to the need to determine the theoretical and methodological foundations of training future teachers to show care, the interpretation of which affects ethical, ontological and existential aspects. The practical significance of the research lies in the fact that certain factors, on the one hand, can act as a methodological basis for building modern pedagogical research, and on the other hand, can be included in the practice of modern education in higher education. The article uses analytical and synthetic research methods.
Keywords: preparation; future teachers; preparation factors; pedagogical care; professional activity
References:
1. Volodin V. V. Smy’slovoye soderzhaniye ponyatiya “zabota” [The semantic content of the concept of “care”]. Manuskript, 2020, vol. 13, no. 8, pp. 107–110 (in Russian).
2. Dan’shina V. V. Formirovaniye lichnostnogo smy’sla pedagogicheskoy deyatel’nosti u studentov pedvuza v protsesse professional’noy podgotovki [Formation of the personal meaning of pedagogical activity among pedagogical university students in the process of professional training]. Saratov, 2009. 21 p. (in Russian).
3. Dimova O. I. Pedagogicheskiye usloviya razvitiya sposobnosti k fasilitiruyushchemu vzaimodeystviyu u budushchikh uchiteley [Pedagogical conditions for the development of the ability to facilitate interaction in future teachers]. Khabarovsk, 2002. 22 p. (in Russian).
4. Maykova L. V. Formirovaniye sotsial’noy aktivnosti u studentov pedagogicheskogo vuza v protsesse professional’noy podgotovki [Formation of social activity among students of a pedagogical university in the process of professional training]. Cheboksary, 2011. 22 p. (in Russian).
5. Kharlanova E. M. Sotsial’naya aktivnost’ studentov: sushchnost’ ponyatiya [Social activity of students: the essence of the concept]. Teoriya i praktika obshchestvennogo razvitiya – Theory and Practice of Social Development, 2011, no. 4, pp. 183–186 (in Russian).
6. Pichugina V. K. Razvitiye antropologicheskogo diskursa “zaboty’ o sebe” v istorii antichnoy pedagogiki. Avtoref. dis. dokt. ped. nauk [Development of the anthropological discourse of “self-care” in the history of ancient pedagogy. Abstract of thesis doct. of ped. sci.]. Volgograd, 2013. 44 p. (in Russian).
7. Andreyeva M. V. K voprosu o samosovershenstvovanii sub”ekta zaboty [On the question of self-improvement of the subject of care]. Vestnik Pravoslavnogo Svyato-Tikhonovskogo gumanitarnogo universiteta. Seriya 4: Pedagogika. Psikhologiya – St. Tikhon’s University Review. Series IV. Pedagogy. Psychology, 2017, no. 44, pp. 108–117 (in Russian).
8. Bolotnikova E. N. Zabota o sebe kak faktor stanovleniya lichnosti v sisteme sovremennogo obrazovaniya [Selfcare as a factor of personality formation in the system of modern education]. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Filosofi ya – RUDN Journal of Philosophy, 2016, no. 3, pp. 34–41 (in Russian).
9. Il’in A. N. Sub”ekt v massovoy kul’ture (na materiale kitch-kul’tury). Avtoref. dis. kand. ped. nauk [Subject in popular culture (based on kitsch culture). Abstract of thesis cand. ped. sci.]. Omsk, 2009. 23 p. (in Russian).
10. Panina T. S., Vavilova L. N. Sovremennye sposoby aktivizatsii obucheniya [Modern ways to enhance learning]. Moscow, Akademiya Publ., 2008. 176 p. (in Russian).
11. Verbitszkiy A. A. Kontekstno-kompetentnostnyy podkhod k modernizatsii obrazovaniya [Contextual competence approach to modernization of education]. Innovatsionnye proyekty i programmy v obrazovanii, 2011, no. 4, pp. 3–6 (in Russian).
12. Verbitskiy A. A. Kontekstnoye obucheniye v kompetentnostnom podkhode [Contextual learning in a competencebased approach]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2006, no. 11, pp. 39–46 (in Russian).
13. Zinov’eva A. A. Dialog s Drugim: M. Buber i M. M. Bakhtin [Dialogue with the Other: M. Buber and M. M. Bakhtin]. Izvestiya Tul’skogo gosudarstvennogo universiteta. Gumanitarny’e nauki – Izvestiya TulGU, 2011, no. 2, pp. 40–49 (in Russian).
( 399.09 kB ) 
( 392.46 kB )
Issue: 6, 2020
Series of issue: Issue 6
Rubric: PSYCHOLOGY
Pages: 243 — 250
Downloads: 657