EDUCATIONAL AUTONOMY AS A DIDACTIVE STRATEGY OF PROFESSIONAL TRAINING TARGETED TO THE FUTURE TEACHERS OF PEDAGOGICAL DISCIPLINES
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 119, Issue 6
Abstract
Modern trends in the development of higher education, need for teachers capable of actively conscious self-determination in the socio-cultural space, actualizes the need for the organization of an educational process aimed at a high level of independence of future teachers at its all stages. These demands fully correspond to the ideas of educational autonomy as an optimal didactic strategy. The aim of the article is to elucidate the essence of the educational autonomy and to bring the expediency and identify the possibilities of its use in the process of professional training targeted to the future teachers of pedagogical disciplines under conditions of an institution of higher education. Following N. Koryakovtseva, we consider educational autonomy as a person's ability to consciously implement productive educational activities aimed at creating a personal educational product, to reflect and evaluate this activity, accumulating effective experience, constructively and creatively interacting with the educational environment and subjects of educational activity, assuming responsibility for the process as well as the product of this activity, the result of self-determination and self-development of the personality. His / her main characteristics are freedom of choice, responsibility and self-regulation of activities based on developed internal motivation. The article proves that autonomous learning reveals wide opportunities for developing future teachers’ independence, since it reduces their dependence on passive forms of knowledge of the world; transfers the emphasis from the teacher to the student, reveals the possibilities of self-development; creates prerequisites for the acquisition of experience in making independent decisions, reflection and self-reflection. Realization of educational autonomy becomes possible due to the creation of educational programs taking into account students’ educational needs, corresponding educational content enabling them to work according to their own educational scenario, i. e. independently choosing goals, content, methods, training strategies, to creatively search for solutions of problematic tasks and the emergence of their personal responsibility for the course and results of the learning process; the application of group forms of work, providing for cooperation in making decisions on the implementation of educational tasks in a group (project method, analysis of pedagogical situations, tandem method, etc.); the support of positive educational and professional motivation; the use of methods and technologies which involve students into activities to solve specific problematic tasks having alternative solutions and being based on the principles of responsibility and cooperation; saturation of the educational space with incentives for students’ activity, initiative, creative self-realization.
Authors and Affiliations
Iryna Kniazheva
Keywords
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