METHODS AIMED AT THE SELF-TRAINING OF MUSICAL ART TEACHERS FOR PEDAGOGICAL PRACTICE
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 118, Issue 5
Abstract
The article is aimed at determining conditions facilitating the process of successful self-training of future music teachers for pedagogical practice. Self-preparation of students for pedagogical practice is an integral and necessary form of the process of training future music teachers. In the research, scientists reflect various aspects of the future teacher training in the sphere of professional activity in the period of teaching (pedagogical) practice. Today in the system of higher education, there exist two approaches to practice-oriented education. Some scientists associate it with the organization of educational, industrial and pre-diploma types of students’ practicing aimed at their immersion into the professional environment. Some scientists believe that education cannot be practice-oriented without gaining experience. Others consider the introduction of professionally-oriented technologies directly into the whole process of learning to be the most effective means. Despite minor differences, representatives of different approaches to practice-oriented education agree that practice-oriented learning fundamentally differs from the traditional subject-oriented one both in its objectives and in the organization forms of the educational process. Our research is aimed at studying the processes of students’ self-preparation (self-training), at considering the conditions for the successful self-training of future music teachers for pedagogical practice, to be more precise. The identification of the structure of the category under study which includes four components (poly-motivation, metacognitive, prognostic and interaction-centred) determined the need to consider the conditions for successful self-training process of the students in the sphere of practical activity. In the context of solving this problem, we paid special attention to the metacognitive and prognostic components of the component structure we examined. Two conditions for the successful self-preparation of the future music teachers for pedagogical practice are considered in the article. In the context of solving this task, we paid special attention to the metacognitive and prognostic components of the proposed structure. The polysemantics of the definition of the category “metacognition” introduced by scientists, its main components, the formation features of cognitive and metacognitive skills, as well as the essence and structure of pedagogical anticipation and diagnostics are represented in the article. The conducted research enables us to single out two pedagogical conditions: -the improvement of the organizational, pedagogical and scientific-methodological aspects of pedagogical practice by introducing metacognitive educational technologies into the process of students’ self-training which could form intellectual skills and strengthen reflexive mechanisms in educational activity; -the implementation of systematic analysis and control of feedback, as the basis for making operational decisions in the process of pedagogical communication.
Authors and Affiliations
Maryna Demydova
Keywords
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