MODELLING THE PROCESS OF FORMING FUTURE LABOR EDUCATION TEACHERS’ ORGANIZATIONAL COMPETENCE IN THE PROCESS OF CONTINUING PROFESSIONAL TRAINING
Journal Title: Професіоналізм педагога: теоретичні й методичні аспекти - Year 2017, Vol 6, Issue 1
Abstract
The purpose of this study is modelling the process and developing pedagogical model for the forming organizational competence of future teachers of labor education. The basis of modelling the process of forming this phenomenon was the dialectic-synergetic methodology that allows us to substantiate scientifically the creation of a theoretical system, combining the most general methodological laws with the actual empirical phenomena in a modelled pedagogical process, which makes it possible to specialize the main pedagogical purpose of the model and to ensure its functioning. The conducted analysis of literature shows that none of the existing philosophical systems can solve the main contemporary contradictions in education, therefore the system of philosophical principles and their interconnection are based on the methodological basis of forming the organizational competence of future teachers of labor education. We have revealed approaches that allow pedagogical modelling to be used as a means of transition from prognostication technologies to designing technology on the basis of methodological provisions concerning modelling of the process of future teachers of labor education organizational competence formation. This approach allows us to present the general model of the process of forming the described above phenomenon. The proposed model is represented by blocks: 1 – initial state of forming organizational competence of future teachers of labor education; 2 – motivation-target block (the purpose of organizational competence forming, selected approaches, principles, motives); 3 – the operational-activity block reveals the forms, methods, pedagogical conditions of formation of the above-mentioned phenomenon; 4 – control and evaluation block (criteria, levels, indicators, result – readiness to use organizational competence in professional activities). To implement the functioning of the stages of the developed model, we use a dominant-position approach. Experimental testing of the developed model has confirmed its effectiveness and efficiency. It is shown that this modelling can be expanded in the direction of creating a three-level model, which will take into account the interaction of a student and a teacher with the transition to self-study system. The practical significance of this work is the effectiveness of forming the organizational competence of future teachers of labor education. The social consequences are the growing organizational competence of future teachers of labor education, which will accordingly be reflected in the overall technological culture of Ukrainian society. The originality of the methodological approaches used for modelling the researched phenomenon (taking into account student’s reflection and the dominant-positional approach) determines the value of this work.
Authors and Affiliations
Tetiana Gelzhynska
Keywords
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- EP ID EP295301
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