TEACHING PRACTICE AS THE INCLUSION OF A FUTURE TEACHER IN INTERACTION WITH THE FAMILY
DOI: 10.23951/2307-6127-2019-2-40-47
The article is devoted to the problem of the future teacher inclusion in interaction with the family in the process of teaching practice. The transition to tiered education in universities, the importance of meeting the new requirements of the State and society offer new challenges for pedagogical practice, increase its value in mastering pedagogical competences, the basics of teaching and educational work. Pedagogical practice as one of the forms of vocational training in the university relies on theoretical professional knowledge and provides grounds for practical cognition of patterns and principles of education and upbringing. In the educational process the course work and cognitive activity of future teachers is closely related to the academic disciplines of theoretical training. During teaching practice, theoretical knowledge is therefore used in solving practical problems. Teaching practice, serving as an activity, is interpreted as the interdependence of internal and external substantive activity, the coordination of goals, objectives, motivations, conditions for their achievement. Internal actions imply planning, foreseeing the outcome, understanding the purpose, principles and mode of action and implementation criteria. External actions imply organization of real practical activity and interaction with objects and phenomena of the surrounding reality. This situation is characteristic of the future teacher’s activities during the teaching practice, which contributes to the development of general pedagogical knowledge and skills. The content of teaching practice is aimed at students’ development of cognitive, activity and emotional-personal components (criteria) of vocational training for interaction with the family. In the course of the experimental work the level of students’ preparedness for interaction was assessed. The results showed positive dynamics of changes in the components of students’ preparedness for interaction.
Keywords: teaching practice, vocational training, activity, future teacher, interaction with family
References:
1. Smirnova A. V. Podgotovka budushchego pedаgoga v vuze k vzaimodeystviyu s sem’yey. Dis. ... kand. ped. nauk [The preparation of the future teacher in high school to interact with the family. Dis. cand. ped. sci.]. Krasnoyarsk, 2013. 249 p. (in Russian).
2. Voytyuk V. P. Obespecheniye preemstvennosti shkoly i vuza cherez pedagogichskuyu praktiku [Ensuring the continuity of school and University through pedagogical practice]. II Yaltinskiye nauchnyye chteniya. Krym v istorii Rossii: proshloye i nastoyashcheye [II Yalta scientific readings. Crimea in the history of Russia: the past and present]. Yalta, V. I. Vernadsky Crimean Federal University Publ., 2017, pp. 147–151 (in Russian).
3. Saprygina S. A. Professional’no-kul’turnyye praktiki v otsenke budushchikh bakalavrov [The professional and cultural practices in the evaluation of future bachelors]. Aktual’nyye napravleniya nauchnykh issledovaniy XXI veka: teoriya i praktika, 2015, vol. 3, no. 9-1 (20–1), pp. 291–299 (in Russian).
4. Kochurova S. V. Vnedreniye tekhnologicheskikh podkhodov v pedagogicheskuyu praktiku [The introduction of technological methods in pedagogical practice]. Innovatsii v sovremennoy nauke [Innovations in modern science]. Moscow, Pero Publ., 2015. Pp. 27–30 (in Russian).
5. Smirnaya A. A. Priobshcheniye budushchego spetsialista sotsial’noy raboty k sotsial’no-pedagogicheskim tsennostyam. Dis. kand. ped. nauk [Familiarizing of the future specialist of social work to the socially-pedagogical values. Dis. cand. ped. sci.]. Krasnoyarsk, 2008. 279 p. (in Russian).
6. Baskina Yu. V. Metodika diagnostiki roditel’skogo otnosheniya (metodika «vklyuchennogo konflikta»). Avtoref. dis. kand. psikhol. nauk [The technique of diagnostics of a parental relationship (method of «enabled conflict»). Abstract of thesis cand. psychol. sci.]. Moscow, 1992. 18 p. (in Russian).
7. Bazhin E. F., Etkind A. M. Tsvetovoy test otnosheniy [Colour test of relations (CTR)]. Leningrad, 1985. 18 p. (in Russian).
8. Eydemiller E. G., Dobryakov I. V., Nikol’skaya I. M. Semeynyy diagnoz i semeynaya psikhoterapiya [The family diagnosis and family therapy]. Saint Petersburg, Rech Publ, 2007. 352 p. (in Russian).
9. Verbitskaya L. A., Zinchenko Yu. P., Malykh S. B., Tikhomirova T. N. Kognitivnyye osnovy uspeshnosti obucheniya russkomu yazyku: krosskul’turnoye issledovaniye [The cognitive bases of the success of learning the Russian language: cross-cultural research]. Voprosy psikhologii – Voprosy Psychologii, 2017, no. 1, pp. 26–40 (in Russian).
10. Smirnova A. V., Smirnaya A. A. Spetsial’nyy kurs «Problemy sem’i i semeynogo vospitaniya» kak osnova teoreticheskoy podgotovki budushchego pedagoga k vzaimodeystviyu s sem’ey [Special course «Problems of family and family education» as a basis for the theoretical preparation of the future teacher for interaction with the family]. Current trends and prospective directions of innovative development of international scientific activities Materials of the I European international research and practice conference. Warsaw, «Open knowledge» Publ., 2017. Pp. 48–57
Issue: 2, 2019
Series of issue: Issue 2
Rubric: SUBJECT TRAINING OF THE FUTURE TEACHER AND SPECIALIST
Pages: 40 — 47
Downloads: 752