Ministry of education and science of ukraine
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- Prospects of further research.
- UDC: 378,013 S. Kara
- Analysis of recent researches and publications.
- Conclusions and prospects.
- UDC 373.3/5:5(477) A. Korobchenko
- The objective of the research work
Conclusions. Nowadays the content, methods and organizational forms of studies change. Mastering of innovative technologies as means of knowledge forming becomes the urgent task of education. Success of training with the use of innovative technologies is determined first of all by knowledge, abilities, skills of a teacher. We emphasize that application of the computer testing programs for current and final control of knowledge helps optimization of educational process, and the use of multimedia technologies during lectures: lecture demonstrations by means of portable screens, preparation of illustrative support of lectures and handout with the use of presentation packages (for example, Microsoft PowerPoint), demonstration of multimedia products ensure great advantages during ordinary lectures that, in turn, causes greater cognitive interest of students and optimization of educational process. Prospects of further research. We see further work in methodological development of adoption of innovative technologies in distance education by way of example of the program Skype. LITERATURE
UDC: 378,013 S. Kara, Senior Lecturer (Berdyansk State Pedagogical University)
Despite the thoroughness of researches on teachers training, the problem of formation of professional competence of future teachers in the course of teaching practice in higher education is not sufficiently developed. The purpose of this article is to consider teaching practice as an important factor in the formation of professional competence of future teachers.
To undergo teaching practice it’s necessary to possess professional and general knowledge, learn to understand the necessary mechanism of human relations, and in particular the younger generation of society. Each prospective teacher within a professional institution acquires complex knowledge systems that reflect the encyclopedic knowledge and practicality, feasibility and relevance of their use. Successful implementation of student’s learning during teaching practice involves updating of previously acquired knowledge necessary to solve the tasks set for trainees, which gives the opportunity to check the quality of mastering this knowledge. Teaching practice is educational in nature. It complements and enriches the theoretical training of students, creating opportunities for clarification, consolidation, specification and deepening of knowledge, the use of theoretical positions of studied subjects in solving practical problems. Consolidation of knowledge is possible only in active practice. Conducting of various types and forms of educational activity by students requires synthesis and integration of knowledge in psychology, pedagogy, methods of teaching. This is because in teaching practice students manage such educational processes as training, education and development of students by synthesizing theoretical knowledge about teaching, training, development, which were obtained in the study of various disciplines. This synthesis of knowledge creates an embracing idea of educational phenomena in students. The ability to synthesize knowledge from different fields is closely related to the high level of development of analytical and synthetic mental activity of students: analysis and synthesis, comparison and generalization [1]. Therefore, teaching practice is integrative in nature. First is to develop simple skills of teaching activities, then they are complemented, complicated, improved, gradually acquiring a certain finality. The above, in our opinion, will allow future teachers to ensure the implementation of the contents of general education based on universal values and principles of scientific, multicultural, secular education, systematics, integrity, unity of education and training on the principles of humanism, democracy, civics and mutual respect between nations and peoples in the interests of the individual, family, society and state. In the practical application of knowledge there is their differentiation, significant things are separated from the unimportant ones, and through active analytical and synthetic work there is the formation of a high level of generalization, which provides further application of learning in a new environment. Only with the application of knowledge in practice you can master them fast enough, and gain the ability to use them in different teaching situations. It is on this basis that creative thinking of the future teachers develops, forming creative approach to teaching activities. Together with the use of knowledge acquired during the theoretical learning in higher education, students acquire knowledge in the course of teaching practice, the source of which is a personal activity, namely, empirical and practical knowledge drawn from personal experience. This knowledge is from techniques, technology of teacher’s behavior, methods and technologies of particular forms and types of educational work, etc. Scientists Y. Fedotov, I. Vostokov [8, p. 7] L. Necheporenko [5, p. 63] also indicate that teaching practice in higher educational institutions provides a basis for the formation of important educational abilities and skills of future teachers and has a long and continuous nature. L. Necheporenko sees continuity of teaching practice as the essence of students achieving method of communication, the content of vocational and educational activity that allows you to apply theoretical knowledge in specific educational work, acquire skills and gain experience in organizing and conducting educational and teaching activities. It is in practice that a student can decide how well he chose the scope of activities for himself, determine the degree of correlation of personal qualities of the teaching profession. During the practical training future teachers learn to use theoretical knowledge creatively to apply and improve practical skills and knowledge in teaching and parenting in educational activities. Teaching practice is diverse, complex and rather complicated process of formation of student’s teaching ability as the initial phase of their training. During practice of students the first thing is to develop simple skills, then they are complemented, complicated, improved, gradually acquiring a certain finality. During the teaching practice students master applied vocational and educational knowledge that contributes to the successful assimilation of theoretical courses, the ability is formed to plan their work, to distribute assignments, adopt the necessary material and embody it in concrete actions, assess the progress and results of the work, attitude of pupils to compare their work with that of fellows. Activity of the student during the teaching practice reflects the successes and shortcomings of the process of its preparation. Advances in learning of teaching and vocational abilities and skills during teaching practice is an important stimulus in the mastery of the teaching profession. For а teacher the success comes only when a full range of duties will be applied creatively, making a systematic search for effective forms and organization of the educational process. The process of development of communicative culture of future teachers, formation of skills of teacher’s interaction and cooperation gain an important role during practice. Scientists N. Kuzmina, M. Skatkin, V. Slastyonin indicate the impact of teaching practice on building of job analysis of a teacher. Thus, V. Slastyonin determines that during practice the process of formation of professional, personal, special and teaching skills of future teachers is intensified. [7] The system of teaching practice of students, according to N. Kazakova, is aimed at the formation of practical abilities and professional skills of future professionals that will help them succeed in the educational process in the school, and logically completes the study of the basic disciplines of psycho-pedagogical and methodological cycles, activates students' knowledge, provides their practical application [2, p. 91]. Looking at the problem studied by us, we consider that different knowledge and skills, professionally significant qualities which future teachers receive in the process of passing pedagogical practices form the content-operational component of professional competence. We agree with the opinion of L. Khomich who considers that the practice plays a system-forming role in shaping of creative personality of a future teacher, during which a student generates research skills to analyze the process of teaching and educational events, to compare the forms, methods and means of training and education of students, an organization of independent work and the development of cognitive interests [9, p. 167]. Pedagogical practice in higher education, on the one hand, serves as a test of professional skills of a future teacher, on the other – it is a critical step in the formation of pedagogical skills, display them in self-educational activities. The student-trainee appears in various functional positions: an organizer of educational activity and an organizer of their own activities, the content of which is his special subject of understanding, analysis and evaluation. A positive attitude to teaching practice often becomes vital, inner need of future specialists. It becomes a way of learning, checking of their efficiency, volume, depth and reality. In the process of professional practice the professional focus (concentration) are improving, pedagogical thinking, the motivation for the teaching of the profession of a teacher are formed (A. Aleksyuk, I. Zyazyun, A. Konokh, V. Slastyonin et al.). Teaching practice also determines the strength of motivation of choice. It is decided during practice the acceptance or rejection of school by a student and of a student by school. Practice really helps to shape in methodical reflection the natural educational process, when the subject of his thoughts for the teacher are means and methods of his own educational activities, processes and decision of making practical decisions [6, p. 18]. Practical work in school promotes forming and development of future teachers of pedagogical scholarship, teaching of goal setting, intuition, the ability to improvisation, pedagogical optimism and pedagogical reflection. In practice, a student can decide how well he chose for himself the scope of activities, to determine the degree of correlation of personal qualities of the teaching profession. Teaching practice is adaptive in nature. During the teaching practice students are especially adapted as close as possible to the conditions of the profession, find their place in the interaction of student and faculty members. Adaptation is consistent, challenging, specific, multidimensional and multifactorial process of teacher’s professional development, which consists of four stages: the first stage – the professional identity of young people, the second – the adaptation of first-year students to the demands made by the teaching profession, and the third – the process of training students in higher education, the fourth – professional adaptation of young teachers, increasing of their pedagogical skills [3]. This third stage is crucial in the professional development of future teachers, which is characterized by the fact that students in the learning process acquire the necessary professional knowledge and practical skills, understand and evaluate the correctness of occupational choice, availability of the required qualities for teaching activities, gain experience of working with pupils, teachers, parents. We consider that teaching practice is educational in nature. During practice the formation of active life position, interest and love for the teaching profession take place. Learning of theoretical knowledge by students, the acquisition of professional skills, gaining some positive results by them during teaching practice underlie the professional interest of future teachers. In addition, teaching practice enables each student to create his own vision of the school; adequately define the relationship to pedagogical work and personal intellectual contribution to the education system of the younger generation. And this, in our opinion, creates motivation and reflexive components of professional competence of future teachers. The main feature of professional educational activities in schools is that they can not be prepared once and for all, studying in the pedagogical high school. Only a teacher who mastered the skills and abilities of independent work studying in higher education for many years, learned to acquire independently and interpret new knowledge through observation and experiments, from the first steps of his educational activities will seek to search for active forms and methods of training, the development of his own professional skills.
Further study is expected to be conducted in the direction of improving of optimizing the content and means of professional competence of future specialists in the process of teaching practice. LITERATURE
UDC 373.3/5:5(477) A. Korobchenko, Candidate of Pedagogic Sciences, an assosiate professor (Melitopol Bohdan Khmelnitsky State Pedagogical University)
Before the time when Kharkiv University was founded in 1804, the role of cultural and educational centre on Left-Bank Ukraine belonged to Kharkiv Collegium (1726-1840). Besides, the Collegium became the most significant centre which was expanding natural sciences in Ukraine. It was opened under the name of Slavonic and Latin School in Belgorod in 1721 and it moved to Kharkiv in 1726. At the beginning of the 18th century there was an urgent call for opening such an educational institution in Slobidska Ukraine as the Collegium was. The activity of the Collegium is rather well revealed in historical literature and literature on History of Pedagogic. In the pre-soviet period there were mainly the works of clerical historians. Some works devoted to this educational institution were written by O. Lebedev [4] and E. Selletsky [9]. The research works of the Soviet times made a passing mention of Kharkiv Collegium, mainly due to the work of Grygoriy Skovoroda whose name was associated with this school. Among the works of modern time one should read the article by I. Kaganov, in which the author analyzes the library holdings of the Collegium [3] and the work by O. Bogolubov, which briefly represents the history of the Collegium foundation and specific features of teaching Mathematics and Nature Study in it [1]. Great attention is paid to the activity of Kharkiv Collegium by Stepan Siropolk in the book “History of Education in Ukraine” [8]. Among the works of the contemporary scientists one should consider a particular work by L. Posohova who accumulated all the previous achievements and used a significant amount of archive resources [6], and also the works by A. Vidchenko, S, Kagamlyk, O. Tzunyak [9].
It should be noted that in Russia the process of teaching natural sciences began in the epoch of Peter the Great at the end of the 17th – the beginning of the 18th century. Before the educational reform which took place in the period from 1782 to 1786 all educational institutions, both of secondary education and of higher education, were of clearly professional character which was typical of the 18th century. There were only a few schools which could be considered comprehensive ones. Kharkiv Collegium was among them [5]. The Collegium educated the children of Ukrainian noblemen, clerical people, Cossack government and sometimes the children of rich philistines. In 1727 such teachers as P. Agntzov, P. Vensovych, I. Grygorovych, A. Kyvachytzky, G. Krasnopolsky, M. Slotvynsky, V. Tyshchynsky taught there. Professor M. Kachenovsky who later became Rector of Moscow University and M.Z. Gnedych, the poet who first translated F. Schiller’s tragedy “Fiesco” and Homer’s “Iliad” into Russian graduated from the Collegium. Kharkiv Collegium was an amazing cultural and educational phenomenon. The process of studying and teaching in it was organized similar to that in Kyiv-Mohyla Academy. As one could see from the Collegium Rules and its curriculum it considerably copied this outstanding Ukrainian educational institution. In the same way Kharkiv-Pokrov Monastery where the Collegium located got its status of school similar to Kyiv-Bratsk monastery. Besides, Kyiv-Mohyla Academy continually sent its teachers and students to its affiliated branch. In different times from 400 to 700 and even more students studied there [8]. The Collegium created the structural division into eight schools whereas higher classes of philosophy and theology were founded quite early in 1727 and in 1734. L. Posohova points out that these borrowings concerned not only the organization of studying but the contents of courses themselves. The analysis of the disciplines which were taught, the teaching methods and textbooks which were used in the Collegium proves that a lot of traditions of Academy were taken over by the Collegium. Students were given ground and all-round education which ran far beyond the margins of clerical and professional interests. On finishing the Collegium graduates had a chance to take up high secular and clerical ranks [6]. One of the features of the Collegium was that for many years it had combined two separate educational institutions – the collegium itself, which was subdued to the local Eparch of Belgorod, and some additional classes subdued to Kharkiv civil governor. At the end of the 1780s the additional classes which were named Kazenna School became separated from the Collegium and in the mid of the 1790s broke with it completely and joined Kharkiv Central Narodna School. Great attention in the Collegium was paid to teaching Nature Study. Since the time of its foundation the course of natural philosophy had been taught there by the graduates of Kyiv-Mohyla Academy, such as P. Malynovsky, I. Grygorovych, K. Fedyansky, G. Antonovsky, I. Pylevsky, L. Kordet and others. This course was of a scholastic nature but being similar to the corresponding courses at the Academy it rendered the ideas of the dynamics and its sources, and of the inextricable connection of the substance with the motion [7, p.176]. Eventually practical needs determined the necessity in training engineers, geodesists, artillerymen and teachers. Thus, such new subjects as Geometry, Physics (with elements of Mechanics) and foreign languages were introduced into the curriculum of the Collegium. At this time the Collegium got the status of the comprehensive educational institution. As it is known from historical sources, arithmetic together with the elements of physics and mathematical geography was included to the Collegium curriculum in the 1730s. All these disciplines were referred to the course of philosophy. Philosophy at the Collegium considered a course of natural sciences. But at the end of the 1760s the situation greatly changed due to the formation of the additional classes. The timetable of Kharkiv Collegium dated 1769 demonstrates that except traditional Latin and Greek, poetry, rhetoric and philosophy some additional classes were opened to study French, German, Italian, also Geometry, architecture, Art, History and Geography [1, p.11]. These classes “were to be founded in the year of 1765 according to the act of Catherine II as a response to petitions of the senators who belonged to the local noblemen – M. Shahovsky, A. Olsufiev and M. Panin, but eminent Porfiriy Kraisky (1763-1768) was not so enthusiastic about the idea considering it “ a foreign appendage” ” [6, p.149]. That’s why the additional classes were opened on 2 February 1768. The contingent of these classes was quite different: here studied the children of noblemen, soldiers, commoners and even the children of peasants. Besides some students which had holy orders also had a possibility to study at the Collegium. The amount of 3000 karbovantzy a year was allocated to support these additional classes. Governorate chancellery was to control all the expenditures. Thanks to this financial activity the additional classes actually turned into a separate school subdued to the civil governor. The old classes continued their existence at the cost of religious affairs department. Unlike P. Kraisky his successor at Belgorod cathedra Samuil (Semen) Grygorovych Myslavsky (1731-1796) who was zealous and well-educated enlightener, showed much more initiative. Upon graduating from Kyiv Academy he began teaching philosophy, geography, arithmetic and other subjects there. Eventually he became its rector. S. Myslavsky sympathized with the ideas of I.Komensky in the teaching process. While working at Kharkiv Collegium (1768-1771) he enthusiastically started to hold activities in order to make studying at the Collegium better. S. Myloslavsky’s great achievement was fundamental reorganization of teaching at Kharkiv Collegium, it made this educational institution one of the best in Russia of that time. The curriculum of natural sciences which did not yield in its contents to the corresponding courses of Academic (in St. Petersburg) and Moscow Universities was offered by S. Myloslavsky in the special instruction of 1769. According to it the obligatory study of the best works of national and foreign scientists was introduced into the curriculum of the Collegium. It required: “there by no means should be contests in philosophy…, and abilities for that cannot be obtained in any other way but studying philosophy; for this purpose it is essential to read books on philosophy and it is necessary that all the students should have such books: 1) Philosophical statements composed by … Jacob Kozelsky, 1768; 2) Brief outline of Physics… 1760; 3) Theoretical physics by Ch. Wolff… translated into Russian by M. Lomonosov, 1746; 5) Letters about different physical and philosophical substances, translated from French into Russian by S. Rumovsky…; 6) Monsieur D’Alembert on various physical and philosophical matters in Russian, Part I; 7) Some of Lomonosov’s speeches on physical matters, notably about the air phenomena, which originate from electrical power; about the origin of the light; the work which displays the new theory of colours; about the formation of metals from Earth tremors and other things similar to them…” [2]. Believing that the new classes were useful for the Collegium development, S. Myslavsky included them to the general timetable with maximum flexibility to suit all the students. The characteristic feature of the additional classes was that they provided not comprehensive but specialized training: they educated district land-surveyors, assistant architects and other specialists which were of need on Slobozhanshcyna. The number of additional classes remained unchanged through the whole period of their existence. It is known that since the time of the Collegium foundation teaching natural sciences and philosophy had been based on the traditions of Kyiv-Mohyla Academy. Eventually in the second half of the 18th century the process of teaching was greatly influenced by M. Lomonosov’s ideas on natural studies which favoured the reconstruction of style of national thinking in the direction of quantitative and mathematical exploration of nature, assertion of mechanistic worldview and experimental nature study, upgrading the general level of teaching physical and mathematical sciences. S. Myslavsky paid much attention to M. Lomonosov’s creative work. In particular he recommended to study at the Collegium such ones as: “Word on the air phenomena which originate from electrical power” (1753), “Word on formation of metals from Earth tremors” (1755), “Meditations on solidity and liquidity of objects” (1760). At the same time S. Myslavsky favoured the spreading in Ukraine scientific ideas of Ch. Wolff, J. D’Alembert, L. Euler and others on natural sciences. The ideas of Ch. Wolff played a special role in the middle of the 18th century in Russia and Ukraine. This philosophical system was officially accepted. According to G. Lebniz’s and his successor Ch. Wolff’s doctrine, the physical world is an imperfect sensitive expression of the real world which consists of indivisible elements – monads. G. Leibniz and Ch. Wolff considered that such physical categories as space, substance, time, mass, motion, causality, interaction were created by monads and therefore they were “well grounded”. Ch. Wolff deepened the metaphysical sides of G. Leibniz’s idealistic doctrine, simplified it and withdrew all the progressive elements. Ch. Wolff’s philosophy represented a metaphysical scheme, the main principle of which was denying the contradictions in objects and phenomena. He believed that philosophy should be taught with the help of mathematical approach, where everything can be defined and brought to the three levels of awareness – everyday, mathematical and metaphysical. L. Euler and M. Lomonosov were among the first scientists who criticized the theory of monads. While teaching the Wolffian and anti-Wolffian ideas on the basis of M. Lomonosov’s, L. Euler’s and J. D’Alember’s works, teachers at Kharkiv Collegium added to the disclosure of the anti-scientific gist of Ch. Wolff’s doctrine. The outstanding Ukrainian enlightener J. Kozelsky was also against the ideas of Ch. Wolff. It was his work that S. Myslavsky referred to in his instruction. Among the works of J. Kozelsky one should consider “Philosophical statements” (1768), “Speculations of two Indians, Kalan and Ibragim” (1788). In these works the author rendered his ideas on the world and its perception. Such textbooks as “Arithmetical propositions to be used by artillery cadets” (1764) and “Mechanical propositions” (1764) were widely used in the work of Kharkiv Collegium and they were among the best course books in the 18th century. “Mechanical propositions” had a significant role in the development of mechanics in Ukraine and at Kharkiv Collegium in particular. Among other textbooks which were used at Kharkiv Collegium there were such ones as “Brief introduction in the study of simple machines and their construction” by G. Kraft (1738, translated by V. Adodurov), “Hydraulic Architecture” by B. de Belidor (1737-1753), “Foundations of Mathematics” by A. Kästner (1758-1769). With the help of these books the teachers of complex mathematics and mechanics taught their students such courses as statics, elements of dynamics, hydraulics, structural mechanics, ballistics, theory of durability, balance of buildings, etc. [7, p. 180]. The increase in the number of subjects required the corresponding number of textbooks. Evidently it was the reason why the staff of the Collegium asked E. Shcherbinin, the governor of Slobodska Ukraine to establish a printing-house in Kharkiv. The latter in his turn addressed the eminent of Belgorod Samuil Myslavsky: “It is necessary that every public school should have a printing-house. Its benefit for the whole society is evident for Monseigneur. At the time when I tried to establish on the grounds of Kharkiv Collegium new subject classes to carry on the volition of Her Imperial Majesty, I could not omit this significant item and for that reason have submitted this idea for approval before the Senate of the day”. S. Myslavsky supported this idea and addressed some members of the Senate and Synodus in order to “convince and explain the benefit and necessity of establishing printing-houses on the school grounds” [6, pp. 93-94]. Great attention in the instruction was paid to teaching methods which were to be used in the academic process. In general the curriculum of teaching natural sciences did not yield in volume and contents to the corresponding courses at Academic and Moscow Universities. According to teachers’ reports of that time it can be traced that this curriculum was used until the end of the 18th century. The archive documents contain the information that students were invited to study at Moscow University after graduating from the Collegium. According to the rules of those times the students’ academic and behavior assessment at the Collegium was not in figures but in words. Thus, near the students’ names one could see such marks: “hopeless in grasp of sciences”, “knowledge is rather good but the manners are vicious”, “meek”, “honest”, “of scanty talents”, “though being dull by nature, tries to substitute his natural dull wits by diligence” [cit: 8, p.190]. The teachers of natural and mathematical sciences in the 80-90s of the 18th century were I. Nikolayev (mathematics), G. Korneev (geometry, mechanics, and physics), P. Tertychnykov (geodesy), and G. Bondarev (arithmetic). The teaching activities of G. Skovoroda was also connected with Kharkiv Collegium. For a certain period of time he taught the course of catechesis or Christian morality in the additional classes. In 1798 after Kazenna School had merged with Kharkiv Central Narodna school, the curriculum was a great deal expanded. Thus, the teachers at the Collegium taught such physical, mathematical and engineering courses as: I. Nikolayev (engineering, fortification and artillery), A. Nazarov (trigonometry and geodesy), S. Turansky (geometry, stereometry, architecture, physics and mechanics), I. Zolotaryov (arithmetic). After the additional classes had been dismissed, the subjects that had been taught in them were included into the Collegium curriculum. Much earlier in 1795 according to the prescription of bishop F. Mochulsky, physics and nature study were also introduced into the curriculum, as “it would be shame not to study at the Collegium the things which are studied at public schools” [4]. Since the time of its foundation Kharkiv Collegium used to be not only the educational centre but the centre which rallied clerical and intellectual elite. It happened through close relationship of the Collegium authoriries and its protectors with other educational centres in Ukraine, with Kyiv-Mohyla Academy being in the first place. Kharkiv Collegium demonstrated the example of tight relationship with other educational institutions in order to organize the enlightening activity of its undergraduates through the whole period of its existence. Besides, the experience of scientific relations with Pereyaslav and Chernigiv Collegiums was quite valuable. The scientific relations were realized in the following directions: exchange of students when they wished to complete a certain course with a certain teacher; the teachers of the Collegium were sent to Moscow Academy and divinity schools in the Russian Empire; creation of the enlightening societies by the students, the expansion of the scientific knowledge; promotion in the work of scientific and educational institutions. Kharkiv Collegium with its high academic standards and rich facilities was greatly obliged to the help and support of Ukrainian secular elite. Knyaz M. Golitzyn, governor E. Shcherbinin and others played a significant role in the establishment and development of the Collegium, they greatly supported this educational institution. In the second half of the 18th century in the educational institutions of Russia appeared their own textbooks on mathematical subjects, optics, astronomy, geography, architecture, pyrotechnics, mechanics, hydrostatics and some others. At the beginning of the 19th century favourable conditions for establishing a higher educational institution were created in Kharkiv, the centre of Slobidsky region. This process was stimulated by social, economic and cultural needs of its population, by financial and moral support of the city citizens and the population of the neighbouring provinces. It was Kharkiv Collegium that became the basis for this process [10]. Thus, the experience of Kharkiv Collegium demonstrated a high level of teaching in the field of natural sciences. Studying at the Collegium was based on the best traditions of the Ukrainian school which were embodied by Kyiv-Mohyla Academy. It is emphasized that the main achievement of this educational institution is the advancement of natural sciences in Ukraine. The Collegium activity initiated the creation of the necessary conditions for the establishing of Kharkiv University. Yüklə 2,61 Mb. Dostları ilə paylaş:
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