SIMULATION OF THE PROCESS OF FORMATION AND DEVELOPMENT OF PEDAGOGICAL MASTERY IN PRIMARY SCHOOL TEACHERS (BASED ON THE EXPERIENCE OF PAVLYSH SECONDARY SCHOOL)
DOI:
https://doi.org/10.35433/pedagogy.1(116).2024.1Keywords:
pedagogical mastery, future primary school teacher., professional knowledge, pedagogical abilities, pedagogical interaction, humanism, teacher's personalityAbstract
The article contains a procedure for simulating the process of formation and development of the pedagogical mastery in a primary school teacher (based on the experience of the Pavlysh secondary school). The corresponding model consists of a methodological block (it implements scientific approaches and corresponding principles – integrity, continuity and secession, individualization and differentiation, scientificity, innovation, professional and pedagogical self-improvement), a content block (reflects the content of the development of pedagogical mastery in primary school teachers, which covers three main components: love for the child (the humanistic orientation), pedagogical abilities (professional competence, pedagogical experience, pedagogical technique) and pedagogical interaction (pedagogical culture, personal qualities), an organizational and activity block (includes certain pedagogical conditions: systematic deepening of teachers' knowledge; creative development of advanced pedagogical experience, systematic self-analysis, creation of one's own methodical laboratory, harmonious atmosphere in the educational institution, free time for self-education), a diagnostic and resultative block (reflects criteria for evaluating the level of development of pedagogical mastery in primary school teachers).
It was found out that, according to V. Sukhomlynsky, the elements of pedagogical mastery of a primary school teacher are humanism, pedagogical abilities, and pedagogical interaction. Besides the professional knowledge, the knowledge of psychology (as a basis for understanding age and individual characteristics, the richness of methods of studying a child) and perfect mastery of a native language (as a basis for developing pupils' speech competence and forming a citizen) are important. Also, the important didactic skills of the primary school teacher are determined: the ability to teach to learn, to think, to work independently; to create situations of success; to predict the result of education and upbringing, its possible difficulties. Under such conditions, a teacher should be a standard for pupils, so his/her pedagogical culture and a high level of emotional intelligence development are important.
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