Дисертація є теоретико-експериментальним дослідженням проблеми
формування готовності до професійного саморозвитку майбутніх учителів
початкової школи в освітньому середовищі педагогічного коледжу.
У роботі обґрунтовано та експериментально перевірено взаємозв’язок впливу
компонентів освітнього середовища педагогічного коледжу на професійний
саморозвиток майбутніх учителів початкової школи у процесі їхньої професійної
підготовки; поглиблено уявлення про змістові характеристики компонентів
готовності до професійного саморозвитку майбутнього вчителя початкової школи;
спроектовано технологію формування готовності до професійного саморозвитку
майбутнього вчителя початкової школи; визначено критерії, показники та рівні
сформованості готовності до професійного саморозвитку майбутніх учителів
початкової школи в освітньому середовищі педагогічного коледжу.
Виокремлені основні положення про напрями психолого-педагогічного
супроводу процесу професійного саморозвитку майбутніх учителів початкової
школи в освітньому середовищі педагогічного коледжу.
Диссертация является теоретико-экспериментальным исследованием
проблемы формирования готовности к профессиональному саморазвитию будущих
учителей начальной школы в образовательной среде педагогического колледжа.
В работе обоснована и экспериментально доказана взаимосвязь влияния
компонентов образовательной среды педагогического колледжа
на профессиональное саморазвитие будущих учителей начальной школы
в процессе их профессиональной подготовки; углублено представление
о содержательных характеристиках компонентов готовности к профессиональному
саморазвитию будущего учителя начальной школы; спроектирована технология
формирования готовности к профессиональному саморазвитию будущего учителя
начальной школы; определены критерии, показатели и уровни сформированности
готовности к профессиональному саморазвитию будущих учителей начальной
школы в образовательной среде педагогического колледжа.
Выделены основные положения о направлениях психолого-педагогического
сопровождения процесса профессионального саморазвития будущих учителей
начальной школы в образовательной среде педагогического колледжа.
The dissertation is a theoretical and experimental study which highlights the issues
of formation of the future primary school teacher preparedness for the professional self-
development in the educational environment of the pedagogical college. The study has
substantiated and experimentally verified the interconnection between the components of
the pedagogical college educational environment influence on the professional self-
development of the future primary school teachers in the process of their professional
training. The key findings of the research contribute to understanding of the content
components characteristics of preparedness for professional personality self-development
and provide a theoretical framework for modeling the technology of formation of
readiness for the professional self-development of the future teacher of primary school
and defining the criteria, indicators and levels of preparedness for the professional self-
development of future teachers in the educational environment of the pedagogical
college. Theoretical and methodological analysis of the issues of a future primary school
teacher’s professional self-development in the educational environment of the
pedagogical college has been carried out on the positions of such scientific approaches as
acmeological, axiological, andragogical, synergistic, personality-oriented, activity-based,
culturological and systemic ones.
It has been revealed that personal and professional self-development should
be considered in a close relationship, since professional development is a continuation
of the general development of a person. It has been determined that the professional self-
development of future teachers of primary school is a conscious self-identifying and self-
modeling activity of the future teacher, aimed at improving his/her personality
in accordance with the requirements of the future professional activity and self-
realization in the social sphere of the profession.
The study argues that the educational environment of the pedagogical college,
the interaction of its participants, value-based motivational relations and the learning
processes on the whole can affect the quality of preparedness of future primary school
teachers for their professional self-development.
The educational environment of the pedagogical college is considered
as a specifically organized, flexible, open, socially rich, dynamic space that stimulates
the professional development of the future teachers.
The emphasis is laid on the organizational and pedagogical conditions favorable
for the formation of readiness for the professional self-development of future teachers,
the following of which are identified as the most important: support of positive
motivation stimulated by the achievements, which satisfy the internal needs of a person
in professional self-development; the utilization of the psycho-pedagogical
and methodological disciplines content cognitive potential in the formation of a set
of didactic-technological knowledge and skills, abilities to integrate all the components
of the pedagogical college educational environment (the spatial-subject, cognitive-
motivational, psycho-didactic, social and communicative); creating a rich social
and communicative space for the participants of learning process interaction aimed
at creation of the "situations of success " among the students and thus demonstrating
a professional effectiveness positive experience.
The research findings stipulated the development of the pedagogical technology
of future primary school teacher preparedness for the professional self-development;
the technology effectiveness has been experimentally verified. The suggested technology
is a logical integrated component part of the entire educational process of the pedagogical
college and is aimed at the formation and development of the studied phenomenon
components. It has been proved that the principal components of the technology
of formation of future teachers preparedness for professional self-development are:
pedagogical goal-setting; informational, subject-based and procedural components of the
teacher training (forms, methods and means of training, algorithm of activity of the
learning process participants); the scientific-methodological and teaching-
methodological support, as well as the pedagogical results obtained after technology
implementation, which corresponds to the goals, content, organizational and feedback
blocks. The results of the technology implementation effectiveness experimental verification in the pedagogical college educational environment have been obtained
through learning the suggested author's special course, the organization of the students
independent work, the intensification of the educational process; optimization
of interaction in the students group; the dominance of the professional values in the
teachers team; focus on future professional self-development. The key findings of this
study contribute greatly to understanding of the basic provisions, aspects and directions
of psychological and pedagogical support for the professional self-development process
of future primary school teachers in the conditions of the educational environment
of pedagogical college.
