Удосконалення педагогічної майстерності науково-педагогічного та командно-виховного складу вищого військового навчального закладу

Abstract

У статті проведено пошук методів удосконалення педагогічної майстерності науково-педагогічного та командно-виховного складу вищого військового навчального закладу для підвищення ефективності професійної готовності до службово-педагогічної діяльності майбутніх офіцері Збройних Сил України.

В статье проведен поиск методов совершенствования педагогического мастерства научно-педагогического и командно-воспитательного состава высшего военного учебного заведения для повышения эффективности профессиональной готовности к служебно-педагогической деятельности будущих офицеров Вооруженных Сил Украины.

The article deals with the search for methods of improvement of pedagogical skills of scientific-pedagogical and command and educational composition of the higher military educational institutions to improve the effectiveness of professional readiness for service and educational activities of the future officers of the Armed Forces of Ukraine. The aim of our research is to find methods for improving the pedagogical skills of scientific and pedagogical and educational structure of command and senior military educational institution to improve preparedness for professional service and educational activities for future reserve officers of the Armed Forces of Ukraine . Based on the latest developments in pedagogy, teaching has become more than an activity that conserves valued knowledge and skills by transmitting them to succeeding generations. Therefore, teachers also have the responsibility to challenge existing structures, practices, and definitions of knowledge; to invent and test new approaches; and, where necessary, to pursue organizational change in a constant attempt to improve the school. As agents of the public interest in a democracy, teachers through their work contribute to the dialogue about preserving and improving society, and they initiate future citizens into this ongoing public discourse. The professional teaching standards represent the teaching profession’s consensus on the critical aspects of the art and science of teaching (pedagogy) that characterize accomplished teachers in various fields. Cast in terms of actions that teachers take to advance student outcomes, these standards also incorporate the essential pedagogical knowledge, skills, dispositions, and commitments that allow teachers to practice at a high level. These standards rest on a fundamental philosophical foundation comprised of five core propositions: The professional teaching standards represent the teaching profession’s consensus on the critical aspects of the art and science of teaching (pedagogy) that characterize accomplished teachers in various fields. Cast in terms of actions that teachers take to advance student outcomes, these standards also incorporate the essential pedagogical knowledge, skills, dispositions, and commitments that allow teachers to practice at a high level. These standards rest on a fundamental philosophical foundation comprised of five core propositions: Teachers are committed to students and their learning. Teachers know the subjects they teach and have the necessary pedagogical knowledge. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. Given the dramatic changes taking place in Ukraine, we understand that change is necessary and in the educational process of higher military educational institutions. We believe that upgrading pedagogical skills of teachers and commanders we can qualitatively affect officers training for the Armed Forces of Ukraine.