Дисертацію присвячено проблемі професійно-педагогічної підготовки викладачів професійно-художніх дисциплін у закладах вищої освіти. Охарактеризовано теоретичні і методичні основи професійної підготовки майбутніх викладачів професійно-художніх дисциплін у ЗВО художнього та педагогічного профілю.
Визначено принципи формування професійно-педагогічної компетент-ності викладачів професійно-художніх дисциплін. Розроблено систему і побудовано модель професійно-педагогічної підготовки викладачів професійно-художніх дисциплін. Визначено педагогічні умови професійно-педагогічної підготовки викладачів професійно-художніх дисциплін у закладах вищої освіти. Підготовлено концепцію професійно-педагогічної підготовки викладачів професійно-художніх дисциплін у ЗВО. Розроблено багатоетапну методику формування професійно-педагогічної компетентності й організаційно-методичне забезпечення цього процесу. Експериментально доведено ефективність розробленої системи професійної підготовки майбутніх викладачів професійно-художніх дисциплін в освітньому процесі ЗВО.
The thesis is devoted to the problem of professional and pedagogical training of teachers of professional and artistic disciplines at higher education institutions. The theoretical and methodical bases of professional training of future teachers of professional and artistic disciplines at higher education institutions of the artistic and pedagogical profile are characterized.
The system of professional and pedagogical training of future teachers of professional and artistic disciplines at higher education institutions has been developed. The principles of formation of professional and pedagogical competence of teachers of professional and artistic disciplines (cultural creativity, artistry, creativity, aestheticization of professional and artistic training, spiritual and aesthetic self-development, psychological comfort, informatization of teacher training) have been determined. The structural and functional model of professional and pedagogical training of future teachers of professional and artistic disciplines, which consists of methodologically-targeting, organizational-procedural, and diagnostic-corrective blocks, has been constructed. The pedagogical conditions of professional and pedagogical training of future teachers of professional and artistic disciplines (taking into account the peculiarities of creative activity and students’ individual professional experience; development of pedagogical values and positive motivation future teachers of professional and artistic disciplines; focus on students’ self-development, self-improvement and self-realization in the educational process; wide application of innovative educational technologies while training future teachers; monitoring of the quality of students’ professional and pedagogical training at higher education institutions). The concept of professional and pedagogical training of future teachers of professional and artistic disciplines has been prepared.
The stated conceptual provisions have become the basis for formulating the research hypothesis: increasing the efficiency of professional and pedagogical training and increasing the level of professional and pedagogical competence of future teachers of professional and artistic disciplines at higher schools is possible on the basis of developed theoretical principles and methodical aspects of the system of their professional education, namely: methodological bases of modernization of professional and pedagogical training, models of professional and pedagogical competence formation, pedagogical conditions of professional training improvement, the concept of professional and pedagogical competence formation, methodical features of training of teachers of professional and artistic disciplines.
The verification of the concept and effectiveness of the pedagogical system of professional training of future teachers of professional and artistic disciplines was carried out during the formative stage of the pedagogical experiment. Analysis of the effectiveness of the developed methodical support, aimed at improving the acquisition of knowledge in the process of interactive technologies application while training specialists in the field of art, showed the improvement of the quality of teaching and education; formation of cognitive activity; increasing the level of graduates’ professional and pedagogical competence; transformation of students into active subjects of cognition, which is the main goal of personality-oriented education. Thus, the research hypothesis has been confirmed; the implementation of our experimental program, which was aimed at resolving the identified contradictions and solving the task – theoretical justification, determination of methodological principles and experimental verification of the system of training future teachers of professional and artistic disciplines at higher schools, has been successfully completed.
The effectiveness of the developed pedagogical system of professional training of future teachers of professional and artistic disciplines in the educational process of institutions of higher education has been experimentally proved.
