PARTICULARITIES OF TRAINING A MODERN TEACHER OF THE NEW UKRAINIAN SCHOOL
Keywords:
future teacher, professional training, educational process, competence, pedagogical educationAbstract
The article characterizes the particularities of professional training of a modern teacher of the New Ukrainian School. The main vectors of updating the content of the future teachers’ training, defined in the Concept of the New Ukrainian School, the Concept of development of pedagogical education, the Professional standard by professions «Primary school teacher of general secondary education institution», «Teacher of general secondary education institution», «Primary school teacher (with a diploma of a junior specialist)», are characterized. Among the components of education renewal, the training of the teachers of the new Ukrainian school, which is undergoing significant changes, takes an important place. The Concept of the New Ukrainian School emphasizes the main role of teachers in the process of education renewal, focuses on the training of the motivated teacher who has freedom of creativity and develops professionally.
The purpose of the article is to determine the features of a modern teacher’s training that meets the demands of the New Ukrainian School.
Research methods – general scientific methods: analysis, generalization, systematization, and modeling.
The methodological basis of the study is the provisions of the cognitive theory; theory of competence approach to learning; activity theory and activity motivation theory; theory of personality-oriented learning.
The scientific novelty of the study is to determine the features of the modern teacher’s training; the role of practical training of the future teachers, factors of the future teacher’s professional success, the importance of the innovative type of the modern teacher’s thinking, readiness for innovative activity are revealed. Emphasis is placed on the importance of developing general and special competences in a subject-oriented approach, which allows them to understand their individual characteristics better and design their own trajectory of professional development.
It is concluded that higher education institutions should provide appropriate professional training for teachers, using innovative methods and technologies, develop an innovative type of thinking and the ability to self-development and self-regulation, intensify the focus on professional success.
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