Search

Розкрито шляхи реалізації інтерактивного навчання у професійній підготовці майбутніх учителів. На основі фундаментальних філософських і психолого-педагогічних праць визначено сутність і організаційно-педагогічні особливості забезпечення інтерактивної навчальної взаємодії як засадничого чинника формування в студентів універсальних і професійних компетентностей через включення учасників освітнього процесу в індивідуальну та колективну навчальну діяльність., Didactic essence and organizational-pedagogical features of using interactive learning in the professional training of future teachers are revealed in the article based on the works by M. Bakhtin, E. Kapranovа, Yu. Krasnov, E. Polat, Yu. Surmin and others.Studying the phenomenon of interactive learning in this dimension involves focusing attention on the implementation of information technologies, distance education, usage of Internet resources also e-books and reference books, work online and etc, into the educational process. At the same time, there is a view that interprets interactive nature of learning with more wider general and pedagogical standpoint as the ability to interact or be in the mode of dialogue with anyone (for example, a human being − teacher, student, etc.) or anything (e.g., a computer). It is proved that the key concept that defines the content of interactive learning is «interaction». The interaction is understood as direct interpersonal communication, the most important feature of which is to recognize the person's ability «to take the role of others», to imagine how the communication partner or group perceives him, to interpret the situation and design his own actions correspondingly. It is proved that interactive pedagogical interaction is characterized by a high degree of communication intensity of its participants, exchange of activities, change, and variety of their types, forms, and methods. Interactive pedagogical interaction and the implementation of interactive pedagogical methods are aimed at changing, improving behavior models and the activity of educational process participants. Generalization of scientific sources and practical experience has shown that in the process of training future teachers the following interactive methods are used: method of role-playing; method of situational problem solving («case-study»); method of project activities (projects, presentations); dialogical method (dialogue-polylogue, dialogue-discussion, thematic and positional debates on professionally relevant topics) etc.

Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.

Based on analysis of the fundamental philosophical (M. Bakhtin, V. Kemerov,C. Frank et al.), psychological (V. Zinchenko, B. Meshcheryakov, A. Leontiev et al.) and pedagogical (I. Kolesnikova, O. Sydelkovskyy, E. Fedotova et al.) works found that the scientific basis for understanding the basics of interaction is a statement about the spiritual nature of man, the dialogical mode of existence in historical and cultural- educational and educational space. Proved that human interaction with the world and other people allows her to not only update the internal capacity, but also fill it structurally, meaningful, valuable and semantic aspects.The study found that immersion in this process allows comparison of thoughts, feelings and actions of the individual with their reflection in the minds of others, being the basis of its self-knowledge, self-fulfillment. Providing dialogic training interaction is extremely important for personal development and is the essence of educational activities. In the context of the study, this phenomenon is treated as a two-way process – learning and teaching that combines teacher and student as people made for a common goal, but are not identical in their social role, knowledge, experience, etc.Investigation of the nature and specifics of pedagogical interaction shows that it is a variant of social interaction, has its main features, the characteristics and at the same time realizing in the process of implementation specific, but very important for the formation of individual existence and purpose: to promote self-identity. Specificity dialogic educational interaction between teacher and students is that during the implementation of its self-study subjects interconnected phenomenon occurs largely contribute to this kind of phenomena and effects that arise. At the same time they can transform the content of educational interaction with the simple exchange of «exchange transformations» that gives new incentives for personal growth of participants this kind of contact. Proved that dialogic interaction study can be carried out only in the system of inter subjective relations. All this predetermines the presence of a specific inter subjective space, which intersect individual meanings and values. In the pedagogical process this space does not arises by itself, it's result of forming of the efforts of the teacher and student, adult and child, and so on., На основі аналізу фундаментальних філософських (М. Бахтін, В. Кемеров, С. Франк та ін.), психологічних (В. Зінченко, Б. Мещеряков, О. Леонтьєв та ін.) і педагогічних (І. Колеснікова, О. Сідельковський, Є. Федотова та ін.) праць з’ясовано, що загальнонауковим підґрунтям для розуміння основ взаємодії є твердження про духовну сутність людини, про діалогічний спосіб її існування в історико-культурному та освітньо- виховному просторі; доведено, що забезпечення діалогічної навчальної взаємодії є сутнісною характеристикою педагогічної діяльності; встановлено, що навчальна взаємодія є варіантом соціальної взаємодії, яка володіє її основними рисами, характерними ознаками і в той же час реалізує специфічну й важливу для буття та становлення індивіда мету: сприяння саморозвитку особистості.