Concept Maps as a Means of Providing Methodology Orientation of General Pedagogical Training of Pre-service Teachers

Abstract

The article presents a general description of the means of providing methodology orientation of general pedagogical training of pre-service teachers and scientific and pedagogical workers. Theoretical and methodological principles of using concept maps in the process of general pedagogical training of prospective specialists in education, scientific approaches to the essence of the notions «concept», «conceptualization», the main provisions of the cognitive theory have been characterised. The semantic and functional characteristics of concept maps, the common and the different between concept maps and intelligence maps have been revealed. The stages of drawing up concept maps have been characterized. The peculiarities of concept maps as a means of providing methodology orientation of general pedagogical training of pre-service teachers. The factors that influence the effectiveness of the use of concept maps in the educational process of higher education have been identified. Examples of concept maps in the context of providing methodology orientation of general pedagogical training of pre-service teachers and scientific and pedagogical workers have been given.