小学实施伙伴互动的未来教师专业培训范式原则

M. Yepikhina
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引用次数: 1

摘要

文章论述了在合作的基础上对教育各部门进行改革的必要性和可行性。事实证明,新乌克兰学校教师专业活动中的伙伴关系互动可以确保这种教育和关系的形式。考虑到范式优先在社会发展的特定时期以某种方式设定了一种模式、一种感知和解释世界的模式,研究范式基础的必要性,它构成了它的概念基础,得到了证实。作者将未来教师的伙伴互动定义为一种教育过程主体的对等关系系统,其特征是共同的目标、各方对合作结果的相互责任以及每个参与者在共同活动过程中的个人进步。揭示了以人为本的、有意义的、反思性的教育范式的本质,这是现代小学伙伴互动未来教师专业培训的基础。事实证明,所提出的教育范式一方面是以伙伴互动为基础的,另一方面,它们决定了伙伴互动形成过程在各个领域的有效性,即:关系与沟通、感知、互动。在本研究中使用上述每种教育范式的积极方面的权宜之计是合理的。这些方面与个人取向和价值意义取向、反思饱和和共情饱和有关,它们是伙伴关系互动有效构建的重要决定因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Paradigmatic Principles of Professional Training of Future Teachers for the Implementation of Partnership Interaction in Primary School
The article states the necessity and expediency of transformation of all branches of education on a partnership basis. It has been proved that namely partnership interaction in professional activity of teachers of the New Ukrainian School can ensure such a format of education and relations. Considering the paradigm prioritized in a specific period of the development of society in a certain way sets a pattern, a model of perception and explanation of the world, the need to study the paradigmatic foundations of the research, which make up its conceptual basis, has been substantiated. The author’s definition of partnership interaction of future teacher has been presented as a system of parity relations of subjects of the educational process, which is characterized by common goals, mutual responsibility of the parties for the result of cooperation, as well as personal progress of each participant in the process of joint activity. The essence of personally oriented, meaningful, and reflective educational paradigms, on which the modern professional training of future teachers for partnership interaction in primary school is based, has been revealed. It has been proved that the presented educational paradigms, on the one hand, are based on partnership interaction, on the other hand, they determine the effectiveness of the process of forming partnership interaction in all its spheres, namely: relationships and communication, perception, interaction. The expediency of using the positive aspects of each of the mentioned educational paradigms in the presented research is justified. The aspects are related to the personal and value-meaning orientations, reflexive and empathic saturation, which are important determinants of the effective construction of partnership interaction.
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