基于胜任力方法的学生教师教学思维诊断

Q3 Social Sciences
V. Veretennikova, O. Shikhova, Yuri Shikhov, A. Valeev
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引用次数: 0

摘要

在高等教育教学中,对教育学专业学生的专业思维发展(即所谓的教学思维)问题的研究还不够充分。同时,教学思维及其发展和诊断方法可以为教学个性化和纠正机制提供明确的指导。这些方法应着眼于培养未来教师的专业素质。本文的目的是描述使用小组专家评估法诊断学生教学思维水平的专有技术——未来幼儿教师。研究方法和技术。本研究以能力为基础,将未来教师专业培训的能力导向目标与教师的教学思维水平相协调。采用小组专家评估的方法对教学结构、内容和学生的教学思维水平进行评估。我们聘请了合格的大学教师和学前教师作为专家。发现。我们为这些学生确定了教学思维的基本结构及其发展水平。这有助于确定教学辅助的选择,并在个别教育途径中为学生提供有针对性的援助。本文从本科学生专业能力和教学能力的构成要素出发,说明了学生教学思维的构成要素之间的相互关系和相互依存关系。研究的新颖性。本文提出了一种与专业能力培养目标相协调的学生教学思维发展水平诊断方法。联邦-州高等教育标准和专业标准“教师(学前、小学、基础和中等教育领域的教学活动)”决定了这些目标的内容。现实意义。本研究结果可供行政主管部门及大学教师用于规划本科生的个人教育路径,也可用于研究当前学前教育问题的研究生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach
In the didactics of higher education, the issue of professional thinking development (so-called pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the same time, pedagogical thinking, and the methods of its development and diagnostics can provide clear guidelines for teaching individualization and correction mechanisms. These methods should focus on fostering the professional qualities for future teachers. The purpose of the article is to describe the proprietary technology for diagnosing the level of students’ pedagogical thinking - future preschool teachers - using the group expert assessment method. Research methods and techniques. The study was carried out through a competency-based approach, which coordinates the competence-oriented goals of future teachers’ professional training with the level of their pedagogical thinking. The method of the group expert assessment was used to justify the structure, content, and students' pedagogical thinking levels. We involved qualified university instructors and pre-school teachers as experts. Findings. We determined the basic structure of pedagogical thinking and its development levels for these students. This helped to define the choice of teaching aids and targeted assistance to students within individual educational pathways. The article shows the interrelation of components and interdependence of the pedagogical thinking for students with the structural components of the professional and pedagogical competence for a bachelor degree student. The novelty of the research. The authors propose a methodology for diagnosing the development level of students’ pedagogical thinking which is coordinated with the competence-oriented goals of their professional training. The federal-state educational standard of higher education and the Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and secondary education)” determines the content of these goals. Practical significance. The findings of the research can be applied by administrative authorities and university instructors for planning individual educational pathways of undergraduate students, as well as of post-graduate students studying the current issues of preschool education.
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来源期刊
Education and Self Development
Education and Self Development Social Sciences-Political Science and International Relations
CiteScore
1.20
自引率
0.00%
发文量
61
审稿时长
13 weeks
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