Some Problems of Quality Training of Future Teachers

DOI

10.2991/aebmr.k.210320.057How to use a DOI?

Keywords

learning task, solving a learning problem, efficacy to solve a learning problem, reflective processes, reflection, development of reflective processes, training of future teachers

Abstract

The study examines individual problems of training future teachers - the formation of an integral ability to solve educational problems at the stage of training at a higher education institution. An important psychological condition for this skill is the formation of a reflexive attitude of the individual to one’s own activity. The topicality of the study is also due to the need to change the content of education at higher education institutions, as well as the need to develop the reflexive processes of the future teacher. The purpose of the presented research is to study the features of the development of reflexive processes of future teachers in the process of learning to solve educational problems. The preparation of the future teacher should also include the development of reflexive processes. This study examines the features of the teacher’s reflection during comprehension, solution and assessment of the solved educational task. The results of the diagnostic study prove that the training of future teachers needs to be improved. According to experts, a significant part of graduates of pedagogical specialties demonstrate a low and very low level of ability to solve educational problems. The reasons for this are: negative attitude of future teachers to the use of psychological and pedagogical theory of solving educational problems; insufficient theoretical substantiation of their own decisions; professional functions are performed on an empirical level, by trial and error. The use of training to solve educational problems is a psychological means of developing reflexive processes of future teachers. The results of the training established the dynamics of: the development of the ability to solve educational problems; meaningful theoretical knowledge, the desire to operationalize psychological and pedagogical knowledge, to develop on their basis constructive and methodological schemes for analyzing educational situations and making productive decisions. The results of the study proved that the significant didactic potential of training future teachers is contained in such an organization of learning, which involves the development of reflection in understanding, solving and evaluating the solved educational task.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Tetiana Shcherban
AU  - Volodymyr Hoblyk
PY  - 2021
DA  - 2021/03/22
TI  - Some Problems of Quality Training of Future Teachers
BT  - Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)
PB  - Atlantis Press
SP  - 340
EP  - 346
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.210320.057
DO  - 10.2991/aebmr.k.210320.057
ID  - Shcherban2021
ER  -