Позааудиторна методична діяльність майбутніх учителів

Abstract

Стаття присвячена аналізу різних підходів до визначення сутності поняття «позааудиторна робота», про- блемі підготовки студентів до методичної діяльності в загальноосвітніх навчальних закладах, розкриттю ролі по- зааудиторних заходів методичного спрямування у процесі професійного самовдосконалення. З’ясовано умови реалі- зації теоретико-методологічих підходів, зокрема, середовищного та інтеграційно-діяльнісного, які найбільше відпо- відають змісту, формам і напрямам методичної підготовки майбутніх учителів..The article analyzes different approaches to defining the essence of the concept of “extracurricular work”, the problem of preparing students for methodical activity at secondary schools, the role of disclosing extracurricular activities of methodical

guidance in the process of professional self-improvement. Conditions for the implementation of theoretical and methodologi- cal approaches, including environmental and integrative activity approaches which correspond to the content, forms and orien- tations of teachers’ methodical training are considered in this article. The purpose of the article is to analyze and study the me- thodical aspects of teachers’ training in organizing and conducting extracurricular activities. The studies have shown that extracurricular activities of methodical orientation allow not only to meet certain professional information but also to under- stand the advanced teachers’ practical experience, their training, think about the possibilities and ways of their scientific and

methodical growth, form a system of scientific and methodical views on educational issues, master the skills of research. It is established that purposeful training of primary school teachers to methodical activities at secondary schools involves not only compliance with methodological principles, but also systematic, comprehensive use of forms and methods of training. It is

found out that the enriching of the educational process of scholars in educational institutions by means of the system of extra- curricular professional activities of methodical orientation will contribute to the development of motivation of students' needs

in professional improvement as an important professional component. Implementation of students’ methodical training by means of extracurricular activities will be more efficient if a number of methodological approaches is implemented, including

environmental and integrative-activity approaches which are the most relevant to the content, forms and orientations of teach- ers’ methodical training. It is proved that the purposeful training of primary school teachers to methodical activity at secondary

schools involves not only compliance with methodological principles, but also systematic and comprehensive use of forms and methods of training that can solve a number of educational problems.