Підготовка майбутніх учителів у вищих навчальних закладах Польщі до виховної роботи з учнями

Abstract

У дисертації комплексно досліджено проблему підготовки майбутніх учителів у вищих навчальних закладах Польщі до виховної роботи з учнями. На основі аналізу теорії та практики педагогічної діяльності визначено структурно-змістові й організаційно-процесуальні особливості цієї підготовки. Виявлено суспільно-політичні, соціально-економічні й освітньо-культурні чинники трансформації виховних цінностей і формування готовності вчителів до їх виховання в дітей шкільного віку. Підготовка майбутніх учителів у вищих навчальних закладах Польщі до виховної роботи розглянута як складний, суперечливий, діалектичний процес, у якому відображено багатовікові національні освітні й виховні традиції, сучасні тенденції формування готовності до професійної діяльності й виховання як найважливішої суспільної місії, орієнтацію на європейські стандарти якості освіти. Обґрунтовано періоди генезису системи підготовки студентів до виховання учнів (друга половина ХХ – початок ХХІ ст.) і визначено провідні тенденції кожного з них. З’ясовано особливості змісту, засобів, форм і методів формування готовності майбутніх учителів до виховної роботи зі школярами.

В диссертации комплексно исследована проблема подготовки будущих учителей в высших учебных заведениях Польши к воспитательной работы с учащимися. На основе анализа теории и практики педагогической деятельности определены структурно-содержательные и организационно-процессуальные особенности этой подготовки. Выявлены общественно-политические, социально-экономические и образовательно-культурные факторы трансформации воспитательных ценностей и формирование готовности педагогов к их воспитанию в детей школьного возраста. Подготовка будущих учителей в вузах Польши к воспитательной работе рассмотрена как сложный, противоречивый, диалектический процесс, в котором отражены многовековые национальные образовательные и воспитательные традиции, современные тенденции формирования готовности к профессиональной деятельности и воспитанию как важнейшей общественной миссии, ориентация на европейские стандарты качества образования. Обоснованы периоды генезиса системы подготовки студентов к воспитанию учащихся (вторая половина ХХ – начало ХХІ в.) и определены основные тенденции каждого из них. Выяснены особенности содержания, средств, форм и методов формирования готовности будущих учителей к воспитательной работе со школьниками.

The process of teacher training in higher educational institutions of Poland to educational work with pupils has been thoroughly cleared up in the thesis. There have been determined structural and content, as well as organizational and procedural peculiarities of this process: standardization of psychological and pedagogical training of future teachers, formation of skills and competences to implement educational, preventive and care tasks of the school; making of training programs in pedagogical subjects according to the European Qualifications Framework; development of social and communicative competences of future teachers to establish relations with non-school educational institutions; development of student government and cultural centers as factors of future teachers’ personality education. Social, economic, political, educational and cultural factors of educational values and ideals transformation, as well as teacher training to their education in children have been found out. They are the following: establishment of democratic principles in public life and educational management; the state’s integration into the EU that means increase of economic, religious, educational, cultural, scientific connections with the states in this union; dominance of the Catholic Church educational values; introduction the innovations in social spheres, educational sector and the economy of the region, growth of knowledge and technologies role; inefficiently effective economic policy that causes sharp differentiation of the society on property principle; excessive number of political parties that propagandize populist ideas and do not keep their program promises; youth indoctrination on the part of the media; uncontrolled development of Internet network with growing threats to human consciousness and stimulating addictions to psychoactive substances. Periodization of the development of future teachers training system in Poland in the late twentieth and early twenty first centuries has been grounded. Changing of social and economic, political factors influencing on education sector, as well as educational conception of the state; reforms of higher pedagogical and general education and legislative acts that determine the approaches to education; the development of educational technologies in educational institutions are the main criteria for the periods distinguishing. There have been determined the following periods: 1) 1945-1989 – totalitarian and unified; 2) 1990-1999 – democratically-searching; 3) 2000-2012 – technological and integration. Two stages – 2000-2004 and 2005-2012 – have been singled out in the last period. Integration into the European educational space caused by Poland’s accession to the EU was the limit of these stages. Content, means, forms and methods of formation of future teachers’ readiness to educational work with pupils have been cleared up in the thesis. Lectures, practical lessons, conversations, pedagogical practice are the main forms of teacher training. There are also psychological laboratories, interpersonal workshops, creative thinking trainings, pedagogical communication workshops, integrated classes. The following methods are implemented in the educational process of Polish higher educational institutions: “Carousel”, “Brainstorming”, “Seasons”, “The mood barometer”, “Look for someone who”, “Letter to you”, “From heart to heart”, “Get to know me and understand me” “Evil objectification”, “Solving conflicts without defeats, or Two winners”, “Six thinking hats”, “Aquarium”; the discussion “Empty chair”; game, project, situational and case methods; relaxation training; methods of art therapy (mandala, fairy tale therapy, music therapy, theatre therapy); method of ideal, etc. Prospects of implementation the experience of teacher training to educate pupils in Poland into national higher educational institutions have been determined. They are the following: focus on European educational values and ideals; development the standards of psychological and pedagogical teacher training; forming the abilities and competencies according to the European Qualifications Framework; further development of the student government and cultural centers. On the basis of European scientists’ works there have been discovered the expected ways of improving teacher training in Poland: integration with the European higher school and orientation on the EU educational institutions in future teachers training to formation the pupil’s personality; development of new educational models which are inherent in cultural and educational openness, orientation on education for peace with the preservation of national identity; understanding of integration processes, as well as the modern world opportunities and threats; development and grounding of new educational technologies aimed at the child development, the formation of his values and ideals; strengthening the students training to work with problem children through the expansion of special pedagogical practices; future teachers involvement to the participation in public organizations engaged in cooperation with educational institutions, government agencies, parent committees, developing programs to support the child, creating an effective humane system of care of the pupil.