PECULIARITIES OF REALIZATION OF THE SYNERGETIC APPROACH IN THE PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF THE UKRAINIAN
LANGUAGE AND LITERATURE

Author (s): Lilik O., Shumeiko Z.

Work place:

Lilik O.,

Doctor of Sciences (Pedagogy), Associate Professor,

Shevchenko, Chernihiv National University, «Chernihiv Coiiegium», Chernihiv, Ukraine

Shumeiko Z. Ye.

Ph.D. in pedagogical sciences,

Docent of Department of education and the Humanities,

Academy of State Penitentiary Service, Chernihiv, Ukraine

Language: Ukrainian

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2019. № 2 (3): 109–120

https://doi.org/10.32755/sjeducation.2019.02.109

Summary:

The authors of the article identify the peculiarities of introducing a synergistic approach in the professional training of future teachers of Ukrainian language and literature. On the basis of the analysis of philosophical and pedagogical researches, they formulate the basic provisions of the synergistic paradigm in education, as well as formulate the basic methodological guidelines, on the basis of which the professional competences of future teachers of Ukrainian language and literature should be formed. First, the personality of the future philology teacher is an open system that is influenced by the environment; it constantly exchanges information, as well as constantly changing states of imbalance and calm, which stimulates its development. Secondly, the development of personality of the teacher of Ukrainian language and literature is continuous, it is unlimited in time and conditions; personality is constantly self-determining and self-improving. Third, self-development, which is based on creativity, is the basis and factor of the self-creation of the personality of the teacher of the Ukrainian language and literature. Fourth, the personality of the future teacher of Ukrainian language and literature is formed in terms of subject-subjective pedagogical interaction through soft management. Fifth, pedagogical influence should inspire them to creative decisions and creativity in accordance with their abilities, that is, an important focus on the internal needs of undergraduate philologists. Sixth, influencers should promote the personal and professional development and self-development of future teachers of Ukrainian language and literature, and encourage creativity based on spirituality. Seventh, purposeful formation of the ability of future teachers of Ukrainian language and literature to probabilistic and nonlinear analysis of non-standard professional situations; developing the ability to think non-linearly, non-standardly, with special attention to the student team, to navigate in the conditions of the information society, the changing environment. Eighth, the acquisition of synergistic analysis techniques by future teachers of the Ukrainian language and literature, formation of readiness for their use in professional activity.

Key words: synergetics, methodological approach, professional competences, institutions of higher education, future teachers of Ukrainian language and literature.

References

  1. Kremin, V. G. and Ilyin, V. V. (2012), Synergetics in education: context of human-centrism, Pedagogical Thought, Kiev.
  2. Bryanik, N. V. (2013), “The philosophical meaning of the picture of the world of non-classical science”, Questions of philosophy, No. 1, рр. 93–104.
  3. Ivina, A. A. (2004), Philosophy: an encyclopedic dictionary, Gardariki, Moscow.
  4. Hacken, G. (1980), Synergetics, The World, Moscow.
  5. Astafieva, O. N. (2007), “Sociocultural synergetics: subject area, history and perspectives”, Synergistic paradigm. Synergetics of education, Progress-Tradition, Moscow, рр. 470–481.
  6. Voznyuk, O. V. (2012), Pedagogical synergetics: genesis, theory and practice: monograph, Ivan Franko State University, Zhytomyr.
  7. Kremen, V. G. (2014), “The educational process in the measurements of synergistic analysis”, Higher education in Ukraine, No. 3, рр. 7–16.
  8. Gromkova, M. T. (2000), “The worldview function of modern education”. Magister, No. 6, рр. 38–50.
  9. Tsikin, V. A. (2005) “Synergetics and education”. Synergistic worldview: scientific and pedagogical aspects, VTD “University Book”, Sums, рр. 162–177.
  10. Kudryavtsev, I. K. and Lebedev, S. A. (2002), “Synergetics as a paradigm of nonlinearity”. Questions of philosophy, No 12, рр. 55–63.
  11. Knyazeva, E. N. and Kurdyumov, S. P. (2002), “Foundations of Synergetics”. Exacerbated modes, self-organization, tempers, Althea, St. Petersburg.
  12. Tkachenko, L. I. (2013), “Personality in the paradigm of synergetics: a philosophical and educational thesaurus”, Theory and practice of social systems management: philosophy, psychology, pedagogy, sociology, No. 3, рр. 28–34.
    [collapse]

|Full text .pdf

©2024. Penitentiary academy of Ukraine