ORGANIZATION OF PEDAGOGICAL INTERACTION BETWEEN TEACHERS AND EDUCATORS ON THE EXAMPLE OF LECTURES ON “PRESCHOOL PEDAGOGY”

Keywords: pedagogical interaction, interaction, institution of higher education, contextual learning, collectivegroup form of organization

Abstract

The article considers approaches to the organization of effective pedagogical interaction of teachers and students of higher education during the study of the educational component “Preschool pedagogy”. The definition of interactive learning and the theory of pedagogical interaction are analyzed and the characteristics of the main approaches to the interpretation of these concepts are revealed. It is proved that the relations between the participants of the educational process in a modern institution of higher education should be equal, based on humanistic principles of mutual respect and mutual development. Various forms of interaction between teachers and students are implemented through the use of traditional and innovative teaching methods. The level of preparation of the future specialist, success of his further professional activity depends on it. Given the above, in the article we consider the features and possibilities of using interactive methods of interaction between teacher and future educators preschool institution on the example of studying the educational component “Preschool pedagogy”. The article proves that during the teaching of the educational component “Preschool pedagogy” it is advisable to introduce interactive methods of group learning, as they have a certain democracy and create favorable conditions for predicting a positive attitude to the child in the further professional activities of preschool teachers. The article also describes the experience of introducing quick surveys, miniquizzes, tasks to establish compliance with the use of an interactive whiteboard, watching video clips with their subsequent discussion during lectures. Emphasis is placed on the introduction of elements of contextual learning, which not only activates students during classes, but also helps to establish a positive emotional climate and the formation of a sense of responsibility for learning partners. Thus, it is proved that pedagogical interaction and interactive teaching methods significantly affect the effectiveness of training future educators of preschool education. The article outlines the prospects for further research in the development of group and interactive tasks for practical classes on the educational component of “Preschool pedagogy”.

References

1. Вербицкий А.А., Ермакова О.Б. Школа контекстного обучения как модель реализации компетентностного подхода в общем образовании. Педагогика. 2009. № 2. С. 12–18.
2. Ветохов О.М. Психолого-педагогічна характеристика основних сучвсних методичних підходів до навчання іноземних мов у школі. Педагогіка і психологія. 2005. № 2. С. 89–97.
3. Волошина О.В. Педагогіка інновацій у вищій школі. Навчально-методичний посібник. Вінниця, 2014. 161 с.
4. Каплінський В.В. Методика викладання у вищій школі: навчальний посібник. Київ : КНТ. 2019. 225 с.
5. Пометун О, Пироженко Л. Сучасний урок. Інтерактивні технології навчання. Київ, 2004. 192 с.
6. Рик С. Педагогічна етика: пошуки нової парадигми. Рідна школа. 2010. № 12 (грудень). С. 6–12.
7. Стандарт вищої освіти за спеціальністю 012 Дошкільна освіта для першого (бакалаврського) рівня вищої освіти. Затверджено Наказом Міністерства освіти і науки України № 1456 від 21.11.19 р. URL : https://mon.gov.ua/ua/npa/pro-zatverdzhennya-standartu-vishoyi-osviti-za-specialnistyu-012-doshkilnaosvita-dlya-pershogo-bakalavrskogo-rivnya-vishoyi-osviti (дата звернення: 23.04.2021).
8. Степаненко С.В., Степаненко Н.М. Семантичні бар’єри у структурі педагогічної комунікації. Неперервна професійна освіта: теорія і практика. 2017. № 3-4. С. 27.
Published
2021-09-08
How to Cite
Анісімова, О. Е. (2021). ORGANIZATION OF PEDAGOGICAL INTERACTION BETWEEN TEACHERS AND EDUCATORS ON THE EXAMPLE OF LECTURES ON “PRESCHOOL PEDAGOGY”. Pedagogical Sciences: Theory and Practice , 2(1), 87-92. https://doi.org/10.26661/2522-4360-2021-1-2-13