ЕСТЕТИЧНИЙ АСПЕКТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛЯ

Abstract

У статті розглянуто поняття педагогічної майстерності та її структура. Проведено аналіз теоретичних праць та практичного досвіду видатних педагогів, які були основоположниками введення цього поняття. Вони доводили важливість наявності певних особистісних та професійних якостей, які мають бути наявні у майстра педагогічної справи. У процесі дослідження зазначеної проблеми вияснилось, що не існує однозначного тлумачення сутності цього поняття. Проте в процесі підготовки майбутнього вчителя варто акцентувати увагу на усіх структурних компонентах, а особливе місце має займати естетичний аспект. The article deals with the concept of pedagogical skill and its structure. The analysis of theoretical works and practical experience of the outstanding teachers, who were the founders of the introduction of this concept, has been carried out. They proved the importance of having certain personal and professional qualities that the master of teaching skills should possess. In the process of studying this problem, it became clear that there is no unambiguous interpretation of the essence of this notion. However, in the process of training a future teacher, it is necessary to focus on all structural components. Spiritual, communicative, organizational, psychological bases belong to the structure of pedagogical skills. A special place in the professional training of a future teacher should take an aesthetic aspect. The young educators should have a well- established aesthetic experience. And this means that in their spiritual arsenal they have to find the appropriate place of those qualities that allow them to gracefully perceive the phenomena of the surrounding reality, to evaluate them in the interconnection of form and content, and to multiply in the cultural and creative process of the value of science, technology and art. The personal creativity of the teacher plays an important role in the educational process. This confirms the presence of such a component of pedagogical skill as creative bases. Pedagogical creativity is incomparable with any other kind of productive activity. Focusing on the studied and analyzed existing examples of school practice, we can distinguish different types of the teacher’s creative behavior: a leader, a generator of pedagogical ideas, an enthusiast, a researcher. Pedagogical skill is an art of education and upbringing; it is the highest level of the teacher’s work. It can be provided only by that graduate who will master the laws of beauty in the system of communication, knowledge and creativity, and who will be able to take them into account in their pedagogical activity.