Formation of pedagogical partnership competence in future teachers

Abstract

The article substantiates the importance and necessity of forming professional competence of pedagogical partnership in future teachers. The significance of partnership pedagogy and partnership interaction with participants in the educational process in the light of reforming the education system and training competent specialists is described. The competency-based approach is identified as leading in the professional training of future teachers to implement pedagogical partnership in secondary education institutions.

The need to implement the principles and conditions for the formation of pedagogical partnership competence in future teachers has been identified, such as the principle of partnership relations, the integration of the knowledge system of various pedagogical disciplines, the principle of individual-personal orientation, the principle of the right to choose educational components, forms of learning, teaching aids, methods of mastering knowledge, components of the content of education, terms of study, implementation of an individual educational trajectory; the principle of innovation). The importance of a student-centered approach to the professional training of future teachers is argued.

The need to modernize educational programs and develop content, methodological and procedural components of professional training of future teachers in order to form the specified competence has been proven on the basis of experimental research. The experience of forming the ability to cooperate with participants in the educational process among applicants for the first (bachelor's) level of higher education in the specialty A3 Primary Education and A4 Secondary Education in subject specializations of Ivan Franko Zhytomyr State University is presented.

The article provides variety of examples and the feasibility of the author's developments of the formation of pedagogical partnership competence in future teachers according to the structural components of professional training during the study of pedagogical disciplines is substantiated. Prospects for further directions of scientific exploration in the study of the problem of the formation of pedagogical partnership competence in future teachers are determined.