Емоційне усвідомлення як конструкт оцінювання динаміки розвитку педагогічної майстерності викладачів вищих технічних навчальних закладів: психопедагогічний підхід

Анотація

У статті конкретизовано сутність емоційного усвідомлення як конструкта оці-нювання динаміки розвитку педагогічної майстерності викладачів вищих технічних нав-чальних закладів з позицій психопедагогічного підходу; схарактеризовано етапи успішної зміни поведінки щодо емоційного самоусвідомлення, переваги та недоліки застосування комп’ютерних методик на заняттях з розвитку педагогічної майстерності викладачів вищих навчальних закладів.

The article concretized essence of emotional awareness as a construct evaluation of dynamics of development of pedagogical skills of teachers of higher technical educational institutions with positions psychopedagogical approach; characterized by the steps of successful behavior change with respect to emotional awareness, advantages and disadvantages of the use of computer techniques in the classroom for the development of pedagogical skills of teachers in higher education. A particularly large load on reflective / sensory processes going on in the "fuzzy" goal-setting and fuzzy thought. This means that at each stage of the deployment steps for lectures or seminars, not only in the final phase of the study course - modular or semester control, there are past, present and future. This aspect requires an understanding of teachers that students "live" training process in higher education, not only intellectually, but in a variety of emotional and sensual performance values of human existence. Thus, the lack of awareness of emotional experience in relation to their own activities in the classroom, as well as future results, negates the pedagogical action.

The choice of constructs evaluating the dynamics of the pedagogical skills of teachers of higher technical education is based on the fact that, firstly, the process of training future specialists in relationship integrity offs actors in the educational environment; second, covering the essential characteristics of the models of educational interaction; thirdly, taking into account the role and place of operation of personal and professional paradigms of high school teachers and, fourthly, based on methodological principles, methods and techniques of holistic psycho-pedagogical approach.

Specifying constructs evaluating the dynamics of the pedagogical skills of teachers of higher technical educational institutions reveals motivational value content of student-teacher professional paradigm. The development of such constructs eliminates the standardization of certain stereotypes in creating a "typical" teacher, universally-averaged and focus on its individual characteristics; generate new content training system as a whole, because changing: organizational forms and methods of teaching experience sharing, forms and methods of training of teaching staff; changing educational environment, the essence of the educational and pedagogical challenges that teachers should decide who should decide and students.