PEDAGOGICAL CIRCUMSTANCE OF FORMATION OF THE READINESS OF THE FUTURE PRIMARY SCHOOL TEACHER TO SOLVE PEDAGOGICAL SITUATIONS AND PROBLEMS IN THE EDUCATIONAL PROCESS OF NUS

• Жанна Стельмашук

  РДГУ

In the article on the basis of the realized theoretical research the essence of the concepts “pedagogical situation” and “pedagogical problem”. It has been established that the pedagogical situation as a whole is interpreted in scientific sources as a state of the pedagogical process in which there is a discrepancy between the desired and the real, achieved in the formation of the personality. It has been proven that the pedagogical task is the result of the subject of education's awareness in the pedagogical situation of the need to develop a system of professional actions and accept them for implementation.

 It has been found that the readiness of the future primary school teacher to solve pedagogical situations and tasks in the educational process of the NUS is an integrated personality quality, the result of professional training, which reflects positive motivation to solve pedagogical situations and tasks, a stock of professional knowledge, abilities and skills, practical experience in solving pedagogical situations and problems, as well as the presence of personal qualities necessary for solving them.

 The pedagogical circumstances for the formation of the future primary school teacher’s readiness to solve pedagogical situations and problems in the educational process of NUS was substantiated (motivated use of pedagogical situations and tasks during the formation of professional competences of future primary school teachers during the educational process in higher education institutions; use of the educational potential of educational disciplines, in particular "Pedagogical Mastery", for the formation of readiness to solve pedagogical situations and tasks in future primary school teachers; introduction into the educational process of the higher education institution of active forms, methods and means of formation of readiness to solve pedagogical situations and tasks in future primary school teachers).

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