Technology of Forming Future Teachers’ Readiness for Pedagogical Improvisation

Authors

DOI:

https://doi.org/10.34142/2709-7986.2021.26.1.02

Keywords:

pedagogical improvisation, readiness, teacher, technique, training

Abstract

The article grounds the relevance of the special preparation of students of pedagogical universities for pedagogical improvisation based on the analysis of psychological and pedagogical literature and the ways in which future teachers acquire professional knowledge and skills.

Having analyzed the content of the educational programs of psychology and pedagogy we proved that no purposeful training of future teachers for pedagogical improvisation has been organized. It caused the need for developing an appropriate technique.

The purpose of the article is to develop a technique to form future teachers’ readiness for pedagogical improvisation in the process of studying psychological and pedagogical disciplines.

Methodology. The research was conducted with the application of theoretical (analysis of psychological and pedagogical literature to define a conceptual-categorical apparatus; grounding the technique of forming future teachers’ readiness for pedagogical improvisation) and empirical methods (surveys, questionnaires, testing, observation, conversation, dialogue, methods of expert evaluation, self-assessment analysis of learning outcomes, content of educational programs of psychological and pedagogical disciplines).

In the course of the research the following results were achieved: the essence of the concepts «readiness for pedagogical improvisation», «learning technique» was defined; structural components of readiness for pedagogical improvisation were singled out; surveys, interviews and questionnaires were conducted among the future teachers to identify their level of readiness for pedagogical improvisation. Moreover, the research contributed to the development of a technique to form future teachers’ readiness for pedagogical improvisation, which led to the gradual formation of students’ skills to improvise.

The conducted research allowed us to draw the conclusion that the readiness for pedagogical improvisation is a stable individual quality that integrates the values, knowledge, skills, which should be formed in several stages. Motivational-targeted stage was aimed at stimulating the development of positive motivation for improvisation; content and procedural stage that provided for acquiring the necessary knowledge and skills of pedagogical improvisation; evaluation-reflexive stage involving evaluation and correction of personal and professional development, content, forms and methods of training.

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Author Biographies

Olha Bashkir, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

Doctor of Education, PhD in Pedagogy, Professor, Department of Pedagogy, H.S. Skovoroda Kharkiv National Pedagogical University, 61168, 2, Valentynivska Str, Kharkiv, Ukraine.

Violetta Panchenko, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine

PhD in Pedagogy, Senior Lecturer, Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, 61001, 7, Rustaveli Lane, Kharkiv, Ukraine.

Olha Osova, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine

Doctor of Education, PhD in Pedagogy, Associate Professor, Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, 61001, 7, Rustaveli Lane, Kharkiv, Ukraine.

Anastasiia Zhytnytska, H.S. Skovoroda National Pedagogical National Pedagogical University, Kharkiv, Ukraine

Postgraduate Student, Department of Pedagogy, H.S. Skovoroda Kharkiv National Pedagogical University, 61168, 2, Valentynivska Str, Kharkiv, Ukraine.

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Published

2021-03-31

How to Cite

Bashkir, O., Panchenko, V., Osova, O., & Zhytnytska, A. (2021). Technology of Forming Future Teachers’ Readiness for Pedagogical Improvisation. Educational Challenges, 26(1), 15-27. https://doi.org/10.34142/2709-7986.2021.26.1.02