Received 18.02.2022
Revised 25.04.2022
Accepted 29.05.2022
Retrieved from Vol. 25, No. 1, 2022
Pages 82 -86
Abstract
The modern trends are outlined in the training of future preschool teachers in modern conditions on the basis of generalization and analysis of experience in applying an integrated approach to training first (bachelor) degree of education, specialty 012 «Preschool Education» at the Faculty of Preschool Education H.S. Skovoroda Kharkiv National Pedagogical University. The integrated approach to the training of future professionals is considered as a set of forms and methods that ensure the process as well as the result of professional competence, accompanied by increasing system of knowledge, comprehensive student’s skills, which are expressed in a combination of theoretical and practical training and multifaceted graduator’s personality. Introduction of a new pedagogical category «integrated approach in education» in scientific discourse involves building the content of a separate educational program or educational field in the form of a didactic model based on a combination of knowledge elements from different fields, different spheres and implementation of using integrated forms and methods. The authors emphasize that content integration is closely related to technology, which is a combination of methods and forms of organization of the training process, inherented in different models of the educational process. The faculty’s of Preschool Education experience H.S. Skovoroda Kharkiv National Pedagogical University is analyzed, where three dimensions of didactic integration are used: on the first there is integration interactions in the form of interdisciplinary connections; the second – involves the synthesis of related sciences in the content of a certain basic educational component of the educational program; the third is implemented in the presence of theoretical and technical (methodological) tools of normative and variable educational components of educational programs of different levels of education, ie the creation of a holistic integration system of higher education for specialty 012 «Preschool Education». Integrated educational components are developed and implemented in these dimensions. The increase of the unity understanding level and integrity of pedagogical phenomena, creates conditions for the transformation of knowledge into beliefs, personal and professional readiness, contributes to the creation of future specialists generalized system of theories, concepts, categories, concepts that are the basis of their professional worldview, improve the quality of professional training of future teachers. In the system of integration and professional training of bachelor’s degree graduators, such a function is complemented by educational components created by end-to-end integration and systematization of the content of educational components of the normative part of the educational program. Since 2020, the Faculty of Preschool Education has developed, implemented and tested two such integrated educational components in educational and professional training programs for first-year (bachelor’s) applicants: «Methodical support of educational activities of children in the field of artistic and aesthetic and speech-communicative development of children at pre-school educational establishments» and «Methodological support of educational activities of children in the development of natural and logical-mathematical competencies of children», which combine different educational lines of preschool education at pre-school educational establishments. The study of scientific research and experience of future educators training provides a reasonable conclusion of the author that integration as the main trend in training contributes to the formation of a holistic system of knowledge, skills and abilities of higher education, development of their thinking and creativity, and integration approach to education the effectiveness of the educational and professional program of training students of the first (bachelor’s) degree of professional education in the specialty 012 «Preschool Education»
Keywords:
integrated approach; professional training; educational and professional program; educational component; future pre-school teachers[1] Ekonomova, O.S. (2016). Integration of disciplines of the music performance cycle in the professional training of future music teachers. Musical Art in the Educational Discourse, 1, 85-88.
[2] Krutii, K. (2013). Terminological field of preschool didactics: Design, scenario or still a lesson outline?. Educator-Methodologist of the Preschool Institution, 1, 4-12.
[3] Mkrtichyan, O.A. (2018). An integrated approach to the professional training of future specialists in preschool education. Pedagogy and Psychology, 59, 93-100.
[4] Opachko, M.V. (2016). Integrative approach to the implementation of didactic management in the training of masters of physics. Collection of scientific works of Kamianets-Podilskyi Ivan Ohienko National University. Series: Pedagogical, 22, 43-45.
[5] Plachinda, T. (2016). Integrative approach in the professional training of future specialists. Humanities studies. Series: Pedagogy, 3, 190-198.
[6] Savka, I.V., & Mysyk, L.V. (2017). Integrative approach to the training of qualified translators in the field of law. Pedagogical Sciences, 3(78), 169-173.
[7] Steblyuk, S.V. (2019). Integrative approach in the process of training future specialists in entrepreneurship, trade and exchange activities. Pedagogy of Formation of Creative Personality in Higher and General Education Schools, 63(2), 176-179.
[8] Storozh, V.V. (2017). Integration approach in the professional training of future specialists in the socio-economic sphere of activity. Collection of scientific works of Kherson State University. Series: Pedagogical Sciences, 75(2), 183-186.