Factors of future handicraft and technology teachers’ training for pedagogical interaction in professional activity
I. V. Androshchuk, Р. Androshchuk.
The article proves the importance of defining factors of future handicraft and technology teachers’ training for pedagogical interaction in professional activity. Based on the generalization of theoretical and empirical researchers, it has been found out that today there is a variety of approaches to defining factors of effective teacher training by different features. The essence of the notion “factor” has been specified and three main groups of factors of future handicraft and technology teachers’ training for pedagogical interaction, namely, social and economic, organizational and pedagogical, personal, have been singled out. It has been proved that the social and economic group of factors reflects social significance of the profession and has such indicators as the amount of salary, social status (prestigiousness) of the profession and working conditions; the organizational and pedagogical group of factors includes the peculiarities of the education process as well as the teaching staff involved in future handicraft and technology teachers’ training for pedagogical interaction; the personal group of factors reflects student personality: a level of culture, personal values, organizational and creative skills and motivation toward self-development. Based on the research findings, it has been found out that salary is the dominating factor as it defines students’ need for further employment regardless of the degree obtained. In order to reveal and study the most prominent factors that influence future handicraft and technology teachers’ training as well as graphically present their meanings, we have created Ishikawa’s Cause and Effect Diagram and Pareto diagram that show the impact of each factor on the effectiveness of future handicraft and technology teachers’ training for pedagogical interaction. It has been concluded that these factors effectively improve future handicraft and technology teachers’ training for pedagogical interaction in professional activity.
Voliarska, O. S. (2015). Teoretychni i metodychni zasady profesiinoi pidhotovky zareiestrovanykh bezrobitnykh ta slukhachiv navchalnykh pidrozdiliv pidpryiemstv, orhanizatsii, ustanov. K. : Instytut pedahohichnoi osvity i osvity doroslykh NAPN Ukrainy, 434 p. (in Ukrainian).
Dehtiarova, H. (2013). Pedahohichna vzaiemodiia u konteksti yakisnoi profesiinoi pidhotovky fakhivtsiv u PTNZ. Pedahohika i psykholohiia profesiinoi osvity, No 4, pp. 64–74 (in Ukrainian).
Zhydetskyi, Yu. Ts. (2013). Psykholoho-pedahohichni chynnyky profesiinoi adaptatsii molodykh naukovo- pedahohichnykh pratsivnykiv. Naukovyi visnyk Lvivskoho derzhavnoho universytetu vnutrishnikh sprav: seriia psykholohichna, No 1, pp. 277–284 (in Ukrainian).
Zinchenko, V. O. (2013). Monitorynh yakosti navchalnoho protsesu u vyshchomu navchalnomu zakladi: monohrafiia. Luhansk : Vyd-vo DZ «LNU imeni Tarasa Shevchenka, 360 p. (in Ukrainian).
Kuz'mina, N. V. (1990). Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya. M. : Vysshaya shkola, 119 p. (in Russian).
Cafonova, V. Ye. (2011). Teoretychni pidkhody do analizu chynnykiv ta umov vplyvu na yakist vyshchoi osvity. Stratehiia rozvytku Ukrainy, No 3, pp. 37–43 (in Ukrainian).