У статті розкрито сутність активних й інтерактивних методів навчання, їх класифікацію. Подано визначення понять «позитивний професійний імідж вихователя закладу дошкільної освіти», «підготовка майбутніх вихователів закладів дошкільної освіти до створення позитивного професійного іміджу», «готовність майбутніх вихователів закладів дошкільної освіти до створення позитивного професійного іміджу». Висвітлено можливості використання активних й інтерактивних методів навчання у процесі підготовки майбутніх вихователів закладів дошкільної освіти до створення позитивного професійного іміджу. Наведено приклади використання активних й інтерактивних методів навчання під час викладання навчального курсу «Професійний імідж вихователя закладу дошкільної освіти».
The analysis of scientific researches confirms the effectiveness of active and interactive methods using in professional training of different specialists, especially for forming their image-creating competence. Consequently, both of them can be used for solving educational and quasi-professional tasks in the process of future pre-school educational institutions teachers’ training for creating their positive professional image.
Purpose of article is to reveal possibilities of implementation and practical aspects of using of active and interactive methods in the process of future pre-school educational institutions teachers’ training for creating their positive professional image.
The author solves the tasks of the academic research by means of scientific literature analysis, as well as the analysis of his own practice while training future pre-school educational institution teachers to create a positive professional image.
In the context of our research we have used problematic (problem lectures, psychodiagnostics and psycho-pedagogical training, creative tasks) and simulation (development and modelling of pedagogical situations, solving pedagogical tasks, games) active teaching methods. It have helped to form students’ positive internal motivation to the future profession, as well as to creating a positive image.
The implementation of the specified tasks also took place through the use of interactive methods of co-operative (work in pairs, rotation triplets, work in small groups) and collective-group (general discussion, microphone, unfinished sentences, brainstorming, tree of decisions) training, as well as individual methods of working out discussion questions (in particular PRES method, change position, continuous scale of thoughts).
Use of active (role-playing and business games), as well as interactive methods (carousel, aquarium; situation analysis, learning – learn; simulation and blitz games; debate, discussion in the style of a television show) training have hold in practical and laboratory classes while teaching the special course about pedagogical image. It have facilitated students to transform the acquired knowledge into the level of practical skills of image-creating activity, to adapt the information in accordance with their own experience and opportunities, as well as adjusting and implementing the plan for the creation and development of a positive professional image of a future educator, taking into account its individual characteristics.
Originality of the article is related to its practical value as well as detailed analysis of applied aspects of the implementation of active and interactive methods into the process of future pre-school educational institutions teachers’ training for creating their positive professional image.
We can draw a general conclusion that using of active and interactive methods allows to create conditions for independent, deliberate use of acquired students’ skills in the creation, development and correction of their professional image as future pre-school teachers.
