Psychological and pedagogical support of future teachers of preschool education institutions: informative content
The article deals with the problem of psychological and pedagogical support of future teachers of preschool education institutions. Based on the results of the analysis of the source base, the essence of the concepts of ‘support’, ‘psychological support’, ‘pedagogical support’, ‘psychological and pe...
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| Format: | Article |
| Language: | English |
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State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”
2024-03-01
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| Series: | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
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| Online Access: | https://drive.google.com/file/d/1iU5G2xi7Oo-J7YiqaWg5eHWy8mnroOYf/view |
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| _version_ | 1849426516134330368 |
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| author | Dikhtiarenko Stanislava |
| author_facet | Dikhtiarenko Stanislava |
| author_sort | Dikhtiarenko Stanislava |
| collection | DOAJ |
| description | The article deals with the problem of psychological and pedagogical support of future teachers of preschool education institutions. Based on the results of the analysis of the source base, the essence of the concepts of ‘support’, ‘psychological support’, ‘pedagogical support’, ‘psychological and pedagogical support’, ‘future teachers’ is theoretically substantiated. The leading directions and forms of work in a higher education institution are identified. The types of technologies for psychological support of students' professional and personal development are characterised. The components of psychological support for the professional development of future teachers of preschool education are substantiated. The factors of realisation of the model of psychological support of personal development of future preschool teachers are considered. The approaches on which the psychological and pedagogical support is based are revealed, such as: reflexive; axiological; competence approaches. An algorithm for the implementation of psychological and pedagogical support of future teachers of preschool education institutions is presented. Introduction. One of the urgent problems of the theory of modern psychological and pedagogical science and practice is the competence of future teachers of preschool education institutions in the context of European integration and the search for modern technologies for implementing a personality-oriented model in the process of educational interaction between students and teachers. Obviously, among the numerous pedagogical tools, it is important to organise support in the educational process, since higher education is the main mechanism for reproducing the country's spiritual potential, the basis for transferring scientific achievements to a new generation for further progress in the development of society. The problem of developing an individual's ability to make decisions in problematic and conflict situations, to understand the regulation of one's own behaviour and activities, and to go beyond one's own limits of life, the life of society and other people in the light of higher values is becoming more acute. This is especially important for the future psychologist, since only a specialist who is constantly working on improving his or her personality and strives to unlock his or her potential and achieve success in life can provide psychological assistance. In our opinion, the most effective way to solve this problem is to develop and implement psychological and pedagogical support in a higher education institution, which can ensure and enhance the professional development of each student, in particular. Purpose and objectives of the study. The purpose of the study is to reveal the content characteristics of the essence of the concept of ‘psychological and pedagogical support of future teachers of preschool education’. Objectives of the study: based on the analysis of the source and scientific base, to characterise the essence of the main categories of the study, such as: ‘support’, ‘psychological support’, ‘pedagogical support’, ‘future teachers’. |
| format | Article |
| id | doaj-art-e0b36299c7f7496e945defa37ed26870 |
| institution | Kabale University |
| issn | 2414-5076 2617-6688 |
| language | English |
| publishDate | 2024-03-01 |
| publisher | State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky” |
| record_format | Article |
| series | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
| spelling | doaj-art-e0b36299c7f7496e945defa37ed268702025-08-20T03:29:22ZengState institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського2414-50762617-66882024-03-011461829010.24195/2617-6688-2024-1-12Psychological and pedagogical support of future teachers of preschool education institutions: informative content Dikhtiarenko Stanislava0https://orcid.org/0000-0002-0349-1680Postgraduate student State Institution “Southern Ukrainian National Pedagogical University named after K.D. Ushynsky”, Odesa, UkraineThe article deals with the problem of psychological and pedagogical support of future teachers of preschool education institutions. Based on the results of the analysis of the source base, the essence of the concepts of ‘support’, ‘psychological support’, ‘pedagogical support’, ‘psychological and pedagogical support’, ‘future teachers’ is theoretically substantiated. The leading directions and forms of work in a higher education institution are identified. The types of technologies for psychological support of students' professional and personal development are characterised. The components of psychological support for the professional development of future teachers of preschool education are substantiated. The factors of realisation of the model of psychological support of personal development of future preschool teachers are considered. The approaches on which the psychological and pedagogical support is based are revealed, such as: reflexive; axiological; competence approaches. An algorithm for the implementation of psychological and pedagogical support of future teachers of preschool education institutions is presented. Introduction. One of the urgent problems of the theory of modern psychological and pedagogical science and practice is the competence of future teachers of preschool education institutions in the context of European integration and the search for modern technologies for implementing a personality-oriented model in the process of educational interaction between students and teachers. Obviously, among the numerous pedagogical tools, it is important to organise support in the educational process, since higher education is the main mechanism for reproducing the country's spiritual potential, the basis for transferring scientific achievements to a new generation for further progress in the development of society. The problem of developing an individual's ability to make decisions in problematic and conflict situations, to understand the regulation of one's own behaviour and activities, and to go beyond one's own limits of life, the life of society and other people in the light of higher values is becoming more acute. This is especially important for the future psychologist, since only a specialist who is constantly working on improving his or her personality and strives to unlock his or her potential and achieve success in life can provide psychological assistance. In our opinion, the most effective way to solve this problem is to develop and implement psychological and pedagogical support in a higher education institution, which can ensure and enhance the professional development of each student, in particular. Purpose and objectives of the study. The purpose of the study is to reveal the content characteristics of the essence of the concept of ‘psychological and pedagogical support of future teachers of preschool education’. Objectives of the study: based on the analysis of the source and scientific base, to characterise the essence of the main categories of the study, such as: ‘support’, ‘psychological support’, ‘pedagogical support’, ‘future teachers’. https://drive.google.com/file/d/1iU5G2xi7Oo-J7YiqaWg5eHWy8mnroOYf/viewsupportpsychological supportpedagogical supportpsychological and pedagogical supportfuture teachers |
| spellingShingle | Dikhtiarenko Stanislava Psychological and pedagogical support of future teachers of preschool education institutions: informative content Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського support psychological support pedagogical support psychological and pedagogical support future teachers |
| title | Psychological and pedagogical support of future teachers of preschool education institutions: informative content |
| title_full | Psychological and pedagogical support of future teachers of preschool education institutions: informative content |
| title_fullStr | Psychological and pedagogical support of future teachers of preschool education institutions: informative content |
| title_full_unstemmed | Psychological and pedagogical support of future teachers of preschool education institutions: informative content |
| title_short | Psychological and pedagogical support of future teachers of preschool education institutions: informative content |
| title_sort | psychological and pedagogical support of future teachers of preschool education institutions informative content |
| topic | support psychological support pedagogical support psychological and pedagogical support future teachers |
| url | https://drive.google.com/file/d/1iU5G2xi7Oo-J7YiqaWg5eHWy8mnroOYf/view |
| work_keys_str_mv | AT dikhtiarenkostanislava psychologicalandpedagogicalsupportoffutureteachersofpreschooleducationinstitutionsinformativecontent |