UDC 378.018.8:373.5.011.3-051:91]:[37.091.33:331.102.24-021.4](045)
DOI: https://doi.org/10.59694/ped_sciences.2024.06.032
METHODOLOGICAL PREPARATION OF THE FUTURE GEOGRAPHY TEACHER FOR GEOGRAPHIC EDUCATION AS A PROFESSIONAL QUALITY
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SOVHIRA Svitlana Vasylivna
Doctor of
Pedagogical Sciences, Professor, Professor of the
Department of Chemistry and Ecology, Pavlo Tychyna
Uman State Pedagogical University.
ORCID: https://orcid.org/0000-0002-8742-7773
BRASLAVSKA Oksana Volodymyrivna
Doctor
Pedagogical Sciences, professor, head of the department of
geography, geodesy and land management Рavlo Tychyna
Uman state pedagogical university.
ORCID: https://orcid.org/0000-0003-0852-686X
Abstract:
The article reveals the essence, structure and features of the methodological readiness of the future teacher of geography as a professional quality. The essence of pedagogical activity and its functions are revealed: developmental, organizational, constructive, value-oriented, meaning-making, epistemological, communicative, prognostic, diagnostic.
The methodical readiness of the future teacher is described as a professional and personal phenomenon, the essence of which is determined not only by the knowledge of the methods and means of teaching geography students, but also by the practical mastery of these methods, the presence of experience in the formation of the personality of schoolchildren and the ability to acquire it. It was revealed that methodical readiness is part of the general professional and pedagogical readiness and instrumentally ensures the teacher’s performance of the new social function of the teacher – the transmission of culture in the individual and society.
The functions of methodical readiness are established and characterized: meaning-making, indicative, instrumental. The following components are distinguished in the structure of methodical readiness of the future geography teacher: motivational, substantive, operational. It has been proven that methodical readiness is formed in the process of purposeful preparation during the holistic educational process in stages. At the initial stage, there is a predominant formation of value-semantic attitudes regarding the need to teach students geography. At the next stage, knowledge about methodical, psychological-pedagogical, and other regularities of students’ personality formation was developed mainly as components of a holistic scientific picture of the development of this phenomenon. At the final stage, the formation of methodical readiness as a professional quality of future teachers is completed, they develop the foundations of their own methodical system and technology of teaching geography to students.
A system of criteria and indicators is proposed to assess the degree of formation of methodological readiness of future geography teachers: criterion of motivation for readiness for methodical activity (criterion indicators are the nature of goal-setting in methodical activity and activity in the search for methodical information); content readiness criterion (criterion indicators are the completeness and systematicity of methodical knowledge); criterion of procedural readiness (the indicators of this criterion are the range of pedagogical tools used in practical activities for the formation of the personality of schoolchildren and the presence of elements).
Keywords: methodological readiness, professional activity, future geography teacher, professional quality, criterion, professional personal phenomenon, experience and practice of forming the personality of students.
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