Formation of Pedagogical Thinking of Future Teachers

• Boichenko, Valentyna ^[2] ; Yovenko, Larisa ^[3] ; Remekh, Tetyana ^[4] ; Tsyhanok, Oksana ^[3] ; Kyrychenko, Vita ^[3] ; Huba, Bohdan ^[1]
  1. [1] National University

     National University

     Estados Unidos

     
  2. [2] Department of Pedagogy and Educational Management, Pavel Tychyna Uman State Pedagogical University
  3. [3] Department of Ukrainian Literature, Ukrainian Studies and Teaching Methods, Pavel Tychyna Uman State Pedagogical University
  4. [4] Department of Social Science Education, Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine

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• Localización: Estudios de economía aplicada, ISSN 1133-3197, ISSN-e 1697-5731, Vol. 39, Nº Extra 5, 2021 (Ejemplar dedicado a: Special Issue Innovation in the Economy and Society of the Digital Age)
• Idioma: inglés
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  • The training of professional teachers is dictated by the fundamental changes taking place in education. In the new social and pedagogical conditions, a professional teacher is required. Unlike a specialist teacher, a professional teacher, firstly, is a subject of the pedagogical activity, and not a bearer of a set of scientific knowledge and methods of its transmission; secondly, it is focused on the development of human abilities, and not only on the transmission of knowledge, abilities and skills; thirdly, he can practically work with educational processes, to build developing educational situations, and not just to pose and solve didactic problems. The analysis of literary sources allowed the authors to achieve the goal of the article: to develop theoretical and methodological tools for the significant formation of pedagogical thinking of future teachers, namely, to offer and test a model for the formation of pedagogical thinking of future teachers. The approbation showed an increase in all indicators that were assessed, as well as an increase in additional indicators: student attendance and their involvement in the educational process, which was manifested in an increase in the number of students who came to consultations, an increase in the number of requests from students to study additional literature on the topic, for additional research work, etc. Thus, the development of pedagogical thinking becomes both a process and a result of teaching a future teacher.