Концептуальні підходи до підготовки вчителя і наукова школа О. Г. Мороза

У статті обґрунтовано науково-педагогічну концепцію О. Г. Мороза, суть якої полягає у неперервності педагогічної освіти та відповідної її етапізації. Узагальнено творчі напрацювання О. Г. Мороза щодо особливостей психолого-педагогічної підготовки майбутніх педагогів. Окреслено характерні риси наукової школи академіка НАПН України Олексія Григоровича Мороза.

В статье обоснована научно-педагогическую концепцию О. Г. Мороза, суть которой заключается в непрерывности педагогического образования и соответствующей ее этапизации. Обобщено творческие наработки О. Г. Мороза относительно особенностей психолого-педагогической подготовки будущих педагогов. Определены характерные черты научной школы академика АПН Украины Алексея Григорьевича Мороза.

The paper deals with the concept of continuing teacher education in the lifelong learning context. It highlights the author’s system of O. H. Moroz, a member of the National Academy of Pedagogical Sciences of Ukraine, who examined the relation between the effectiveness of first-year student adaptation and motivation for learning and self-improvement; between novice teacher’s professional adaptation and the desire for continuing education and self-development. The paper describes the scientific and pedagogical conception of O. H. Moroz, the essence of which lies in the continuing teacher education and its corresponding stages: 1) adaptation of first-year students to study process at university; 2) professional (in particular psychological and pedagogical) training of future teachers in higher school (content, organization) 3) professional adaptation of novice teacher as a main stage in a system of professional training (essence, functions, structure of professional adaptation and ways of managing it); 4) lifelong learning and professional self-improvement. The features of psycho-pedagogical training of future teachers in the heritage O. Moroz are generalized. Content of psycho-pedagogical training: scientific basis of student learning, pedagogy, history of pedagogy, didactics, methods of educational work, general psychology, pedagogical psychology, basic steps to pedagogical mastery, certain techniques (teacher training/ BA); pedagogy of higher school, psychology of higher school, foundations of professionalism and pedagogical mastery of a higher school teacher, methodology and methods of scientific and pedagogical research, organization of educational process management at the university, economics of education (training higher school teacher/ master, postgraduate). The characteristic features of the scientific school of O.H.Moroz are defined as well.