CONCEPTS AND MODELS OF TEACHING PEDAGOGY: TRADITIONS AND INNOVATIONS

Abstract

The author has determined the topicality of the study of concepts and models of teaching pedagogy as a theoretical foundation of professional and personal development of future teachers. Based on the analysis of scientific literature, models of teaching pedagogy have been presented – the empirical, educational (theory – … – practice), practice-oriented, anthroposocial, quasi-professional, heuristic, reflective, personally practical, self-educational ones, as well as their correlation with different types of students’ activities.
The peculiarities of concentrated teaching of pedagogy (V. Bezrukova) that provides «the immersion» of future teachers in the problem field of pedagogical theory and practice, and the formation of a holistic view of pedagogy have been characterized. The main provisions of generative teaching of pedagogy (I. Tsyrkun, V. Punchyk) based on the independent cognitive activity of students, the focus on the formation of competencies of self-education and self-development have been revealed.
The peculiarities of updating and improving the content of the course «Pedagogy» according to the scientific positions of O. Dubaseniuk (the systematic approach to the analysis of pedagogical phenomena, the job-specific approach to the construction of the content of teaching pedagogy) have been determined. The main conceptual provisions of experimental and analytical teaching of pedagogy (L. Kosolapova) have been presented, in particular the idea of complementarity of the cognitive and professional pedagogical activity, the interconnection of theory and practice, the analytical consideration of components of the educational system.