PEDAGOGICAL IMPROVISATION IN FORMING PROFESSIONAL COMPETENCE OF THE FUTURE TEACHERS-PHILOLOGISTS
DOI:
https://doi.org/10.17770/sie2022vol1.6844Keywords:
creativity, intuition, pedagogical improvisation, professional competence, teacher educationAbstract
The article analyzes the concept of pedagogical improvisation, clarifies its content, functions and types, determinates its role in developing professional competence of students-philologists. During the research we used the following methods: observation, analysis, interviews, mathematical statistics. The aspects of preparation of future teachers-philologists for pedagogical improvisation are highlighted, and their preparedness criteria are defined. The methodological tools of research into the level of students' ability to pedagogical improvisation are selected. The relevance of the topic is confirmed by the results of the survey of the students-philologists who are diagnosed with the level of ability to pedagogical improvisation both in the conditions of the traditional form of education and in the distance learning mode. 205 students of the specialties 035 «Philology» and 014 «Secondary Education» (Ukrainian language and literature) of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. By means of experimental activities, the features of the influence of the pedagogical improvisation on the formation of professional competence of future teachers-philologists have been identified. It was found that the level of ability to pedagogical improvisation of students-philologists in the conditions of traditional education is higher than in the conditions of excessive stay in the virtual educational space. A step-by-step algorithm of using improvisation for development of the future teachers-philologists’ professional competence in the context of blended learning is developed.
Downloads
References
Aadland, H., Espeland, M., & Arnesen, T.E. (2017). Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes. Cogent Education, 4(1). DOI: 10.1080/2331186X.2017.1295835
Bashmanivska, L. (2016). Vіd tradicіjnoi metodiki – do kreativno-іnnovacіjnoi strategіi. Ukrains'kij pedagogіchnij zhurnal. 2, 126-130.
Beghetto, R.A., & Kaufman, J.C. (2011). Teaching for creativity with disciplined improvisation. In R. Keith Sawyer (Ed.), Structure and improvisation in creative teaching (94-109). Cambridge: Cambridge University Press.
Ben-Horin, O. (2016). Towards a professionalization of pedagogical improvisation in teacher education. Cogent Education, 3(1). DOI: 10.1080/2331186X.2016.1248186
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American educational research journal, 26(4), 473-498.
Buhaiko, T., Buhaiko F. (1963). Majsternіst' uchitelja-slovesnika. Kiiv: Radjans'ka shkola.
DeZutter, S. (2011). Professional improvisation and teacher education: Opening the conversation. In R. Keith Sawyer (Ed.), Structure and improvisation in creative teaching (27-50). Cambridge: Cambridge University Press.
Higgins, L., & Mantie, R. (2013). Improvisation as ability, culture, and experience. Music Educators Journal, 100(2), 38-44.
Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education – roots and applications. Cogent Education, 3(1). DOI: 10.1080/2331186X.2016.1204142
Holub, N. (2008). Kompetentnіsnij pіdhіd do formuvannja іdealu vchitelja: Ritorika u vishhіj shkolі. Cherkasi: Brama-Ukraina, 148-156.
Jagiello-Rusilowski, A. (2016). Improvisation in revealing and developing hidden competences. INTED2016 Proceedings IATED Digital Library.
Kan-Kalyk, V. (1978). Problemy pedagogicheskoj improvizacii v tvorcheskom processe pedagoga. Vzaimosvjaz' ubezhdenija i vnushenija v pedagogicheskom processe. Perm: PermGPI, 86-95.
Kharkin, V. (1992). Pedagogicheskaja improvizacija. Teorija i metodika. Moskva: MIN "Mahistr".
Kutsevol, A. (2006). Teoretyko-metodychni osnovy rozvytku kreatyvnosti majbutnix uchyteliv literatury. Vinnytsia: Hlobus-Pres.
Lavrinenko, A. (2009). Pedagogіchna majsternіst' v іstoriko-pedagogіchnomu vimіrі: teorіja, praktika, postup. Kiiv: Bohdanova A.M.
Mæland, K., & Espeland, M. (2017). Teachers’ Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?. Education Inquiry, 8(3), 192-208.
Miroshnichenko, L. (2000). Metodika vikladannja svіtovoi lіteraturi v serednіh navchal'nih zakladah. Kiiv: Lenvit.
Pasichnyk, E. (2000). Metodika vikladannja ukraїns'koi lіteraturi v serednіh navchal'nih zakladah. Kiiv: Lenvit.
Pentyliuk, M. (2014). Мovna osobistіst'' majbutn''ogo vchitelja-slovesnika v kontekstі profesіjnoї pіdgotovki. Zb. nauk. prac' Umans'kogo derzh. ped. un-tu іm. Pavla Tichini / gol. red. M. T. Martinjuk. Uman': FOP Zhovtij O. O. Ch. 2. 290-297.
Philip, T. (2019). Principled improvisation to support novice teacher learning. Teachers College Record, 121(6), 1-32.
Sawyer, R. K. (2011). What makes good teachers great? The artful balance of structure and improvisation. In R. Keith Sawyer (Ed.), Structure and improvisation in creative teaching (1-24). Cambridge: Cambridge University Press.
Semenoh, A., Bazyl, L. (2008). Movna osobistіst' uchitelja v hudozhnіj lіteraturі. Kiiv: Fenіks.
Stepanyshyn, B. (1995). Metodichnij posіbnik dlja vchitelja. Kiїv: RVC "Proza".
Sukhomlynska, O. (1990). Uchitel' u suchasnomu svіtі і jogo rol' v demokratizacії osvіti. Kiїv.
Sukhomlynska, O. (2002). Konceptual'nі zasadi formuvannja duhovnostі osobistostі na osnovі hristijans'kih moral'nih cіnnostej. Shljah osvіti, 1, 13-18.
Voloshyna, N. (1995). Teoretichnі і metodichnі zasadi estetichnogo vihovannja uchnіv u procesі vivchennja ukraїns'koi lіteraturi v serednіj shkolі : Disertacіja u vigljadі naukovoi dopovіdі na zdobuttja naukovogo stupenja doktora pedagogіchnih nauk. Kiiv: Pedahohichna dumka.
