The Technology of Forming the Professional Culture of Future Teachers: from Reflection to Creativity

Abstract

The authors devoted their article to the theoretical study of the formation of children's personal and collective culture in the training of future teachers. In particular, we studied the combination of neuropsychological and cultural-educational aspects in the formation of personal and collective culture as an acquired psychological structure based on the nature-defined deep functions. The aim of the article was a theoretical analysis of related neuroscientific and educational approaches, formulation of components of professional culture of future educators on the basis of this analysis and development of the author's comprehensive program "The wheel of professionalism of a future teacher". To achieve this goal, the authors used theoretical methods of systematic analysis of the literature, comparison, extrapolation of pedagogical provisions to the neuroscientific plane; structuring and systematization of methodological provisions (components of professional culture of future educators). Among the empirical methods - explication and creative development of didactic material (integrated program) and elements of sociological research (survey) to find out the students' satisfaction with the implemented program. The relevance of the article lies in the significant discrepancy between the content of higher pedagogical education of future educators (particularly in Ukraine) and the reality of pedagogical activity, which does not take into account the general cognitive imitation and imitative mechanisms of learning culture. As a result, the neurocognitive and pedagogical reasoning for the development of the program was carried out. We also identified the main criteria for the formation of professional culture (spiritual-creative, cognitive, motivational-value, reflexive-perceptive, instrumental) and modeled a comprehensive program of formation of the basics of professional culture of future educators of educational institutions, which consists of training work on each of the components. The main result is the materialization of the program itself and the determination of a high degree of satisfaction with the students among whom it was implemented. Significance of the article. The formulated patterns of formation of professional culture and development of the culture of students on the principle of imitation are universal, and each of the above components is illustrated by specific practical and activity material, which may serve as recommendations for improving both the formation of future educators, and educational work in a preschool institution.