Samokorrektsiya pedagogicheskoy tekhniki uchitelem

V teorii pedagogiki ne nablyudaetsya chyetkoy, algoritmizirovannoy tekhnologii formirovaniya pedagogicheskoy tekhniki. Predpolagaetsya, chto student ovladevaet umeniyami upravlyat' soboy, svoim emotsional'nym sostoyaniem, tekhnikoy rechi, umeniem povliyat' na lichnost' i kollektiv v tselom posle prokhozhdeniya praktiki v razlichnykh obrazovatel'nykh uchrezhdeniyakh. Prepodavatel' sovershenstvuet svoyu professional'nuyu kompetentnost' eksperimental'nym putyem metodom prob i oshibok, osnovyvayas' na opyte kolleg i sobstvennom opyte. Sprognozirovat' rezul'tat formirovaniya pedagogicheskoy tekhniki v podobnykh usloviyakh ne viditsya vozmozhnym, a sam protsess ovladeniya professional'nymi priyemami mozhet zanyat' gody. V popytke algoritmizirovat' protsess formirovaniya professional'nogo povedeniya, avtorami byli razrabotany metodiki, pozvolyayushchie uchitelyu provodit' samoanaliz i samokorrektsiyu svoey pedagogicheskoy tekhniki. Osnovu protsessa samosovershenstvovaniya pedagogicheskoy tekhniki uchitelem sostavlyaet kollektivnoe mnenie uchashchikhsya - glavnykh potrebiteley pedagogicheskikh priyemov. Kniga prednaznachena dlya uchiteley, metodistov, studentov pedagogicheskikh vuzov, rabotnikov sistemy obrazovaniya i vsekh zainteresovannykh lits