Release:2017, Vol. 3. №3
About the author:Olga A. Zheglova, External Postgraduate Student, Academic Department of Methodology and Theory of Socio-Pedagogical Researches; Senior Lecturer, Department of Foreign Languages and Cross Cultural Professional Communication of Humanities, University of Tyumen; firstname.lastname@example.org
This article describes pedagogical conditions that contribute to the axiological mastering of pedagogical notions in the process of training future teachers. Appeal to the humanitarian potential of pedagogical notions gives grounds for a teacher-managed process of constructing of the axiological conceptualization of pedagogical knowledge of future teachers. Unlike spontaneous, the axiological conceptualization controlled by the teacher promotes awareness, deep understanding and assimilation of the meaning of pedagogical ideas and realia, revealing their potential value as well as penetrating into the essence of the principles of implementing pedagogical, scientific and practical ideas. A concept is a structural unit and an instrument of the process of conceptualization. It shapes the meaning and unites disparate worldview (scientific, mystical, trivial, philosophical, etc.), and also promotes for the understanding and mastering of a special language of pedagogy that contains scientific and terminological metaphors. According to the author, language actualization of pedagogical concepts becomes more productive if adapted to the learning process research methods of humanities will be applied to the process of pedagogical discourse analysis. These methods are oriented toward the axiological and subjective-personal comprehension of the unique phenomena of pedagogical reality; they combine a rational explanation with sensitive and intuitive understanding of the subject of learning cognition, focusing on its qualitative characteristics. With the purpose of practical implementation of theoretical propositions, the author suggests using a specially created open type of conceptual pedagogical dictionary that contains a conceptual model and analysis of a system of special pedagogical concepts, such as “education”, “teaching”, “teacher”, “student”, “school”, etc. The analysis of pedagogical concepts with the help of this dictionary promotes meaning acquisition, the development of pedagogical communication culture, comprehension of the uniqueness of pedagogical phenomena and reflective appropriation of values and significant experience, as well as the enrichment of the conceptual worldview of future teachers.