Професійна підготовка майбутнього педагога із застосуванням технологій евристичної освіти

У статті на основі результатів теоретико-експериментального дослідження розкриваються можливості технологій евристичної освіти, які ефективно сприяють досягненню мети професійної підготовки сучасного педагога –
майстра і творця. Розглядаються розроблені і випробувані авторами евристичні технології для формування міцного
фундаменту теоретичних знань, вдосконалення самостійної роботи і педагогічної практики, для створення майбутніми
вчителями у процесі конструктивної і креативної діяльності значимих професійно-творчих освітніх продуктів – основного показника творчої самореалізації.

The purpose of the professional training of the educator (teacher, instructor, mentor) is considered by the authors as creating
the conditions for achieving him the necessary and sufficient level of creative self-realization of the main professional qualities.
Among them, the professional and creative value properties of a specialist should be decisive: his steady orientation to individual and group creative activity, possession of the main techniques of cognitive-creative (heuristic) activity, developed skills of dialogue
cooperation, the ability to carry out research and search, constructive and creative professional activity. This goal can not be implemented within the traditional – authoritarian, reproductive, antidiologic – educational system. Therefore, heuristic education (Socrates, Plato, N. Barbalis, K. Rogers , A. Maslow, P. Freire, P. Kopnin, V. Andreev, N. Guzii, B. Korotyaev, A. Khutorskoy and others), well known, but not enough realized is coming. In the article on the basis of the results of the theoretical and experimental study, the possibilities of ideas and techniques of heuristic education are revealed. Their correct application in the conditions of modern university contributes effectively to the goal of modern teacher training – the master and creator. The heuristic techniques, created and tested by the authors in the professional training of teachers are considered. They are "lectures of direct action" to create a strong foundation of theoretical knowledge already at the stage of their initial development; colloquiums of co-creation "teacher – microgroup of students" (for operative deepening, complementing and personal transformation of the newly created theoretical basis of the training module); heuristic ways to improve students' independent work, seminars and practical classes; pedagogical practices as design-research studios of teacher-masters and future teachers. All these techniques are aimed at creating the professional creative educational product.