The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Iryna ANDROSHCHUK, Khmelnytskyi National University, Faculty of Humanities and Pedagogy, Khmelnytskyi, Ukraine, Ihor ANDROSHCHUK, Mykola KURACH, Viktoriia KHRENOVA, Oleksandr LIVSHUN, Khmelnytskyi National University, Faculty of Humanities and Pedagogy, Khmelnytskyi, Ukraine, Taras Shevchenko Regional HumanitarianPedagogical Academy of Kremenets, Kremenets, Ukraine, Khmelnytskyi National University, Faculty of Humanities and Pedagogy, Khmelnytskyi, Ukraine, Khmelnytskyi National University, Faculty of Humanities and Pedagogy, Khmelnytskyi, Ukraine
2020 Revista Romaneasca pentru Educatie Multidimensionala  
The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular
more » ... ra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.
doi:10.18662/rrem/12.2/266 fatcat:4jewvvjkkfh3jgyhwmc5uyt5ny