Організація та методика експериментального дослідження підготовки майбутніх педагогів професійного навчання до інноваційної діяльності

Abstract

Резюме. У статті висвітлено процес організації та розроблення методики експериментального дослідження підготовки майбутніх педагогів професійного навчання до інноваційної діяльності. Визначено провідну ідею та гіпотезу дослідження, що визначають його спрямованість; виокремлено мету та завдання експерименту, які окреслюють очікувані результати; визначено умови та терміни його проведення; ідентифіковано незалежні та залежні змінні, встановлено критерії та показники для оцінювання результатів цієї підготовки; розроблено методику проведення експерименту, яка містить перелік та процедуру застосування всіх дослідницьких методів.

Abstract. The article highlights the process of organizing and developing the methodology for an experimental study on the training of future vocational education teachers for innovative activity. The leading idea and research hypothesis determining the study’s focus are defined. The goals and objectives of the experiment, which outline the expected outcomes, are specified. The conditions and duration of the experiment are determined, independent and dependent variables are identified, and the criteria and indicators for evaluating the results of such training are established. A methodology for conducting the experiment has been developed, including the list and procedure for applying all research methods. The stages of the pedagogical experiment-preparatory, ascertaining, formative, and summarizing-are characterized, as they contributed to determining the effectiveness of the identified set of pedagogical conditions for preparing future vocational education teachers for innovative activity. At the preparatory stage, a systematic analysis of current scientific and pedagogical sources was conducted, which served as the theoretical foundation for forming the initial research provisions and developing the program of the experimental study. At the ascertaining stage, the current state and specific features of training future vocational education teachers for innovative pedagogical activity were examined; the criteria and indicators for diagnosing the levels of their innovative competence were defined and described; an ascertaining assessment was carried out; experimental bases were determined, and the sample and expert group were formed. During the formative stage, the pedagogical conditions for training future vocational education teachers for innovative activity in the higher education process were implemented and their effectiveness tested. At the summarizing stage, the results of the formation of the specified competence were analyzed and evaluated, and general conclusions were formulated.