Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars' Views)

Autor/in	Milto, Liudmyla
Titel	Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars' Views)
Quelle	In: Comparative Professional Pedagogy, 7 (2017) 2, S.36-42 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2353-9518
DOI	10.1515/rpp-2017-0020
Schlagwörter	Foreign Countries; Historiography; Mastery Learning; Scholarship; Educational Research; Interdisciplinary Approach; Taxonomy; Educational Objectives; Teaching Methods; Educational Innovation; Ukraine + Suchen Sie Ihr Suchwort? Ausland; Geschichtsschreibung; Scholarships; Stipendium; Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Taxonomie; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation
Abstract	The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical mastery have been considered and the ambiguity of their scientific interpretations has been justified. The scientific category of pedagogical mastery is regarded as a social, cultural and historical phenomenon, caused by the challenges of society in line with the relevant social priorities and directions according to the goals and objectives of a particular historical period. Subsequently, complexity and multidimensionality of the notion of pedagogical mastery and presence of various scientific approaches (technological, creative, personality- and activitybased) to interpreting the scientific category have been proved. Based on the current sociocultural situation, the relevance of researches on pedagogical mastery as a scientific category has been proved and its role in training future teachers, which can be considered as a certain teaching strategy and factor in forming their readiness for innovative activity has been defined. It has been found out that diversity and interdisciplinarity of pedagogical mastery in the system of scientific knowledge promote methodological strategies for its research, the need for their systematization and complex implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01