Educational technology and their role in the development of professional culture of teacher of special subjects

Abstract

The main approaches to the definition of "technology", "educational technology", "professional culture", singled out their essential features and basic classification. The criteria on which this classification made: the organization of common types of cognitive activities that contribute to the formation of necessary and sufficient skills and abilities of independent critical thinking; reliance on real-life problem situations in the introduction of new material, joint discussions, hypotheses, find information that is needed to solve the problem that has arisen, to discuss possible solutions; reliance on the application of knowledge of different sectors and their integration in solving problems; independent research organization, search activity that encourages independent critical thinking, ability to work with information obtained from various sources; creating conditions for reflection, forecasting possible consequences of decisions to be taken, the organization of teachers of special subjects in mizhkursovyy period of training, which involves the use of modern educational technologies (gaming, design, case, information and communication, etc.).

The analysis of methodical practice of teachers of special subjects and own practical experience, which shows that efficient technologies in adult learning is to work in small groups. The study confirmed that the overall activity both in small groups and team, is crucial in achieving objectives such as: the development of technical and technological process of creative thinking in finding and solving educational problems related to professional teaching professionals; creating a motivational environment in the process of interpersonal communication, accompanied by internalization, a sense of effective community actions and their qualitative results.