One of the aspects of teacher training is introducing them to the basics of methodology in pedagogy. This not only significantly broadens their professional horizons, but also stimulates the scientific approach to pedagogical activity.
What is a methodology?
The formation of the term “methodology” has a long history. The modern definition of “methodology in pedagogy is the doctrine of the organization of activities in educational institutions” implies the need for a scientific approach to any form of it: play, educational, professional (in the field of material production and in the spiritual).
A scientific approach to activity involves a number of specific actions aimed at organizing labor that allows you to achieve your goals with the least material, time or moral cost.
With the development of material and spiritual production, with the advent of new professions, new ones are developed and existing methodologies are improved.
Methodological Development Structure
Based on the fact that the methodology teaches to organize any work, it should be considered what is included in the concept of "organization of activity". That is, what exactly is the design of any work, what theoretical and practical tasks should be solved.
The structure of methodological development includes:
- a description of the characteristics of conditions, principles, and labor standards;
- definition of results, subject, object, subjects, forms and means, methods, stages of achieving the intended results;
- definition of phased tasks of work and development of technology for their solution (necessary tools, rational methods and techniques).
The correct methodological approach to work guarantees a logical sequence of its stages and the interconnection of all participants (subjects).
At the same time, strict requirements for the construction of the process of literally all types of human activity do not exist due to their specific features. For example, the methodology of the game will differ significantly from the methodology for the production of material objects.
The essence of methodology in pedagogical science
The essence of pedagogy is that it studies the processes of reflection of reality in the consciousness of the individual. The methodology in pedagogy is a technique for transferring knowledge about the forms, methods, principles of studying and accumulating pedagogical theory and practical experience, about ways of introducing the results of theoretical research into significant practical transformations in the field of education, training and personal development.
The close connection between theory and practice is an essential feature of methodology in pedagogy. Describing the existing principles and approaches of the methodology of pedagogy, she gives specialists new recommendations, developments, programs and monitors, analyzes the results of their implementation.
Principles of Methodology
The basic rules of activity - the principles - are developed as a result of the analysis of errors and achievements of previous experience. Their accounting is one of the main principles of methodology in pedagogy. Compliance with the following rules ensures the effectiveness of pedagogical research and practice:
- the integrity of approaches in the study and formation of the pedagogical environment, taking into account its features, ability to develop and self-development;
- taking into account the level and characteristics of the development and upbringing of an individual or collective, their individual characteristics;
- the formation of the educational process, depending on the type of activity in which it occurs: in the educational or leisure, sports or creative;
- a comprehensive approach to solving pedagogical problems, building options for their development;
- accurate, scientifically based selection of work methods and techniques;
- compliance with moral and ethical standards in the implementation of scientific and pedagogical practice.
With the development of science and processes in the sociocultural environment, the principles of pedagogical research and practice can be supplemented and modified.
Methodology Functions
Answering the question “what does the methodology do”, we can name the functions of the methodology of pedagogy:
- cognizes, describes and explains the phenomena occurring in pedagogical science and practice - cognitive function;
- predicts, based on an analysis of these processes, their further development - a prognostic function;
- offers new goals, technologies of pedagogical activity - an innovative function;
- analyzes own achievements in research and practical work, develops criteria for their assessment - reflective function;
- develops the rules and principles for conducting scientific research and practical actions in pedagogy - a normative function;
- contributes to the development of scientific and pedagogical creativity - a creative function.
The concept of pedagogy methodology is implemented at both levels of functions - scientific and practical.
Theoretical research methods
Obtaining information about new processes and phenomena, their analysis is an important and rather difficult stage in the research work. At the initial stages of the study, general scientific methods are used:
- analysis of literature, scientific publications, textbooks on the issue of interest, documentation (including archival);
- collection and processing of new facts, synthesis, comparison, scaling, ranking.
Thus, the methodology in pedagogy is also a thorough analysis of the processes occurring in the studied space, the formation of ideas about their compliance with the principles of science, about innovative value.
Practical (empirical) methods
A large group of research methods are used in the study of directly objects and subjects of educational work:
- study and analysis of the products of their activities;
- studying the documentation of children and teachers;
- monitoring their activities and the nature of interactions;
- polls, interviews, questionnaires;
- measurement and control of observed processes through testing, control slices, scaling;
- an experiment to confirm the conclusions of the study - conducted in natural or artificially created for its participants conditions;
- checking the typicality, prevalence of new pedagogical phenomena in the conditions of another pedagogical institution (or in several).
Mathematical methods for evaluating the data obtained show tendencies for changes in the pedagogical space (for example, how many students approve or disapprove of the actions of the school administration).
The scientific culture of the teacher
Every teacher every day is faced with the need to solve many non-standard educational tasks that children, parents, colleagues, and institution management put before him. This determines the importance of owning a scientific culture.
Scientific culture includes:
- understanding the importance of knowledge of the theory of education and training for the practical activities of the teacher;
- knowledge of the main methodological categories, the history of scientific research, trends and results of modern approaches to the methodology of pedagogy;
- use in the work of theoretical and practical research methods of the pedagogical process, of which he is a participant and organizer;
- taking into account the ties and unity of social policy, education and upbringing;
- priority for the teacher of his developmental and educational functions;
- the ability to expand the field of educational influence, if necessary, on the society of the pupil;
- critically evaluate from a scientific point of view own and external pedagogical actions.
The presence and development of a teacher’s methodological culture is an important indicator of the high level of his professionalism and readiness for innovative practice.