| Annotation |
The article is devoted to the study of the role of pedagogical improvisation in the professional activity of
a teacher. The authors consider pedagogical improvisation as an important condition for solving the problems
of building personalized education, ensuring its flexible adjustment to the dynamically changing needs of
students. The historical way of introducing this concept into scientific theory is revealed. The purpose of the
study is to determine the understanding of the essence of pedagogical improvisation, the conditions for its implementation,
as well as the readiness of elementary school teachers to improve their competence in the use
of pedagogical improvisation. Theoretical analysis, generalization of pedagogical experience and questioning
were used as research methods. The contingent of primary school teachers was chosen due to the fact that
the practice of primary education requires the most rapid adjustment to the needs and psycho-emotional state
of younger students. It was revealed that the majority of primary school teachers (up to 80 %) have insufficiently
clear ideas about pedagogical improvisation. Teachers associate this concept with such competence parameters as “speech skills”, “professionalism”, “acting skills”, “pedagogical skills”. The study compared the
value judgments of young professionals with less than 5 years of experience and experienced teachers with
more than 25 years of experience, but no significant differences were found in their positions. Respondents
actively and positively responded to the proposal to improve their skills in the field of using pedagogical improvisation.
Young teachers prefer various forms of competence development in the field of pedagogical improvisation,
such as self-education, individual work under the guidance of a master, and a creative laboratory.
Experienced teachers preferred master classes and self-education. The results obtained indicate the need
to improve the competence of teaching staff in the use of pedagogical improvisation and can be used both in
the training of teaching staff and in the system of advanced training to fill the professional deficits of teachers. |
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