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FORMATION OF EMPATHIC AND REFLECTIVE CULTURE OF FUTURE TEACHERS AS A SCIENTIFIC PROBLEM

The article reveals the relevance of the problem of forming an empathic and reflective culture of future teachers of the artistic educational field, defines the essence of this phenomenon. The concept of formation of the studied quality in applicants for art specialties is presented, which contains interrelated concepts: methodological, theoretical, technological.
Keywords: empathy, reflection, empathic and reflective culture, future teachers, art education.

Revenko I. V.
Candidate of Pedagogical Sciences, Associate Professor,
Doctoral Student of the Department of Education and Innovative Pedagogy,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.125

In the context of the revival of national spiritual values and rethinking the role of the teacher, the problem of improving the professional training of future teachers of the artistic education sector as carriers and transmitters of universal values and cultural traditions of young people, whose activities are aimed at laying the foundations of the culture of the younger generation, enriching the spirituality and creative potential of the individual on this basis, is of particular relevance.

The purpose of the article is to define the essence of empathic and reflective culture and to study the problems of forming empathic and reflective culture of future teachers of art education.

The urgent need of society at the present stage of its development is to create an atmosphere of spirituality and humanity of relationships.

The rapprochement of people, their mutual understanding is facilitated by kind, sensitive, attentive relationships between them, the manifestation of involvement in the problems of others, sensitivity, compassion and empathy. Especially the manifestation of these qualities is important in the work of a teacher of art education.

A prerequisite for the humanization of education, including art education, is the organization of optimal pedagogical communication – such communication between the teacher and students in the learning process, which makes it possible to ensure the effectiveness of the teacher’s activities, his/her influence on students [2]. The realization of this condition depends on the formation of the teacher’s empathic and reflective culture. However, according to the results of modern research, the level of formation of this culture in future teachers of art education is insufficient.

It should be noted that most of the problems arise precisely because of the teacher’s inability to empathize with the student, sympathize with him/her, take his/her position, show kindness, a sense of involvement in all the “victories” and “defeats” of the student, listen to his/her experiences, comprehend the psychological state of the student and his/her own sense of empathy, that is, because of the teacher’s lack of qualities that make up his/her empathic culture [1; 3].

It is possible to ensure the empathic nature of the teacher’s activity only on the basis of pedagogical reflection. Thus, empathy and reflection in the teacher’s activity are in a close, inseparable dialectical relationship. Therefore, we consider it necessary to consider the problem of forming the empathic and reflective culture of future teachers of the artistic educational field, which we define as an integrative professional quality of the teacher’s personality, manifested in the ability to respond emotionally and sensually to the student’s experiences, recognize the thoughts and feelings of students, reflect on events and behavior, comprehend them and, accordingly, build their relationships with students, anticipating their point of view and taking into account their needs, interests, and internal position.

The problem of professional training of a future teacher, in particular, a future teacher of the artistic educational field, his/her formation as a socially active, professionally competent personality is widely covered in psychological and pedagogical studies of modern scholars.

Under the new socio-economic conditions, the importance of scientific developments that affect the systemic orderliness of educational processes, as well as create the possibility of their predictive modeling and successful management, is objectively increasing. Thus, in the works of V. Bondar, V. Yevdokimov, V. Lozova, O. Pekhota, O. Popova, I. Prokopenko, V. Semichenko, A. Trotsko, L. Stefan and other scientists, the ways to increase the efficiency of the pedagogical process while ensuring its integrity are revealed, which is important for solving a complex set of problems of teacher training in higher pedagogical education institutions.

In developing the concept of the study, we turned to the works of scientists who set out the provisions of the theory of art education and professional training of future teachers of the artistic educational field (V. Butenko, O. Harmash, N. Hrebenyuk, N. Huzii, L. Koval, M. Leshchenko, N. Myropolska, A. Kozyr, H. Poberezhna, O. Rudnytska, O. Khyzhna and other scientists), the methodology and apparatus of research in art pedagogy are substantiated (L. Koval, O. Oleksiuk, H. Padalka, O. Rostovskyi, O. Rudnytska, O. Shcholokova and other scientists).

The analysis of the problem of forming empathic and reflective culture of future teachers of art education made it possible to state that this problem has not been sufficiently studied from the point of view of pedagogical science. The analysis of these studies has led to the conclusion that the methodological and theoretical and methodological foundations for the formation of empathic and reflective culture of future teachers of the artistic education sector as a necessary and integral component of their professional readiness for professional and pedagogical activity have not yet been developed.

We have developed a research concept, which is structured by the leading idea that:

1) the empathic and reflective culture of the future teacher of the artistic educational field is an integral part of his/her professionalism, as it ensures the effectiveness of his/her professional and pedagogical activity;
2) the formation of empathic and reflective culture of future teachers of art education requires the development and implementation of a holistic system that ensures the unity of content, functional and personal subsystems aimed at forming this quality in applicants.

The concept of the study includes three interrelated concepts that contribute to the realization of the main idea:

The methodological concept reflects the interrelation and interaction of different approaches of general scientific and specific scientific methodology to the study of the problems of forming professional culture in future teachers of the artistic educational field in general and empathic and reflective culture in particular (humanistic, personal and activity, cultural, deontological, systemic, competence, acmeological, innovative).

The theoretical concept defines a system of defining parameters, definitions, and assessments, without which it is impossible to understand the essence of empathic and reflective culture as a pedagogical phenomenon and its components, and includes the following main provisions:

– empathic and reflective culture is an integral part of the professionalism of a teacher of the artistic educational field;
– empathic and reflective culture of the teacher of the artistic educational field is a personal formation, an integrated unity of a number of competencies: professional, psychological, didactic, educational, methodological.

The technological concept involves the development of a scientifically based model for the implementation of a system for the formation of empathic and reflective culture of future teachers of the artistic educational field.

Thus, the empathic and reflective culture of future art teachers as a complex integrative professional quality is a component of the teacher’s professional and pedagogical culture and requires purposeful formation. The development of the concept of forming the empathic and reflective culture of future teachers of the artistic educational field, which is a set of provisions that fully reveal the methodological, theoretical and technological aspects of the process of forming empathic and reflective culture, contributes to solving this problem.

List of references

1. Bekh I. D. Education of the individual: ascent to spirituality. Kyiv: Lybid, 2006. 272 с.
2. Zyazyun I. A. Pedagogy of the good: ideals and realities: scientific and methodological manual. Kyiv: IAPM, 2000. 312 с.
3. Vasylishyna T. V. Empathy as a factor of effective pedagogical communication: Candidate of Psychological Sciences: 19.00.07. Kyiv, 2000. 235 с.