General issues of organization and experimental verifying of pedagogical conditions of aesthetic culture formation of primary school teachers

Анотація

Introduction. The article deals with considering of pedagogical conditions of aesthetic culture formation of primary school teachers.
Purpose. The purpose of the study is to define and verify scientific-pedagogical conditions of aesthetic culture formation of primary school teachers.
Methods. To perform the tasks and hypothesis when carrying out the study a range of methods has been introduced:– theoretical: analysis of psychological and educational, artistic, scientific, aesthetic and technical literature on the topic; practical and theoretical generalization of data comparison, systematization, classification, comparison; – empirical: diagnostic (teacher observation, questioning, testing, research and summarizing teachers’ experience); predictive (independent generalization characteristics) to determine the level of future primary school teachers when forming aesthetic culture); there are stating and forming stages of the experiment in order to determine the justification and pedagogical conditions of forming aesthetic culture of primary school teachers; – statistical: interpretation and processing of the survey results, charting and rating.

Results. The author has experimentally proved the positive influence of the defined pedagogical conditions of aesthetic culture formation of primary school teachers. Thus, on average in the experimental group there was 9.7 % increase in the number of students with high and 15.34 % – sufficient levels of forming aesthetic culture of future teachers against 2.36 % and 4.04 % of the control group. However, the number of primary school teachers in the experimental group with low levels has decreased by 31.94 %, while in the control group there was a 10.3 %. decrease. 

Originality. Scientific novelty and theoretical significance of the study include: defining the essence of «aesthetic culture» concept; explaining peculiarities of future teachers’ training for aesthetic culture formation in children and pedagogical conditions of aesthetic culture formation of primary school teachers; experimental testing levels of readiness in future professionals for formation of aesthetic culture by implementing theoretically defined pedagogical conditions; listing pedagogical conditions of aesthetic culture formation of primary school teachers; further studying forms and methods of aesthetic culture formation of primary school teachers.
Conclusion. The effectiveness of the experimental work on pedagogical conditions of aesthetic culture formation of primary school teachers was confirmed using methods of mathematical statistics (criterion Pearson - ²). Thus, based on the results of experimental work, it was proved that a high
level of aesthetic culture formation of primary school teachers is ensured by implementing pedagogical conditions of the research.