DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES: A SCTURCTURAL AND CONCEPTUAL ANALYSIS

Abstract

It is hard to imagine the professional thesaurus of a today’s teacher without awareness and practical use of such concepts as "educational technologies", "pedagogical technologies", "learning technologies". In order to correctly use this terminology, we undertook an analysis of the following concepts: "technology", "technology of education", "pedagogical technology", "educational technology", "learning technology". The paper presents the structure of the "technology" concept, reveals the historical stages of its formation in national and international history. The main factors that influenced the development of this term have been identified. Based on the analysis of reference resources, academic works of leading pedagogical researchers, and educational documents, the development process and the main differences between the concepts of "educational technology", "pedagogical technology", "educational technology", and "learning technology" have been outlined. The main semantic and etymological differences between the concepts of "technology of education", "pedagogical technology", "educational technology", and "learning technology" have been established. Considerable attention has been paid to clarifying the general and specific features of pedagogical technologies and analysis of their structural components. We have also analyzed their role and place in the educational process. Particular attention has been paid to the ambiguity in the grouping of pedagogical technologies in today’s didactics and vocational education in Ukraine. The paper focuses on the history and modern practice of using the term "pedagogical technology". We demonstrate that the term "pedagogical technology" is based on the processes of construction, modeling, forecasting, design, programming, i.e., the processes of organizing the pedagogical environment. We also establish that pedagogical technology is a component of pedagogical skill, as well as it is implemented in technological processes; therefore, it is logical to distinguish between the "learning technology" and "character education technology" processes in the technological approach to the components of education.