PEDAGOGICAL MONITORING OF THE FORMATION OF EMPATHIC-REFLECTIVE CULTURE OF FUTURE ART TEACHERS

Abstract

The article examines the theoretical, organisational and methodological foundations of pedagogical monitoring of the process of forming the empathic-reflective culture of future art teachers. Based on the analysis of scholarly approaches, the essence of the concepts of ‘monitoring’ and ‘pedagogical monitoring’ is clarified, their common and distinctive characteristics are identified, and a distinction is drawn between pedagogical and educational monitoring. Pedagogical monitoring of the process of forming empathic-reflective culture of future art teachers is presented as the systematic and continuous tracking of the course and outcomes of this process, based on the periodic collection, comparison and analysis of information on changes in the structural components of the quality under study, making it possible to trace their dynamics in relation to pedagogical influences. The purpose and objects of pedagogical monitoring are defined, and its informational, diagnostic, analytical, prognostic, corrective and reflective functions are characterised. The principles of scientific validity, systematicity, objectivity, comprehensiveness, humanistic orientation, subjectivity, confidentiality and feedback are substantiated. The organisation of pedagogical monitoring is presented as a sequence of interrelated stages that ensure progression from defining its purpose, objects, criteria and indicators to obtaining and interpreting monitoring data, using these data to adjust the process of forming empathic-reflective culture, and subsequently tracking further changes. A set of methods is specified, including testing, questionnaires, surveys, interviews, self-assessment, pedagogical observation, expert assessment and reflective methods. The cyclical nature of pedagogical monitoring is established, ensuring systematic tracking of the dynamics of the formation of the quality under study, identification of problematic aspects, and use of the information obtained to improve the content, forms and methods of forming the empathic-reflective culture of future art teachers.