Dudka I. Professional training of the future geography teachers' to the organization of the pupils' extra-curricular activities

The thesis is devoted to the problem of the future geography teachers' training to the organization of the pupils' extra-curricular activities. The work analyzes the modern psychological and pedagogical literature on the research problem, describes the practical experience of the future geography teachers' training to the organization of the pupils' extra-curricular activities in Ukraine and foreign countries. The essence of the concepts "future geography teachers' training", "organization of the pupils' extra-curricular activities" is clarified and identified; the structure of the future geography teachers' training to the organization of the pupils' extra-curricular activities is revealed. The components, indicators and levels of the readiness of the future geography teachers' to the organization of the pupils' extra-curricular activities: elementary, reproductive, reconstructive and creative are identified. In the course of the scientific research the pedagogical conditions of the future geography teachers' training to the organization of the pupils' extra-curricular activities are revealed. They are: a provision of the positive motivation of the future geography teachers' to the organization of the pupils' extra-curricular activities; a selection and designing the content of the educational material on the organization of the pupils' extra-curricular activities using the innovative forms, methods and means; an integrative approach to the organization and conduct of the practices. A model of the future geography teachers' training to the organization of the pupils' extra-curricular activities is developed and experimentally tested. The author's model consists of the structure of the investigated component (motivational, substantive and procedural components); pedagogical conditions and stages of its implementation (preparatory, basic, final). Different forms (facultative studies, clubs, societies, geographical evenings, geography quizes, week (or decade) of geography, lectures, geography olympiads, excursions, hiking trips and travels) and methods (modeling of the pedagogical situations, pedagogical games, creative discussions, project method, problem and programmed learning) were used for the successful implementation of the pedagogical conditions. Control and evaluation of the students' knowledge and skills is carried out through the different types of monitoring. To identify the effectiveness of the given pedagogical conditions a set of the components and indicators that enable to determine the levels of the future geography teachers' readiness to the organization of the pupils' extra-curricular activities during the pedagogical experiment is proposed. The outlined results of the theoretical analysis and the conducted experiment confirmed the effectiveness of the developed model of the future geography teachers' training to the organization of the pupils' extra-curricular activities.