The dissertation deals with the problem of formation of readiness of Ukrainian Armed Forces units’ commanders to pedagogical facilitation in the system of postgraduate education. The essence of pedagogical facilitation has been defined, its structure has been formulated. The former involves focusing on officer’s personality, which is reflected in development of their abilities, self-actualization and self-improvement. It is based on the system of value orientations that reflect target and motivational focus of an individual. Motivational, communicative, substantive-procedural, intellectual, emotional-volitional components have been singled out in the structure of military commanders’ pedagogical facilitation. According to each component, the formation criteria of military commanders’ readiness for pedagogical facilitation have been improved and theoretically substantiated: steady interest in professional activity (motivational component); sufficient formation of cross-cutting professional communication (communicative component); awareness of professional activity significance (substantive-procedural component); intellectual readiness to perform high complexity tasks (intellectual component); emotional attitude to activity, volitional traits (emotional-volitional component).
Organizational and pedagogical conditions (providing of stable interaction on the value and personal level, self-development actualization means realization, deepening of knowledge about the essence and mechanisms of pedagogical facilitation) have been revealed and theoretically substantiated. The first condition is focused on personal self-development of military specialists, on ensuring value and personal character of its implementation. The second condition contributed to the use of active forms and methods of teaching, which include active participation of military units’ commanders in the system of postgraduate education. The third condition provided clear views of higher commanders on the pedagogical process, the contradictions of pedagogical reality, having enriched the values and moral guidelines of military specialists.
Comprehensive description of the phenomenon under investigation reflected in the structural and functional model of the technology of formation of military commanders’ readiness to pedagogical facilitation, which enabled to demonstrate the main methods and means of realization of all the stages in the integrated system. The model consists of the motivational and purposeful, organizational, procedural and substantive, criterion and evaluation blocks. It defines axiological, person-oriented, context and reflexive approaches and principles of cultural conformity, focus on professional development, interdisciplinarity, pedagogical support, emotional and value focus of the educational process, personalization; pedagogical facilitation readiness formation mechanisms (internalization of professional values into the personal structure of commanders’ military units reflection of personality and activity).
The technology of formation of commanders of military units’ readiness for pedagogical facilitation, which includes motivational and value, substantive and procedural, evaluative and productive, as well as correctional stages of its implementation, has been elaborated. Formation of social, perspective, operational and instrumental motivation took place at the motivational and value stage. Psychological readiness, personal and group contacts with carriers of knowledge about pedagogical facilitation have been ensured. The substantive and procedural stage provided for teaching and information support, as well as the use of techniques and methods that streamline formation of readiness for pedagogical facilitation, promote development of skills to apply it in adequate situations, to creatively vary structural and content material, to create own structures of facilitated communication. The level of formation of military commanders’ readiness for pedagogical facilitation has been determined at the evaluative and productive stage. Correctional stage enabled to eliminate the identified shortcomings during the study of professionally oriented and special subjects (program tools, teaching aids, the content of educational material, teaching methods, etc. have been improved).
