Abstract:
The article proposes a concept for researching the conceptual and terminological system of modern pedagogy. In accordance with contemporary demands, the necessity of forming this system has been scientifically substantiated to ensure high-quality professional training of highly qualified and competitive individuals. A well-founded concept enables the study of the genesis of the formation and development of the main categories of pedagogy and assesses the contributions of Ukrainian and foreign educators to their development. It was found that in the system of continuous professional pedagogical training for modern teachers, an important role is played by educational components that ensure a continuous, integrated, and foundational formation in the consciousness and scientific-pedagogical activities of future teachers, developing a complex of general and specialized professional competencies. The structure of the newest educational course "Pedagogy" is presented, which includes professionally oriented sections: "General Pedagogy," "Methodology of Pedagogy," "History of Education and Pedagogical Science," "Didactics," "Theory and Practice of Education," "Fundamentals of an Open Inclusive Educational Environment," and "Organization and Management of an Educational Institution." These sections are fundamental components of the continuous professional and pedagogical training of future teachers at the bachelor's level. The trends in the development of the conceptual and terminological system of pedagogy during this period are determined, including socio-political and economic, socio cultural, pedagogical, and linguistic factors. Guided by logic and the main categories, concepts, and terms of pedagogy, a subject-thematic classification of educational terms has been created. This classification is reflected in conceptual terminological groups that cover the logical-lexical features of educational components of modern pedagogy. Various types of logical connections are considered, including genus-species, species-species, and cause and-effect relationships. It was found that the scientific pedagogical terminology in these conceptual and terminological groups consists of both simple lexemes and complex terms or term-phrases.
