2035.stavr.ru

Facilitation is divided into several main types that interact with each other in the learning process.

1. Pedagogical facilitation. Pedagogical action in facilitative interaction is focused on assistance, creation of a situation of success, focus on the learner, his or her inner world, experiences and emotions. Therefore, the conditions of facilitation are: problem-oriented approach to learning, teacher’s deep trust in the learners, their capabilities, the respect and tolerance to learners, understanding of their behavior, provision of learners with informative, educational, technical and material resources. The basic principles which constitute the foundations of pedagogical actions in facilitative interaction are the principles of the active participation of the learner, involvement, shared responsibility, self-presentation.
2. Social facilitation. The term social facilitation refers to a psychological theory that people are more successful at completing simple, familiar tasks if they are working within a group or in front of an audience. The theory also states that people are less successful at completing complicated, unfamiliar tasks under the same conditions. This tendency was first noted in the late 1800s by Norman Triplett and confirmed through experimentation. Thus, the task of the teacher during the process of teaching is to create a comfortable environment for students, achieving a positive effect of social facilitation.
3. Psychological facilitation is a process of managing and simultaneously constructing / reconstructing a managed system. At the same time, this process is probabilistic, nonlinear and irreversible, which corresponds to the nature of personal change. Psychological facilitation is due to the paradoxical control over the process of self-construction and self-organization of the open dynamic system of personality. Thus, the task of the teacher-facilitator in this aspect is reduced to observing the students and mitigating the pressure that is produced by society on the person.

Avdyeyeva, I. M. (2005). Pryntsypy pedahohichnoyi fasylitatsiyi [Principles of pedagogical facilitation]. Naukovi zapysky Instytutu psykholohiyi imeni H.S. Kostyuka APN Ukrayiny, 26, 24–28.

Ogienko, O.I. (2014). Teoretychni zasady innovatsiynoyi pedahohichnoyi osvity [Theoretical foundation of innovative teacher education]. Suchasni informatsiyni tekhnolohiyi ta innovatsiyni metodyky navchannya u pidhotovtsi fakhivtsiv: metodolohiya, teoriya, dosvid, problemy, 37, 147–151.