METHODOLOGY FOR INTEGRATING HERMENEUTIC TECHNOLOGIES INTO LECTURES, PRACTICAL CLASSES, INDEPENDENT LEARNING, AND TEACHING PRACTICE
Keywords:
hermeneutics, hermeneutic technology, pedagogical hermeneutics, integration, lecture, practical class, independent learning, teaching practice, reflection, dialogic learning, professional competence, methodological model.Abstract
This article examines the theoretical and methodological foundations for
integrating hermeneutic technologies into lectures, practical classes, independent
learning, and teaching practice in the process of preparing prospective teachers for
professional activities. The research problem is determined by the need to ensure
meaningful continuity among different forms of education and to develop students' skills
in understanding, interpreting, substantiating, and reflectively evaluating pedagogical
phenomena. The aim of the study is to develop an integrative methodological model based
on the hermeneutic approach and to provide a theoretical justification for its structural
components, implementation mechanisms, and assessment criteria. The study envisages
the use of methods such as analysis of scientific literature, comparative analysis,
pedagogical modeling, systematization, and methodological design. As a result, a
methodological model based on the sequence “understanding — interpretation —
argumentation — practical application — reflection” is proposed, establishing
interconnections among lectures, practical classes, independent learning, and teaching
practice. The model's goal-oriented, content-related, procedural, and diagnostic
components, as well as the criteria for assessing students' hermeneutic competence, are
clarified. The necessity of conducting future experimental research to determine the
pedagogical effectiveness of the proposed methodology is substantiated.
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