CC BY
44
COMPETITIVE TEACHER -COMPETITIVE GRADUATE OF THE HIGHER EDUCATIONAL INSTITUTION
А. Y. Sokhach
М. I. Plugina
The article discusses issues related to education reform and setting new goals and objectives, and ensuring training of future competitive professionals by enhancing the competence and competitiveness of teachers.
Key words: competitiveness, education, education paradigm, teacher, student, support.
If we talk about the main trends of higher professional education, it is necessary nowadays to focus our attention on the following: (a) democratization and humanization of all educational systems; movement of higher education in the direction of world culture; (b) computerization and humanization of the educational process; (c) multi-stage and multi-level character; (d) openness, flexibility, variability, continuity and multicultural nature of modern education; (e) raising fundamentally and introduction of innovative technologies, etc. (O. Abdulina,
M.N. Berulava, E.V. Bondarevskaya, Y.S. Branovsky, T.P. Voronina, E.G. Eremina, A.M. Novikov et al.)
Addressing the issue related to the movement of higher education in the direction of the world space, world culture is impossible without solving such problems as improving the quality of national education. In this context, an important aspect is the activities of the institution that promotes the motivation of all subjects related to improving the quality of education as a system, as a process, and as a result. Of course, it is important to consider, first, the motivation for students’ learning activities. Considering motivation as a set of motives, a system of factors that determine behavior; as a set of psychological processes, giving general direction to behavior; as a process of formation of motives that stimulate and support activity at a certain level, it must be emphasized that this is quite a difficult and time-consuming process, requiring considerable intellectual, emotional, and volitional efforts. The main factors shaping motives for learning activities traditionally include: (a) the specificity of the educational institution and the educational environment; (b) the characteristics of organization of the educational process; (c) the content-based characteristics of the student as the subject of activity (age, gender, intellectual development, abilities, level of aspiration, selfesteem, etc.); (d) the specificity of a subject; (e) the interest of students in learning activities; (f) the subjective characteristics of the teacher and his/her attitude to the profession, etc. The latter of the above-mentioned seems to be the most significant factor. This is no accident. It is known that the development of motivation and creation of conditions for the formation of polymotivation to educational activity depends, first, on the organizers of the educational activities, i.e. on teachers and their level of professionalism.
Today, the issues of a person’s professionalism and the activities of a teacher, an educator, are of particular importance. Contemporary challenges of
414
educational practice do not allow the teacher to remain at the same level, to be guided by the same settings in his/her professional activities, to perform only the function of education, using academic knowledge. A change in the situation in educational institutions has led to higher requirements made of teachers. Many researchers (Y.K. Babanskiy, Y.N. Kulyutkin, N.V. Kuzmina, L.I. Lurie, V.A. Slastenin, T.I. Shamova, etc.) think that the main role of a teacher in today’s conditions is to become an organizing and stimulating impetus in the development of each individual. In other words, a teacher should not only be a source of information, but rather an organizer of students’ educational-cognitive activity, one of the main sources of development of personality of a future specialist in the most important moment of his/her age development - the period of development of his/her ideological system. Thus the main task of university teachers can be considered to be motivational management of training, during which effective intellectual and moral development of the individual can take place. This requires that the teacher not only have a high level of academic knowledge, but also knowledge in human studies, a willingness to be active, the ability to build constructive relationships with all stakeholders of the educational process, the need and ability of self-development, etc.
All of the above is related to the basic characteristics of a competitive personality and the ideas of the paradigm of developmental education. Realization of the ideas of the paradigm of developmental education is possible if the heads of educational institutions, teachers, have the appropriate setting, motivation, need and willingness to be included in regular education and self-education activities, enabling them to achieve progress in their movement to the heights of personal and professional development. This, of course, is reflected in the concept of lifelong education, developed at the beginning of the 21st century. In view of the latest scientific advances, educational activity is considered as a process of continuous renewal, expansion and improvement of the existing knowledge, as an opportunity to develop professional and personal qualities and personal growth. At the same time, it is important to create conditions to meet the needs of each individual in intellectual, cultural and moral development by obtaining higher and postgraduate education; training, retraining and advanced training of employees with higher education and scientific-pedagogical personnel of higher qualification. This should be done at all stages of professional development, where each teacher has the opportunity to be engaged in the educational activities, to undergo retraining, improve skills and gain the experience necessary to meet the challenges associated with both personal and professional self-development, and with the preparation of active, creative thinking competitive future specialists. According to researchers, here it is important to develop a universal model of educational activities of an adult person at the stage of postgraduate training.
The need to include teachers in the system of lifelong education at all stages of professional self-realization, on the one hand, fully corresponds to the “social order” of society, associated with the preparation of the competitive personality of the future specialist. And, despite the fact that the execution of such an order is an extremely complex and multifaceted process that requires not only a high level of academic knowledge of teachers, but also the presence of a number of special competences of all university employees (psycho-pedagogical, social, economic,
415
legal and others), which, together, will provide the achievement of the high level of professionalism of a person and his/her work; development of these and other competencies will make it possible, based on the knowledge received, to develop rational ways of professional and interpersonal interaction. On the other hand, it is difficult to compare all the above with the contents of the new educational paradigm, that gives the individual the opportunity of self-understanding, selfdiscovery and implementation of his/her own abilities, his/her inner potential, and building positive relationships with others, based on the principles of humanism [1; 3; 7]. Overcoming this contradiction, in our opinion, is possible if a teacher, fulfilling the order of society associated with the preparation of not only a competent expert, but a person with a high level of general culture, himself/herself has a high level of general culture, and particularly such part of it as pedagogical culture. In addition, there is the issue of development of a teacher’s personal qualities of professional relevance, which give him/her the opportunity to emotionally affect the student's personality: kindness, fairness, humanity, empathy, responsibility, etc., become very important. It seems that the solution to this problem will be more successful in the case of active operation at the higher educational establishments of psychological and acmeological services offering psychological and acmeological support of the process of personal and professional development of all the subjects of the educational environment.
The existing research and practice show that the creation within the structure of the educational environment of a higher educational institution of psychological and acmeological support can provide for not only the activation of the potential of its stakeholders, but also the potential of the environment. Today, there is already enough experience of work of such services in the system of secondary and higher education, which allows you to draw a conclusion about the positive impact of activities of specialists of the services of practical psychology upon the development of students, as subjects of the educational environment [1; 2; 6; 7]. However, it must be recognized that the work of psychologists and acmeologists with teachers has not yet received such wide expansion, and experience is only being accumulated. This issue has become one of the main research directions in the works of representatives of acmeological study: V.S. Agapov, E.M. Borisova, V.I. Bogoslovsky, A.A. Derkach, V.G. Zazykin, E.F. Zeer, E.I. Kazakova, L.B. Lapteva, V.V. Luchkov, I.V. Ovchinnikova, E.A. Yablokova et al. In the works of these and other educators and psychologists, in the context of the idea of lifelong adult education, attention is focused on the need to organize the service of psychological acmeological support of a professional during his/her professional retraining and improvement of skills, which is of particular relevance in the conditions of a gap in the stages of the system of lifelong education [1; 3; 6].
If we talk about personal and professional development of teachers of the high school, then acmeological support can be considered as a system; as a process that is aimed at updating the potential of the teacher as the subject of the educational environment; as a basis to create optimal conditions for the effective assimilation of new knowledge in the field of professional activity and the construction of life strategy; as a condition for improving the professionalism of activity through the professionalism of the personality [1; 7]. At the same time,
416
various technologies can be used in the implementation of ideas of acmeological support of teachers as subjects of the educational environment of a university. However, the priority now is given to acmeological technologies with humanistic content aimed at the progressive personal and professional development of the teacher, disclosure of his/her personal potential [3; 7]. When there are highly skilled, well-trained, competitive teachers in the higher educational institution, it will be possible to set and solve tasks related to the preparation of a competitive future specialist.
Bibliography
1. Агапов В. С., Плугина М. И. Акмеология профессионального становления преподавателей высшей школы: моногр. - М.: ГУП АКаДеМиЗДАТЦЕНТР «НАУКА» РАН, 2012. - 489 с.
2. Богословский В. И. Научное сопровождение образовательного процесса в педагогическом университете: Методологические характеристики: Монография. - СПб., 2000.
3. Деркач А. А. Психология, педагогика и акмеология непрерывного образования. - М.: РАГС, 2006. -247 с.
4. Еремина Е. Г. Управление персоналом в сфере образования в условиях реформирования / Вестник ГУУ №10. 20l 1. - С. 40-42.
5. Захарова О. А. Модель системы повышения квалификации и переподготовки специалистов на основе корпоративного партнерства / Вестник ГУУ, №5, 2013. - С. 177-185.
6. Овчинникова И. В. Психолого-акмеологическое сопровождение личностнопрофессионального развития организатора здравоохранения на этапе последипломного образования: дис. ... канд. психол. наук, 19.00.13. / И.В. Овчинникова. - Кострома, 2004. -302 с.
7. Плугина М. И. Акмеологическое сопровождение профессионального становления преподавателей высшей школы: моногр. - М.: Изд-во ООО «ПКЦ» «Альтекс», 2008. -416 с.
8. Филлипова С.В. Психолого-акмеологическое сопровождение развития профессионального самосознания молодых специалистов: дис. ... канд. психол. наук. -М., 2003. - 218 с.
417
