CC BY
70
Section 5. Pedagogy
Section 5. Pedagogy
Kenenbayeva Marzhan Akhmetkarimovna, Pavlodar state pedagogical Institute, candidate of pedagogical sciences, associate Professor Botalova Olga Borisovna, Pavlodar state pedagogical Institute, candidate of pedagogical sciences E-mail: o.botalova@mail.ru
Competitiveness of future teacher in modern education
Abstract: The sustainable development of modern society is related to its competitiveness. But the competitiveness of society depends on the competitiveness of each individual of the society and marketability of each future specialist.
Keywords: competitiveness of personality, education, future teacher.
Nowadays the concept of competitiveness acquires a new conceptual meaning and becomes more topical in the science of pedagogy.
In order to perform the comparative analysis of old and new paradigms of competitiveness, several scientists use the metaphors of a shark and a dolphin [1]. Using metaphors, it is possible to draw a conclusion that, within the context of the old paradigm of competitiveness, a competitive personality could be compared to an image of a shark, which, in the process of achieving its goal, is able to swallow anybody standing in its way. This image of a competitive personality has grown old.
It is the insight and totality of views, possessed by previous generations of mankind concerning a competitive personality, based on the insight into biological competition. Nowadays is the time, when a new paradigm of competitiveness is born that makes us to change radically our views concerning the competitive personality, which could be symbolically compared with a dolphin. It is a person, able to cooperate, to help others, perceiving his competitors as his potential partner for cooperation. He is able to maintain the balance between I-ego and I-eco in his thinking and actions. A dolphin-type competitive personality can be a leader and at the same time also a member of a team, working together with others and co-operating with them. In the context of the new paradigm, a competitive personality in the process of its development, instead of competing with others, its competitors, competes with itself — it combats its bad habits, shortcomings, disability and unwillingness to perform something important or necessary to do. It is a determined personality, possessing clear goals for future. The competitive personality of the new type is creative and flexible in its thinking and actions; therefore it is able to deal with the problems in the unusual, nonstandard situations.
It is able to take decisions and to be responsible, and it is a personality one can rely on and to whom one can trust. Such a person is respected by others and he respects himself. Such a person is welcomed among friends and acquaintances, and he is demanded in the professional field. As a result of the above mentioned, the concept competitiveness becomes more and more important in the science of pedagogy.
Nowadays the facilitation of the competitiveness development of new future teachers as professionals becomes more and more actual in the educational process of higher educational establishments. One of the basic aims of modern education is to prepare the society, especially the new generation, for the life under the changeable social and economic conditions, including labor market conditions.
According to V Andreyev, a competitive future teacher is a future teacher, able to achieve the set goals in the changeable environment, managing a great number of professional tasks and possessing certain individual features [2]. L. Mitina emphasizes that competitiveness is the success of actions and achievements. A competitive personality better overcomes crisis, rising to a new developmental stage as a result of the obtained experience [3].
In relation to the field of actions it is important that, in the educational process, modern youth would acquire diverse experience concerning actions, and that the range of their acquired actions and the formed and developed skills, as a result of these actions, would be as wide as possible. Nowadays the youth needs to acquire new experience of socio-economic and professional activities. In order to become a competitive personality, it is very important that the youth gains adequate insight about themselves and the professional environment: their abilities, interests, needs, goals for life and selfrealization opportunities in the nearest environment.
70
Competitiveness of future teacher in modern education
Future and new future teacher’s competitiveness depends on the fact, whether he would be able to integrate successfully into the labour market, how flexible and creative he would be in his thinking and actions, particularly in the problem situations, when it is necessary to have nonstandard thinking, the actions, which would be based on competences in the new, unusual environment. Everyone must be ready psychologically for the moment, when it would be necessary, whether to improve one’s professional skills and to develop further as a future teacher in conformity with already obtained profession, or to find new ways of career development by acquiring new competences and qualifications. The students as the future future teachers need the assistance for career development; therefore it is important to ensure also at the higher educational establishments the career counselling, which would enable the students to identify themselves in relation to the chosen profession, would help to overcome doubts, motivation crises in the process of their professional development. It would facilitate their psychological and professional readiness to start their independent, responsible activities in the chosen profession.
According to O. Potemkina, the competitiveness manifests in the activity. One of the spheres of this activity is the future teacher’s professional development and the choice of his career, planning of future, forecasting and facilitation of career development. According to the scientist’s point ofview, the indicators of a competitive future teacher are as follows:
- employee’s values orientation;
- factors of labour motivation;
- peculiarities and reflexes of a professional’s life;
- ability to perfect oneself, to improve the professional skills.
All these positions, necessary for a new future teacher
as an individual, will significantly influence his professional activities, relations with colleagues and other people. O. Potemkina, developing her idea, emphasizes that intellectual and creative activity is an important sphere for the development and manifestation of a personality’s competitiveness [4].
The USA scientist K. Hansen, future teacher of the career support system, has developed a conception of a quintessential career, where she substantiates several functional indications of a competitive personality:
- communicative skills (verbal and written communication);
- teamwork skills and abilities; leadership skills;
- observation of professional ethics;
- good capacity for work, including endurance, effort, self-motivation, diligence, healthy ambitions, initiative, venture, positive attitude towards wok;
- driver’s skills;
- logic, intelligence, competence in education and professional activities;
- organizational skills;
- business skills, which are used by people to start their own business, including the ability of self-determination, project administration skills and abilities, the talent for marketing oneself as a future teacher;
- self-confidence;
- critical thinking and the skill to deal with problems;
- flexibility;
- analytical skills; the skill to use the new technologies, programming and foreign language skills;
- persuasion skills, the skill to offer or sell one’s ideas;
- creativity in dealing with problems [5].
We should take into account also the Japanese experience concerning the development of three basic groups of future competitive future teachers’ skills and abilities:
- technological skills are related to the acquisition of profession teachers’;
- communicative skills are related to the true attitude towards the maintaining of interconnections between the people of different classes, groups, cultures and the individual oneself;
- conceptual skills are an art to forecast events, to plan the activities of a large number of people, on the basis of analysis, to make responsible decisions.
When evaluating the future teacher’s competitiveness, particular attention is paid to the future teacher’s ability to make decisions, plan, maintain the dialogue, organize people, and implement the control over the activities of pupils. In the practice of preparing Japanese future teachers particular attention is paid to the integrity of thinking. There is envisaged a transition from homo sapiens (a thinking human, a man of sense) to homo integrans (integrated human). On the whole it will ensure the graduates’ competitiveness, which consists of three components:
- indicators of quality content;
- quality of the technologies of studies and education;
- quality of a personality’s educational level.
In Japan a competitive future teacher means a future teacher, who is able to achieve the set goals in different and rapidly changing environment, managing to deal with a large number of professional tasks, and who possesses certain individual qualities. We consider that the studies ofJapanese experience provide an opportunity to discover something unique, but the most important is that it is an approach, which is successfully approbated in the practice of Japanese vocational education and career education for the preparation of new future teachers and the facilitation of the development of their competitiveness.
But the experience of the USA scientists proves that team competitiveness of the organizational employees is formed under the influence of different factors. The researchers offer to the managers of organizations to determine the efficiency of employees by answering to the following questions: who is rarely absent from work or who can compensate his absence so that the activities of an organization as a system would not be hindered; who works well without being forced; who performs his work in a qualitative and timely manner independently; who does not disturb others with his continuous suggestions and the management; whose work is similarly qualitative, when his boss is present
71
Section 5. Pedagogy
and absent; who continuously strives for the improvement of his work; who prevents or deals with conflicts, facilitates co-operation and maintains the moral state? The model of these questions is used as the basis for the preparation of a competitive personality, and it performs the function of the demand for certain material [5].
Thus we can see that in the substantiation of competitiveness provided by several scientists it is possible to observe explicit tendency to characterize a competitive person, while acting in a particular field of education, identifying several functions to be performed and human qualities necessary for performing such functions.
References:
1. Pauli G. Crusader for the Future: A Portrait of Aurelio Peccei, Founder of the Club of Rome. - Oxford: Pergamon. -2007. - 105 p.
2. Andreyev V. Pedagogy of Creative Self-Development. Book 2. - Kazan. - 2008.
3. Mitina L. Psychology of the Competitive Personality’s Development. - Moscow, - 2013. - 400 p.
4. Potemkina O. Psychological Diagnostics of Professional’s Competitiveness. - Moscow. - 2012.
5. Hansen K. Emphasizing your Transferable and Marketable Skills in Your Cover Letter. - 2008. [online] [11.09.2009.]. Available at: http://www.quintcareers. com7cover_letter_transferable_skills.html.
Gulevich Tatyana Mikhailovna, Moscow State Regional Institute of Humanities, Candidate of pedagogical sciences, Senior Teacher, The Department of social pedagogics E-mail: GulevichTatyana@yandex.ru
Influence of the social environment on development of creative potential in younger schoolchildren
Abstract: The article reveals the importance of social environment in development of creative potential in younger schoolchildren. The subject-subject relations between adults and children in the course of creative activity are analyzed not only from the point of degree of influence of social environment on creative abilities, but also from the point of its importance.
Keywords: a creative person, creative potential, social environment, younger schoolchildren.
Implementation of a new educational paradigm in XXI century imposes certain requirements for the development of an artistic personality that should have flexible productive thinking and developed active imagination.
Nowadays, one of the fundamental principles of renewal of educational content is personal orientation that presupposes the development of creative abilities in participants, individualization of their education taking into consideration their interests and inclination to creative activity. The strategy of modern education lies in the objective to give all students without exception «an opportunity to develop their talents and artistic potential implying the ability to realize their personal plans» [5].
Special relevance of the problem of creativity development is given to younger schoolchildren. At this age, learned cliche forms of behavior and thinking have not become dominant yet. A younger schoolchild has a vivid imagination, which, without a doubt, is a condition for creative establishment of a personality. And, most importantly, there are such new formations in the structure of personality of the younger schoolchild as self-analysis and internal plan of actions, de-centration, self-understanding and extension of I-image.
The younger school age is a step in personal formation of a child, development of their abilities to growing up,
responsibility for oneself and the surrounding world. Social reality acts as a basis for gradual immersion in the developing problem field of culture and understanding of sociocultural experience for the younger schoolchild. However, the driving force of a child’s social development is not just obtaining of human experience, but accumulation and expansion of life experience in the process of special interaction with an adult.
Hence, the task of development of the younger schoolchild, on the one hand as a social human, i. e. the ability to occupy their place in the society, and on the other hand as a cultured person learning culture and reforming it in their activity, is current.
Striving to learn the surrounding world and manifest their attitude towards it, the child refers directly to art as one of the most important kinds of children activity. Thus, one can and should refer to the younger school age as a sensitive period of creative development of a person. Conceiving a passion for art, the child practices their skills and develops valuable moral qualities. Socialization of their personality and development of its civil characteristics take place.
The issue of creativity was widely considered by the representatives of cognitive movement.
72
