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3CONDITIONS FOR DEVELOPMENT PROFESSIONAL COMPETENCE OF PRESCHOOL TEACHERS TO INTERACT WITH PUPILS' FAMILIES
Abstract
The paper deals with conditions for professional competence formation among preschool teachers to interact with pupils' families of pupils. The important role in the process plays methodological work with teachers that has to be carried out with use of methods of active training, design activity, etc.
Keywords
professional competence, preschool teacher, interaction with family,
methods of active training
AUTHOR Valentina Abashina
PhD in Education, Associate Professor Surgut State Pedagogical University Surgut, Russia abashina86@mail. ru
New tasks and the directions for development of Russian education define new requirements to personality and professional competence of a preschool teacher. Professional competence of preschool teacher is understood as the integrated professional and personal characteristic of a teacher based on motivational and valuable awareness of value of preschool childhood, including set of the interconnected professionally significant theoretical knowledge and practical abilities allowing teacher to carry out professional functions and professional self-improvement (Abashina, 2010).
According to the requirements of the Federal State Educational Standard of preschool education, preschool teacher has to possess the general and professional competences corresponding to main types of professional activity. Pedagogical workers of preschool educational organizations have to possess the main competences necessary for conditions of child's development, such as:
- ensuring emotional wellbeing;
- support of identity and initiative;
- establishment of interaction rules in different situations;
- creation of variable developing education;
- interaction with parents (lawful representatives) concerning education of the child (Order of the Ministry ... ).
Thus, one of such competences is readiness for interaction with parents (lawful representatives) concerning education, training and education of the child.
The methodological work with teachers aimed to increase their professional level, exchange of positive experience and introduction of innovations in practical activities are urged to play important role in the development of professional competence of preschool teachers.
In our opinion, development of professional competence to interact with children's families would be effective in case methodological work at the preschool educational organization is carried out with use of the methods of active training providing modeling of life situations, joint solution of problems.
The concept active methods of training unites various options of stimulation of informative processes, cogitative activity, includes approaches within which the trainee (teacher, parent) acts as the "subject" of educational activity and there is equal interaction of educational process participants.
Use of active methods of training is provided by modeling life situations, role-playing games, joint solution of problems. Domination of any participant of educational process or any idea is excluded, each participant can follow the individual route in the course of training. Basing on active methods of training work with adults has to be based on the general andragogical principles of training: lack of criticism among participants of training process; ensuring freedom of opinions; refusal of punishment and censure of the trained; respect of pluralism of living positions; priority of independent training, joint activity of the trained and the training; support on experience of the trained; individualization, systemacity, contextuality, sensibleness of training.
Active methods are one of the directions of training intensification, increase of its efficiency. These methods allow to teach teachers to work in a team, to carry out joint design and research activity, to defend the positions, to prove the opinion and to treat the unknown tolerantly, to accept responsibility for themselves and a team.
Application of active methods of training in educational process provides formation of ability to make a decision, solve a problem, develop communicative abilities and qualities, formulate messages and set tasks, listen and take different points of view and opinions of other people into account. All necessary conditions for formation of leader abilities and qualities, abilities to work in team, etc. are created.
Active methods of training correspond to aspiration of adults to participate in training, to introduce own experience and vital values in the discussed situations, to correlate the training situation with the purposes and tasks. As a rule, adults want to study if they see the need of training and opportunity to apply its results in the professional activity.
Considering regularities of active methods in training adults, it is necessary to correlate the selected content of work to educational needs of teachers. Educational requirement is understood as the desire to seize knowledge, abilities, skills and qualities, which the person needs to master for the solution of important professional and personal problems. The help in updating educational requirement, definition of the knowledge and skills necessary for teacher's successful professional activity is the major educational stage. Without clear understanding of the trainee's tasks it is impossible to apply active methods of training, construct subject-subjective relations.
Important motives of active inclusion of the teacher in educational activity, in collective creative projects, decisive incentives for realization of need for self-improvement can become:
disclosure b of additional practical opportunities as result of development of new knowledge, skills and abilities; competence increase whereas traditional approaches in training are concentrated on transfer a set of the knowledge, which is picked up regardless of its interests and requirements;
orientation of education to the solution of actual practical problems, achievement of concrete results "here and now", development of new methods, technologies;
help in mastering technologies of search of the acceptable result, ideas and versions of the decision in various situations instead of the message of "correct answers";
need of the "omniscience" and domination of the training, who becomes an organizer, providing successful group communication, and the consultant, the assistant, his task is to organize educational process so that trained became accomplices and coauthors of training process.
Search of possible options of a solution promotes mastering ability of the analysis and assessment of a pedagogical situation, development of pedagogical thinking,
formation of ability to conduct technology of the analysis of concrete situations. The most interesting and valuable to teachers is the collective form of pedagogical situation solution. For this purpose the analysis of pedagogical situation is carried out in micro-groups, which members during discussion put forward the decision. And then there is a collective analysis of a situation - discussion between micro-groups, on the basis of which pedagogical conclusions are formulated.
A method of cases is often used in training system of future preschool teachers. Its essence is that teachers need to analyze a real pedagogical situation, which description, according to Yu.V. Atemaskina and L.G. Bogoslovets, both reflects any practical problem, and actualizes a certain complex of knowledge that needs to be acquired to solve this problem. Thus the problem has no unambiguous decisions (Atemaskina, Bogoslovets, 2011).
Self-education of teachers with use of the design activity forming installation on openness, decrease of conflictness and irritability are important components for effective realization of development of professional competence.
The carried-out analysis of psychology and pedagogical literature on a subject of research shows that in the professional growth of the teacher the important place is taken by self-development and self-education (V. I. Andreyev, Yu.K. Babansky, T.I. Ilyina, V. G. Maralov, L.M. Mitina, E.P. Milashevich, etc.).
As I.V. Kuznetsova and L.F. Shvydkaya noted, it is difficult to overestimate value of self-education for improvement professional competence of the teacher (Kuznetsova). Self-development of the teacher acts as the central link of successful development of preschool educational organization, system of preschool education in general and the teacher, his level of professional and technological competence since the teacher provides effective functioning and development of preschool educational organization.
In this situation special value should be given to the organizations of design activity of teachers, which acts as one of effective methods of developing training and self-education. Besides design activity is directed on development of teacher's research abilities, promotes development of creativity and logical thinking, uniting the knowledge gained by the teacher during methodological actions at preschool educational organization and at advanced training courses.
The purpose of design activity is creation of conditions for innovative activity in preschool educational organization, application of knowledge and skills acquired in professional activity.
As O. I. Davydova, A.A. Mayer, L.G. Bogoslavets noted, results of project management are the following:
Self-knowledge and orientation to self-development values; high-quality change of relations in collective;
aspiration to interact with parents of pupils with installation on openness; mutual aid, improvement of moral and psychological situation in collective, decrease of conflictness and irritability (Davydova, 2013; Mayer, 2007).
Therefore, administrative activities for development design culture in educational process promote unity of pedagogical collective, harmonization of relations with pupils and their parents. Project management qualitatively influences increase of professional and personal potential, skill level and professionalism of pedagogical shots.
REFERENCES
1. Abashina, V.V. (2010) Vocational training of the competent preschool teacher in higher education institution: Monograph, Khanty-Mansiysk, 286 P.
2. Atemaskina, Yu.V. & Bogoslovets, L.G. (2011) Modern pedagogical technologies in preschool educational organization, Saint-Petersburg, JSC Detstvo-Press, 112 P.
3. Davydova, O.I. (2013) Competence-based approach in work of preschool educational institution with parents, Saint-Petersburg, JSC Detstvo-Press,128 P.
4. Order of the Ministry of Education and Science of the Russian Federation of 17.10.2013 No. 1155 "About the approval of the federal state educational standard of preschool education" (14.11.2013 No. 30384 are registered in the Ministry of Justice of the Russian Federation), Union of Right Forces the Consultant Plus.
5. Kuznetsova, I.V. "Improvement of professional competence of the teacher as means of improvement of quality of education in preschool educational institution", The Festival of pedagogical ideas "Open lesson", Available at: http://festival.1september.ru/articles/622636.
6. Mayer, A.A. (2007) "Model of professional competence of the preschool teacher", Management of preschool educational institution, No. 1 (35), Pp. 8-15.
PHILOSOPHICAL BASES FOR SOCIAL-PEDAGOGIC ACTIVITY IN THE EDUCATIONAL SYSTEM
Abstract
The relevance of the considered problem is caused by value of social-pedagogic activity of a teacher accompanying children with special educational needs. The paper deals with consideration of philosophical approaches for identifying the essence of social-pedagogic activity in the educational system. The leading approach is the historical-logic analysis of philosophical views on the content of the category "activity', "social-pedagogic activity". The result of the paper is identification of methodological approaches to realization of social-pedagogic activity in education. The paper can be useful to teachers of higher educational pedagogic institutions, graduate students and undergraduates.
Keywords
activity, social-pedagogic activity, teacher, education
AUTHOR Natalya Abramovskikh
PhD in Education, Associate Professor Professor at the Theory and Technique of Preschool and Primary Education Department
Surgut State Pedagogic University Surgut, Russia natali-270171@maH.ru
Introduction. The area of professional activity of a teacher is rather wide and diverse. It includes a set of specific kinds of pedagogic activity, depending on object on which it is directed. The federal law "About Education in the Russian Federation" on 29.12.2012 No. 273-FZ defines education as "the uniform purposeful process of education and training, which is the socially significant benefit and is carried out in interests of a person, family, society and state. Also it is a set of the acquired knowledge, abilities, skills, valuable installations, experience of activity and competences of a certain volume and complexity for intellectual, spiritual and moral, creative, physical and (or) professional development of a person, satisfaction of his educational requirements and interests" (The federal law ..., 2013). Thus, identification of methodological approaches
