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EDUCATION OF PROFESSIONAL COMPETENCE AS A PSYCHOLOGICAL-PEDAGOGICAL PROBLEM
N. T. Akhmedova
A rather significant amount of research is devoted to the challenge of developing teachers' professional competence. However, researchers are still interested in this issue, thus indicating the special importance and relevance of a solution to this challenge at the present stage of modernization and development of the continuous pedagogical education system in Russia.
Key words: pedagogy and psychology, contents, structures, education, professional competence.
The intrinsic characteristics of students’ education can be presented as consistent modeling of the entire system of education as a whole, including its forms, methods and means (traditional and innovative), and subject and social content, by means of three types of interrelated models: semiotic, simulation, and social. In their aggregate, they represent the dynamic model of transition from learning to professional activities. Implementation of this approach will facilitate ensuring the students’ motivational readiness for future professional activities both in the period of classes and during their independent work or practical training. Hence, it is expedient to consider the normative model of specialist training including the kinds of learning and cognitive activities of studying their future profession. This is represented by the qualification characteristics of a university graduate of the relevant profile and level of training.
For a long time, the Russian professional school held to the positions of the “knowledge-based” approach, with its major educational task being development of solid systemized knowledge in students, while abilities and skills were considered to be secondary components of the learning process. At present, with development of modern pedagogical views, the focuses are changing. It is clear that subject knowledge must not disappear from the structure of the graduate’s accomplishment, but it is probably destined to perform a subordinate, orientational role.
Before considering the methodological fundamentals of design in the sphere of pedagogical activities, let us make some methodical explanations: (a) professional competence is based on the reflection of substantial characteristics of the specialist’s activities, and its internal structure should be considered from the position of assessment of the characteristics of its major components; (b) as applied to pedagogical activities there is a clearly predominant approach of singling out its components as relatively independent functional kinds of the teacher’s activities.
Pedagogical activities include five components: (1) a gnostical component solving the task of accumulating and acquiring new knowledge about laws and mechanisms of functioning of the pedagogical system; (2) a design component related to designing the goals of the course being taught and the ways to achieve them; (3) a constructive component including actions of selection and compositional building of the content of the course, and forms and methods of
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conducting classes; (4) an organizational component for solving the task of implementation of all that has been planned; (5) a communicative component including actions related to establishment of pedagogically expedient relations between the subject and the object of the pedagogical process; (5) a gnostical component.
The gnostical component is the central one in the teacher’s activities. It includes the study and analysis of the process and the results of one’s own activities, as well as the study and analysis of the content of the activities and the ability to impact other people with account of their age-related and typological specific features. This aspect of activities is characterized by: (a) the abilities to introduce learners to the latest achievements in the field of science; (b) to analyze one’s own activities and students’ activities; (c) to understand one’s own strengths and weaknesses in teaching; (d) to take into account the recommendations of pedagogical theory in one’s activities; (e) to rely on psychological theory in studying the learning collectives and other characteristics.
The design component of the teacher’s activities presupposes: (a) the abilities to formulate concrete objectives of the course of studies with account of the requirements set by the professional activities; (b) planning a course of studies accounting for the set goals; (c) foreseeing the possible difficulties for learners in studying the course and the ways to overcome them; (d) identifying the most rational kinds of students’ activities facilitating successful acquisition of knowledge, abilities and skills, etc.
The constructive component of the teacher’s activities consists of: (a) selection and development of the information content composition; (b) designing the students’ activities in which this information can be assimilated; (c) designing one’s own activities and behavior for effective interaction with learners. In this connection, the teacher must be able to select material for every lesson and identify the key notions and regularities in it, as well as to find a proper correlation between the factual and theoretical teaching material for every lesson, etc.
The organizational component includes organization of one’s own activities and interaction with learners. In this connection the teacher must be able to organize his/her time, the learners’ individual and collective activities, to interact with learners, and to exercise systemic control over the students’ activities, etc.
The communicative component characterizes interpersonal relations and presupposes the following abilities: (a) to perceive man in a comprehensive and objective manner; (b) to arouse trust in the conversation partner; (c) to foresee conflicts and resolve them constructively; (d) to criticize the conversation partner in a fair and considerate manner, to take and consider criticism of him.
The structural elements of the pedagogical activities are: (1) integration of the knowledge typical of the particular subject in the structure of standard tasks of the specialist’s professional activities. Development and classification of the objectives of teaching the subject; (2) selection of the teaching and methodological content of the subject and making up the program of teaching in the elements of the learners’ cognitive activities; (3) creative activities - development of the teaching and methodological support in all the identified topics according to the curriculum; (4) elaboration of the communicative-organizational aspects of
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interaction between the learner and the teacher in the process of the students’ self-controlled work. Organization of correction control.
The author introduces the constructive and design components into the gnostic element. At the same time, we suggest considering the creative and communicative components of the teacher’s activities as independent ones. This approach focuses on the need to organize the teacher’s interaction with the learners in the process of self-controlled learning activities of the latter. These kinds of activities are fully and completely implemented by the teacher in designing, constructing and implementing the professionally centered technology of teaching.
References
1. Каримов И. А. Юксак маънавият - енгилмас куч. - Тошкент. Маънавият, 2008.
2. Сластёнин В. А. Педагогика: учеб. пособие для студентов педагогических учебных заведений. - М.: Школа-Пресс, 2000. - 512 с.
3. Юзликаев Ф. Р. Интенсификация процесса дидактической подготовки будущего учителя в пединституте. - Т. Изд-во Фан, 1995. - 203 с.
4. Курбанов Ш.Э. Социально-педагогические особенности национальный модели программи по подготовке кадров: дис. д-ра пед. наук. - Т., 2000. - 557 с.
Translated from Russian by Znanije Central Translastions Bureas
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