CC BY
40
FORMATION OF A SPECIALIST’S PROFESSIONAL MOTIVATION AND ORIENTATION
M. E. Zhumaev
The content of professional competence of a future teacher of a teacher training college with regard to the process of teacher training in the conditions of a higher educational institution is determined by the goals, tasks and nature of the future professional activities, and is a unity of theoretical, practical and motivational readiness and the ability of the graduate of the educational institution to carry out these activities embodied in the material, being a socially and personally significant product, i.e. the project of the technology of subject training, its practical implementation ensuring task-oriented solution of the problems of training specialists of secondary professional education.
Key words: professional competence, development of an expert, modern didactics, technology, scientific development, form and stage, training method.
Students’ cognitive activity in training can be conditionally presented as the activity of solving training tasks and problems while professional activity given in training in the model form can be related to the activity of solving practical tasks and problems. The motives for both kinds of activities will also be distinguished in terms of the object. Thus, the object of the students’ cognitive motives is knowledge, which becomes a means of entry into the context of professional activity in the process of training in this case. The purpose and the result of cognitive activity is the transformation and development of the person himself/herself in the way of acquisition (discovery) of new knowledge, while the purpose and the result of professional activity is the transformation of its object into a product on the basis of the acquired information (which thus becomes knowledge) as a means of such a transformation. The transformation of the object of educational activity in the process of development obviously results in the transformation of the meaning of this activity: the meaning of cognitive activity is transformed into the meaning of professional activity, i.e. transformation of the object, methods and means of the professional activity itself.
In accordance with the theory of context-based learning, knowledge becomes meaningful and active if it is not a goal of learning in itself, but a necessary tool of its actualization, the same as development of the learner. This learning creates the psychological-didactic conditions of turning theoretical knowledge into a tool of work with professional content.
Summarizing the aforesaid, we can say that in a situation of solving any practical task or learning a problem by a future specialist, there are both specifically cognitive motives and practical (professional) motives as the learner uses theoretical knowledge as a means of their solution. This is likely to explain the easiness of assimilating the content of academic subjects, provided, of course, that the learner does not lose the logic of development of the content of these subjects. Generation of professional motives in a situation of knowledge application gives personal meaning to the professional content contained in any learning, and the more so in any professionally similar task or problem which appears to be purely academic for a student in traditional learning.
70
Based on the above, we consider it necessary to highlight the unity of its three components in the structure of professional competence of a future specialist: theoretical, practical, and motivational. In this connection, it is reasonable to clarify and specify the essence of the concept of “professional competence of a future teacher of a teacher training college” as applied to the process of his/her education in the conditions of a higher educational institution: its content is determined by the goals, tasks and nature of the future professional activity and is a unity of theoretical, practical and motivational readiness and ability of a graduate of the higher educational institution to carry out professional activity.
At the same time we should note that in the traditional national system of higher pedagogical education, students start from the first year at the institution solving mostly tasks designed to ensure full-value functioning of their educational activity. They face professional tasks only in their senior years, in the period of their pedagogical practical training, as well as after completion of their education in the process of their independent professional work. In the educational process of a higher educational institution, the student as a subject of professional training masters the profession, its result being his/her professional competence. The future specialist’s activity of mastering the profession develops both in the period of accomplishing professional competence when the student interacts with other subjects of the professional-educational process (teachers, small and big groups of fellow students, with himself/herself as the subject of self-development, etc.) and in the period of his/her professional work in the educational institution.
We consider that the reserve of accomplishing professional competence of a future teacher of a teacher training college can be the technological approach, according to which mastering the professional activity is built with account of the pedagogical conditions and psychological mechanisms when, firstly, the learner becomes not just a student but a shaping and developing specialist, and secondly, the potential accumulated by him/her ensures accomplishment of professional competence in the conditions of the modeled, simulated or real professional activity. From these positions, the effective activity of teachers of higher educational institutions in the process of educational interaction with students (future students) is ensured by the psychological-pedagogical mechanisms of acquisition, implementation and development of professional competence.
References
1. Каримов И.А. «Подготовка образованного и интеллектуально развитого поколения - как важнейшее условие устойчивого развития и модернизации страны. Доклад. - Ташкент, 2012.
2. Узбекистан от 30 мая 2002 года №УП-3080 «О дальнейшем развитии компьютеризации
и внедрении информационно-коммуникационных технологий» и постановлением Кабинета Министров Республики Узбекистан от 6 июня 2002 года № 200 «О мерах по дальнейшему развитию компьютеризации и внедрению информационно-
коммуникационных технологий». Республики Узбекистан. г. Ташкент. 2002.
3. Виленский В.Я., Образцов П.И., Уман А.И. Технологии профессиональноориентированного обучения в высшей школе: учеб. пособие / под ред. В.А. Сластенина. -М., 2004. - 275 с.
Translated from Russian by Znanije Central Translastions Bureas
71
