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21ISSUES OF THE DEVELOPMENT OF THE PROFESSIONAL CULTURE OF THE TEACHER IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT
Yeleusinov B.
professor, Branch JBC «National Nraining Center «Orleu», Department of scientific and natural discipline Republic of Kazakhstan, Kyzylorda city
Marsali R.
magistr of history Branch JBC «National Training Center «Orleu» Department of scientific and natural discipline, Republic of Kazakhstan, Kyzylorda city Zhubauova Zh.
magistr of chemistry Branch JBC «National Training Center «Orleu» Department of scientific and natural discipline, Republic of Kazakhstan, Kyzylorda city Sagimbaev K.
magistr of education Branch JBC «National Training Center «Orleu» Department of scientific and natural discipline, Republic of Kazakhstan, Kyzylorda city
Abstract
Leading role in promoting the personality of the personality, despite the continuous improvement of innovative methods and interactive educational resources in the information space, continuously improving educational technologies and interactive educational resources, is still involved in teaching staff.
Changes in the lives of modern society are making changes to the teacher's rules of their professional functions. Its main task is no longer distribution of knowledge as information, to develop the necessary information to students, to develop and identify the knowledge of their knowledge, to identify their knowledge, to identify skills, to be able to use their knowledge in life. These issues are deeply considered in Articlea.
Keywords: information, educational technologies, innovative methods, school model, pedagogical education, professional culture, diagnostics.
Despite the global changes in the information space, the constant improvement of educational technologies, the active use of innovative methods and interactive educational resources, the leading role in promoting personal development still belongs to the teaching staff. The teacher, both as a person and as a professional, ensures the entry of the younger generation into the world of culture and social relations, teaches the younger generation to glorify our national values and learn the best examples of human civilization. Therefore, today it is becoming more and more important to identify and define the personal and professional qualities that every teacher must master, which guide students into the world of universal human values, education and science, and culture.
Today education and professional training of teachers should become an obligatory component of the state's socio-economic policy. The introduction of new state standards for general secondary education, the renewal of the content of education, the transition to the 12-year school model, the determination of the teacher's status at the state level - a new formation of sustainable development shows the increasing role of the teacher. Only hardworking, creative teachers are in a state of continuous, continuous learning and development through various forms of teaching, learning and self-education in the system of professional development.
The value-based, cultural, humanistic, creative components of pedagogical work indicate the need for continuous scientific research in the field of teacher
training, aimed at reaching a new qualitative level of pedagogical education.
The system of pedagogical education should be aimed, on the one hand, at the personal and professional development of teachers who are able to educate the younger generation in the context of the meaning and values of life, and on the other hand, at meeting the challenges of modern science and society.
Changes in modern society are also changing the way teachers perform their professional functions. Its main task is no longer to disseminate knowledge as information, but to help students find the necessary information, process and select the knowledge gained, develop the skills to determine the degree of reliability, usefulness, and apply the knowledge gained in life. ... At present, the interaction between teacher and student is not just an exchange of information, but a process of joint study of a subject.
One of the most important qualities of a teacher in the context of modern requirements is his ability to reflect. Understanding the results of their actions, analysis of approaches, decisions, mistakes are the basis for the accumulation of pedagogical experience, professional formation and development.
Today the education system has turned into a complex system that makes high demands on all participants in this educational process. The educational process in the advanced training system is a process of psychological transformation, reconstruction of some professional principles of the personality. The formation of a teacher's professional
culture consists of the stages of self-diagnosis, self-study, self-improvement and takes into account the basic requirements for the development of a teacher's professional culture. The formation of professional culture in the system of professional development should be considered as a continuous process of self-projection of the personality, the transition of a teacher from the current development zone to the nearest development zone, a mechanism of personal self-realization and implementation.
This will determine the next steps in the development of the teacher's professional culture. They are:
- diagnostics, self-diagnostics;
- choice of course, module, trainer;
- self-realization, self-education; self-regulation;
- self improvement;
- self-realization;
- professional achievements.
An analysis of the experience of organizing advanced training courses allows us to consider professional culture as a mechanism for managing innovative processes and determine the main directions of its development:
- pedagogical workshops, forums;
- new types of seminars, webinars;
- scientific-theoretical, scientific-practical conferences;
- methodological days of young teachers, "open doors";
- creative, network associations, associations, schools of professional skills.
Meeting the needs of society requires a teacher to have an established system of highly cultured human values and beliefs, professional activities and a desire for self-realization. In this regard, it is necessary to constantly strengthen the personality of the teacher. This is the main task of the professional development system: the development of the professional competence of a specialist in harmony with personal qualities. One of the most pressing problems in the modern socio-economic situation is the problem of increasing the level of professional competence of teachers who are able to freely and actively think, model the educational process, create and implement new ideas.
Firstly, a professionally competent teacher can positively influence the formation of the student's creative abilities in the educational process, secondly, to achieve the best results in their profession, and thirdly, to fully realize their professional potential.
It can be seen that professional competence is considered in two aspects: the purpose of education is to improve vocational training; an intermediate result reflecting the state of the teacher carrying out his professional activity. Researchers on the development of teachers' professional competence say that at the initial stage of a specialist's professional development, this process is relatively independent and gradually acquires a full-fledged professional quality. Competence is a social problem, therefore it is advisable to call it professional personal competence, because not only professional, but also personal qualities of a teacher have a certain value. However, it is known that not
every teacher can be considered a highly professional specialist. However, he must master the tools that will allow him to develop professionally. In other words, the organization of advanced training should organize such types of work that will help the teacher in the future to move to a higher level of professional and personal competence.
One of the skills a teacher needs in a modern school is the ability to communicate and work in a collaborative environment. A feature of a teacher in this area is the level of mastering modern changes in the psychology of students and the ability to effectively apply the acquired psychological knowledge in practice. All the advantages and disadvantages of pedagogical practice lie in the ability to work in this psychological and pedagogical cooperation, respect for the views of each student and colleagues, patience and foresight in expressing different (even opposite) opinions, kindness to the interlocutor and, most importantly, decision-making. Both psychologists and educators have proven that this depends on the accuracy of the task at hand.
The ability of the employee to feel their duties and responsibilities also plays an important role in the formation of a modern professional teacher. An ordinary teacher and "patriot" of the modern world, who knows not only his appearance in front of the environment, but also his innocence before the environment, who knows the teacher's duty to society, the state, parents and ordinary students. That is, we see the main difference between a creative professional teacher. The result is the teacher's ability to organize their work, demonstrate the viability of effective approaches through the connection between the past and the new, be critical of the development of society, withstand student difficulties and insecurities, and express personal opinions about any phenomenon (natural, social), that, there is another teacher's ability - the willingness to work.
Today there is no clear approach to the formation of a competent specialist. Several basic approaches are described in the literature. One of the key points is the concept proposed by N. Kuzmina. It defines competence through the set of abilities required of the teacher. In any case, the essence of competence can be associated with the maturity of a person in professional activity, professional relations, professional development, the appearance of his own signature.
The formation of a teacher's professional and personal competence is carried out through the content of education: it includes not only the content of subject knowledge, but also professional skills and competencies. All this, in turn, develops and shapes the personality of the teacher, who in his work, that is, in practice, masters the methods of self-development and self-realization.
Professional development, including professional culture, should be the professional task of every leader and every teacher. By acquiring new experience or a certain qualification, the teacher assimilates the system of professional values and stereotypes, therefore, professional development is a change, the development of professional values.
The innovative process aimed at maximizing the quality and accessibility of education is defined as a long-term priority of the state educational policy.
References
1. Abiev Zh.A. Pedagogy. - Almaty, 2004. - p.440
2. Yeskendirov N. The process of continuous development of professional competence of teachers. https ://bsh.kz/news/3 819
3. Mitin L.M. Professional activity and health of the teacher. - Moscow, 2005.
4. Terentyeva T. P. Professional and pedagogical competence of the teacher // Pedagogy: traditions and innovations: materials IV international. science. conf. (Chelyabinsk, December 2013). - Chelyabinsk: Two Komsomol members, 2013. - C. 193-196.
5. Turgunbayeva B.A. Development of creative potential of teachers in the conditions of professional development: theory and practice // Almaty, 2005, p.174.
НАУЧНАЯ ШКОЛА КАК ФАКТОР РАСПРОСТРАНЕНИЯ АКАДЕМИЧЕСКОГО ИНБРИДИНГА В КОНТЕКСТЕ АСПИРАНТСКОЙ ПОДГОТОВКИ
Капшутарь М.А.
заместитель начальника управления подготовки кадров высшей квалификации, кандидат педагогических наук, доцент Уральский государственный медицинский университет,
Россия, Екатеринбург
SCIENTIFIC SCHOOL AS A FACTOR IN THE SPREAD OF ACADEMIC INBREEDING IN THE
CONTEXT OF POSTGRADUATE TRAINING
Kapshutar M.
Deputy Head of the Department of Training of Highly Qualified Personnel candidate of Pedagogical Sciences, Associate Professor Urals State Medical University, Russia, Ekaterinburg
Аннотация
В статье рассматривается проблема академического инбридинга как формы привлечения научных и научно-педагогических кадров, анализируются его достоинства и недостатки. Актуализируется вопрос реформирования отечественной аспирантуры. Показана роль научных школ в традициях высшего образования в России.
Abstract
The article considers the problem of academic inbreeding as a form of attracting scientific and scientific-pedagogical personnel, analyzes its advantages and disadvantages. The issue of reforming the domestic graduate school is being updated. The role of scientific schools in the traditions of higher education in Russia is shown.
Ключевые слова: аспирантура, универсальные компетенции, академический инбридинг, научная школа.
Keywords: postgraduate studies, universal competencies, academic inbreeding, scientific school.
Успешность любого проекта обусловлена уровнем компетентности кадров, участвующих в его реализации. Необходимость инновационного развития всех отраслей экономики и социальной сферы актуализирует проблему подготовки профессиональных и конкурентоспособных специалистов с высоким уровнем квалификации, обладающих критическим мышлением и готовых действовать в ситуации постоянных изменений. Особенно актуальна эта задача для высших учебных заведений, так как образование вообще и высшее образование особенно, является драйвером общественного развития. В данном контексте следует рассматривать аспирантуру, основная задача которой традиционно заключается в подготовке научных и научно-педагогических кадров высшей квалификации.
Исследователи [2], анализируя проблему привлечения и закрепления молодых специалистов, говорят как о количественной стороне вопроса, имея ввиду рост их числа за счет применения механизмов привлечения и закрепления в науке талантливой молодежи, так и об их мобильности. Открытым для научных дискуссий остается вопрос об источниках формирования и усиления интеллектуального кадрового потенциала вуза: будут ли это свои выпускники, которые с первых научных шагов были интегрированы в образовательную среду данного вуза и уже являются носителями корпоративной культуры, или привлекаемые внешние кадры, носители иного научного опыта? В данном контексте рассмотрим обозначенную проблему на примере аспирантуры.
Эксперты Европейской ассоциации университетов (EUA), рассматривая современный институт аспирантуры, отмечают, что в настоящее время он
