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ORGANIZATION OF SELF-EDUCATION IN THE PREPARATION OF HANDICRAFT AND VOCATIONAL TRAINING TEACHERS
O. A. Kuisinov
The article reveals the relevance of self-education and its characteristic features, and highlights the issues of development of professional skills in preparation of handicraft and vocational training teachers. The sequence of self-education and research findings are presented in the article.
Key words: independent work, pedagogical activities, creativity, knowledge, skills, abilities.
At the present time, more and more attention is paid to the formation and development of such qualities as self-organization and self-education in the process of preparation of teachers, including preparation of future handicraft teachers. Independent work of students - future teachers requires systemic organization. Success in this area is associated with the individual psychological characteristics of students, and the level of development of their internal and external motives of social activity, etc. Based on the results of research, selfeducation can be defined as a systematic activity focused on the formation of theoretical knowledge, and practical skills of students as a result of independent and creative performance of different classroom and extracurricular activities, and creative tasks of different levels of complexity. Independent work is distinguished by didactic goals, objectives, the level of difficulty and the target audience.
The independent work of students in the class means fulfilling educational, technical and technological, economic and organizational tasks. In order to determine them, it is necessary to observe the following basic requirements: (a) content-based consistency and the relationship of pedagogical, technical, technological, economic and organizational exercises; (b) consistent complication of content and didactic assignments; (c) consistent growth of students’ independence; (d) a variety of exercises in terms of their content and didactic tasks; (e) correct timing, etc.
For the purpose of self-learning, future teachers must receive educational (theoretical) and practical skills acquired in the course of professional activity. To do this, in the process of mastering future pedagogical skills, it is advisable to pay attention to: (a) the exact definition and understanding of the goals of students’ activity (exercises, independent work); (b) the quality of work of each student and of the whole team; (c) continuous development of students' ability to analyze their work, study the causes of errors and ways of their elimination and prevention; (d) abstain from giving preset instructions re: correcting mistakes, the students shall understand themselves how to eliminate these gaps and find the ways to do this; (e) continuously stimulate each student’s creativity to perform tasks, etc.
Organizing self-learning in the process of preparation of handicraft teachers and vocational training teachers is a holistic pedagogical process which involves: (a) students' understanding of the process of self-study and the ability to analyze their activities; (b) studying the needs of students in self-education and factors that
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have an influence on it; (c) determining the teaching load and time limits for selfeducation in the classroom and in the course of extra curriculum activities; (d) choice of efficient organizational forms, methods and means of self-education, etc.
There is different understanding of the essence and role of a student in organizing self-education at various stages of work. Naturally, not every educational activity of a student can be called independent. The important features of independent work are: planning and implementation of academic work by the student him or herself; self-control and self-esteem; use of the appropriate methods of work, correction of results. The following conditions must be created for students' independent work. The student's ability to work independently, and certain skills and knowledge become significant in order to solve the problems of organizing self-learning.
The successful solution of problems of self-education of future handicraft teachers and vocational training teachers will contribute to solving the important task of higher pedagogical education: preparing free-thinking, creative and active specialists for various educational institutions.
Bibliography
1. Азизходжаева Н. Н. Педагогик технология ва педагогик махорат. - Т., 2003. - C. 174.
2. Беспалько В. П. Персонифицированное образование // Педагогика. - 1998. - С. 139.
3. Муслимов Н. А. Булажак касб таълими укитувчисини касбий шакллантириш. - Т.: Фан,
2004.
Translated from Russian by Znanije Central Translastions Bureas
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