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OUTSTRIPPING PEDAGOGICAL EDUCATION OF THE FUTURE TEACHER OF PROFILE SCHOOL
Abstract
Relevance of the studied problem is caused by modernization of Russian education and need of training of teachers for profile training. The paper is directed on disclosure of concept of professional readiness of the teacher for profile training. The leading approach to research of this problem is consideration of education of teachers as the outstripping education. The system of the outstripping education includes fundamental preparation, development of creative abilities of pupils, skills of self-education. Materials of the paper can be useful to the teachers of the higher school conducting training of teachers.
Keywords
profile training, outstripping education, vocational training, professional readiness of teacher
AUTHOR
Mikhail Kitaygorodskiy
PhD in Physics and Mathematics, Associate Professor Syktyvkar State University Syktyvkar, Russia [email protected]
The launching of the profile education into school is one the essential trends of the Russian education modernization. The grounds of this modernization are the changes of the state, society and personality changes to the education values.
The Concept of the Russian education modernization says that local system of education is the important aspect of preserving a position of Russia among the leading countries of the world, its international prestige as a country, possessing high level of culture, science and education.
Within the transitional period of its development the country is to solve its crucial social and economic problems without savings on the general educational and professional school, but taking into consideration its ahead development, which is to be considered as the investments into the country's future, in which the state and the society, enterprises and organizations, citizens - everybody are interested in the good-quality education.
The chief result of the school education modernization is considered the formation of the graduates of the general educational schools readiness to carry out the personal responsibility, as well as its own welfare and the welfare of the society.
Modern education shall be considered as the chief aspect of establishment and development of the personality, first of all, as an individual. Due to this the educational environment, as a part of the social and cultural environment, is to be democratic for the personality itself; this will result in the enlarged liberty in the education. The freedom in education for the personality, in our opinion, is related to free implementation of the personality's capabilities, in real satisfaction of the educational demands and requirements, in the possibility to draw its own educational tendency from the point of view of the personal and social self-determination.
Thus, the democratic and social and economic processes, taking place in the society, cause corresponding changes also in the social functions of the schools. Professional education of the senior pupils is to be considered as a new social order, aiming to implement the democratic ideas in the system of the school education. The sense of this idea is in the transfer to the subject adaptive model of the education to the humanitarian and personal one which is based in the emancipation of the personality, establishing the conditions for the free expression of its capabilities, interests and demands for each person.
This model of education requires new approach to the pupils in accordance with which the central figure in the educational institution, its core is to be the pupil, and this pupil is to be treated neither as an abstract one, nor as a class, or a group or an educational institution but it is to be considered as an individual, with the richness and variety of its personal interest, demands and aims. In other words, the education is to meet the educational demands and interests of those who study. We share the opinion of A.M. Novikov, who supposes that "the school task is not in enforcing the programs and educational plans, established separately from the real demands of the pupils, but in defining the demands, taking into account and applying them at designing a new school" (Novikov, 2000).
Modern profile school can be carried out only on terms of the well-qualified personnel. The profile school requires the teachers with new pedagogical thinking, who create and accept the pupils' liberty as a subject of the educational process, and also ready to provide it in practice. On applying such an approach the professional activity of the teacher is to change crucially, as the profile school draws a number of new, innovation requirements to the professional readiness of the teacher in the profile school.
Professional readiness is treated as the capability and the search of the teacher to fulfill the process of the profile education (Kitaygorodskaya, Purysheva, 2008). Its structure comprises motivation, methodical, technological and organizational components. Their basic content is in table 1.
When considering the distinguished components of the teacher's readiness to the professional activity for the profile education, we would like to note that these components are in close dependence. Thus, for example, the choice of the methods, technologies of the education, and forms of the organization of the educational process
depends of the desire of the pedagogue for the advancing the educational process, fulfilling the scientific and research approach in the education and bringing-up the pupils.
Form the other side the knowledge of different methods and technologies of the person oriented, individual and differentiated education, acknowledgement their sense and value for all the subjects of the educational process, the real abilities of their application, the teach is not to experience the demand and desire in their implementation in the profile education.
In other words, the more the content and experience is in each component of the distinguished component for a particular teacher, the brighter at the individual and creative abilities for the professional activity of the teacher. The teacher of the profile education cannot be possible performer, it contradicts the announced in the concept of the education modernization a newly born philosophy of the education, its main idea is a new relationship between the teacher and the pupil. Thus, the new requirements are applied to the teacher of the profile school, the teacher doesn't correspond them to the full. One of the reasons of non-correspondence is that the standards of the professional education of the pedagogical field doesn't meet the requirements of today to the full.
The state educational standards of the highest professional formation of pedagogical specialties are constantly updated, but questions of training of teachers for profile education don't join in them. For example, in the standards for such disciplines as "Pedagogies" and "Psychology" such issues are not considered at all. Only such a discipline as "Theory and Methods of Teaching..." are the paragraphs which consider the methods of the school subjects study at the general educational and profile level. The volume of this discipline (in hours) is slightly increased, but thus it included the new sections "Audiovisual Technologies of Training", "Use of Modern Information and Communication Technologies in Educational Process".
Thus the active state educational standard of the higher professional education does not consider the peculiarities and specifics of the professional activity of the pedagogues, who are to carry out the before-profile preparation and the profile education to the full.
The teacher's readiness for solving the absolutely new professional tasks is possible to provide only by fulfilling his advanced professional education. In other words the pedagogical education is to be outstripping. And for these purposes the standard of the higher education are to be ahead of the school ones and it doesn't take place at present.
The outstripping education in different aspects were considered in their research by A.M. Novikov, V.A. Sestenin, B.S. Gershunskiy, P.N. Novikov, B.M. Bim-Bad, V.D. Shadrikov, A.D. Ursul, K.K. Kolin and others.
The idea of the ahead education in the professional education is actively considered by A.M. Novikov. In his publications he says that "the paradox of our country connected with last tendencies of delay of economic growth and developments of stagnation in society can receive and already starts getting positive permission only on the basis of the advancing changes in the main component of productive forces — the accelerated development of the personality" (Novikov, 2002). It speaks volumes not only to the advancing the professional preparation, but about the different sided development of the personality, providing the high level of the labor activity, taking initiative, ability to be mobile and adaptive to the fast changing economic, production and social requirements.
On considering the idea of the outstripping education, A.M. Novikov expresses it in the following way: the level of education of the manufacturing participants is to be ahead of the level of development of the manufacturing process itself. The education shouldn't provide the manufacturing, but the manufacturing is to try to reach the level of the pupil's education.
TABLE 1. PROFESSIONAL READINESS OF THE TEACHER FOR THE PROFILE EDUCATION
Components of the professional readiness of the teacher The basic content
Motivational component Acceptance of the change of the educational philosophy, Establishment of the new relationship between the teacher and the pupils in the limits of the personal oriented education. Acceptance of the pupil's rights and liberty in education. Pedagogue's attitude to the conceptual ideas of the profile education and their acceptance. The demand to the innovation reforms in the real educational process, based on the variability and subject oriented education of the pupil. The demand for the professional self-development.
Methodical component The knowledge of the peculiarities of the educational content in the subject at the basic and the profile level. Acknowledgement of the role and the knowledge of the study subject in the profile education for the particular pupil. Understanding of the educational content at the level of the psychological and pedagogical support of the pupil. Awareness of the methodology and the methodic instruments of the active pedagogies, tending to study and take into consideration the individual peculiarities of the pupil. Awareness of the methodological basis of the person oriented, individual and competences approach to the pupils education. Designing the content of the educational process, including the level of the programs for the elective courses, tending to satisfy the leading educational demands of the person. Awareness of the informational technologies in the education.
Technological approach Introducing he educational content at the level of the methods and technologies of the education. Designing the educational process at the level of methods, technologies, means and wasy of education. Applying a variety of educational activities of the pupils (project, research, independent activities with different sources of the information and databases and est.), forming the responsibility of the pupil for the activity's result, capability to the pupils' self-organization, foundation of their personal orientations. Applying the technologies of the development of the cognitive independence of the pupils, the process of their self-education, based of the forming the skills and abilities of self-monitoring and self-estimation of the pupil. Applying modern methods and means of testing the individual peculiarities of the pupils, determining the dynamics of the pupils' progress in the educational process, counting the individual peculiarities of the pupil. Applying the technologies of forecasting of the results of the educational process from the point of view of the subject and differential approach. Applying the methods of the pedagogical research.
Organizational component Defining its place and the role in the educational infrastructure and educational nets as a part and an element. Foundation of the effective and resultative inter-regional, inter-school and other relationships, assistance in the educational openness, as well as with the help of the information technologies. Establishment of the interaction and inter-influence of all the subjects of the educational process, also the joint choice of the plans and the programs, tending to discover the abilities and capabilities of each subject. Applying the variety of the types and forms of the organization of the educational activity of the pupils, supporting the development of the pupil's personality, his socialization. Organization of individual and differentiated approach to the pupils' education.
The outstripping professional education is considered in the research of P.A. Novikov (Novikov, Zuev, 2000). He supposes that one of the chief functions of education are defining and developing the natural potential abilities (and possibilities) of the human being to the continuous, ahead the basic state to the active increase of the knowledge, development if himself on this basis, to the direct, innovation, forecast oriented on the basis of the achieved knowledge of formation of the surrounding of its life position with simultaneous increase of the level of the individual readiness to the dynamic and creative behavior adaptation in the changing conditions, and also production conditions.
The elements of this model of the outstripping education were considered by A.D. Ursul (Ursul, 2005). The outstripping education from his point of view looks like an ideal model, which the education tend to reach, shifting the accents of its self-development from the past to the present and further to the future. The criteria of implementation of its model as the chief mechanism of civilization surviving shall be the level of "future cognitivety" in the future educational process. The education as the most broad area of the social activity is to determine in its development other forms and tendencies of the human activity, especially their economic activity. The education is not only to transfer the knowledge and culture from the past to the present generations to the future, but also to carry out the ahead preparation of the human being to the transition to the strategy of the steady development.
The philosophic aspects of development of the education were rather exhaustively considered by B.S. Gershunskiy (Gershunskiy, 1998). Considering the ahead education B.S. Gershunskiy noted that the sphere of the education completely works for the future. At the same time, he noted the special significance of the pedagogical and educational prognostics, which assists prognostically renew the tendencies and continuous monitoring of the parameters of the social surrounding, where the educational objects cooperate. The results of forecasting are to find their reflection in the profile and qualification characteristics and the models of the graduated of the educational institutions of different types, in the content of the educational plans and programs, manuals, in the developed means, methods and organizational forms of the pedagogical activity.
B.S. Gershunskiy considered that the prognostic ideas should be in the view of the long-term strategic research in the field of education. The feet-back of the future is in the present time, the feet-back between them has a deep world outlook sense, reflecting the two-direction link of time, integrity and union not only of the material and soul space of universe, but also the time one, in which the events of the developing world take place.
In B.M. Bim-Bad opinion (Bim-Bad, 1988), the outstripping education directly teaches the pupils to live and to work in the information space, requiring the high responsibility from the people, broader and more mobile educational ground, which is to be constantly reached and developed. It is to combine the preparation of the new generation to the future with the notional and full present life activity of the pupils.
The outstripping education includes first the educational preparation as the basis for any further specialization. It predominantly aims at the development of the general abilities, tendencies, interests, thinking, ideals, ideology, trends of the personality, and at the same time it creates the possibility for defining and formation of the appeal, it helps the young people in the life and professional identification. Thus to ahead means to be able to constantly and regularly adopt the systems of knowledge, skills, abilities, values, relationships, orientations, norms of behavior, means and forms of communication.
The analyses of the research of the problems of the outstripping education has shown that there several definitions of the outstripping education, at the same time the authors accentuate different aspects in this notion. But all the scientists note that the outstripping education is oriented at the future, that is at those conditions of life and professional activity, in which the pupil will be of the educational institution after its graduation. In
the system of such education the significant attention is given to the fundamental knowledge (also the knowledge of the modern science) and to the development the creative abilities of the pupils, skills of self-education, abilities to find the solution for difficult tasks in the undetermined conditions. With such outstripping education, the level of education of the participants of the manufacturing is to be ahead of the level of the manufacturing development.
Such outstripping education is especially significant and important in the pedagogical educational institution. For the teacher it is important that he should come to school with such a level of knowledge and skills, which are necessary for the school at the moment.
REFERENCES
1. Novikov, A.M. (2000), Russian education in a new era, Jegves, Moscow.
2. Kitaygorodskaya, G.I. and Purysheva, N.S. (2008), "About professional readiness of the teacher for profile training", Science and school, No. 4, pp. 13-15.
3. Novikov, A.M. (2002), "Idea of the outstripping education", The world of education - education in the world, No. 3, pp. 171-197.
4. Novikov, P.N., and Zuev, V.M. (2000), The outstripping professional education, Russian state academy of work and employment, Moscow.
5. Ursul, A.D. (2005), "On the way to the outstripping education", Energy: economy, equipment, ecology, No. 8, pp. 20-25.
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7. Bim-Bad, B.M. (1988), "The outstripping education: theory and practice", Soviet pedagogics, No. 6, pp. 51-55.
