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10Педагогическая компетентность
при обучении бакалавров и магистров истории
Ковалев Дмитрий Владимирович
доктор исторических наук, профессор, Государственный социально-гуманитарный университет, [email protected]
Педагогическая деятельность в профессиональном смысле рассматривается с тех пор, когда человечество осознало, что знания есть ценность сами по себе и что нужна специальная организация деятельности людей, направленная на приобретение знаний и умений. Развитие экономических отношений, возникновение новых общественных отношений, расширение трудовых функций, обязанностей и требований государства и общества, представленных выпускнику как профессиональному и компетентному специалисту, привели к необходимости его педагогической подготовки. Именно современная педагогическая подготовка в бакалавриате и магистратуре должна стать основой для профессионального становления и развития будущего специалиста, готового решать задачи в педагогической деятельности.
Ключевые слова: компетентность, история, бакалавр, магистр
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Higher education has always been the value, and getting it was the most important stage in a person's life. It has been the privilege for centuries, and not everyone has been able to receive it. Today, higher education is considered the norm and has acquired a mass character. For the majority of people it is an obligatory part of socialization and entering of the person into the professional sphere [5].] In today's world it requires not just to be professionals, but poliprofes-sionals, because for the performance of work duties, knowledge from multiple areas requires. Thus, the student, studying at the University, should understand the need to obtain competencies from different areas, i.e. to be professionally competent.
One of the elements of the structure of professional competence, in our opinion, is the pedagogical competence of a specialist who is ready to carry out educational activities. The interrelationship of pedagogical and special knowledge becomes significant both at the state level and at the level of labor market requirements. The universality of pedagogical knowledge is manifested in the possibility of their wide application in personal and professional activity in the sphere of any profession [2].
Bachelors and masters of history experience the greatest difficulty, as they constantly face problems while studying their specialization. The course of national history has already undergone significant changes in the decision on the uniqueness of the view of a particular issue, so in addition to the transition to a two-level education system, this course has lost a large number of hours, and in non-historical faculties ceased to exist [3].
It is very sad that the teaching of history undergoes significant changes in accordance with the growing modern needs of social development. At the present time is clearly observed the formation of a new national identity in the context of globalization, and can be traced quite understandable and in some degree justified by the desire of Russian political power to influence this process. This leaves an imprint on the activities of historians, on the development of national history. Politics, as always, makes its own adjustments to the understanding of the historical process, tries to influence the development of historical science, confirming its dependence on society. That is why the debate about the content of history textbooks does not subside. At the present stage, the idea of raising national pride sounds more obvious [10].
We do not argue with the fact that history must be taught in order to be proud of our Fatherland. But this may be the priority of "school" history, as it pursues
the goals of both enlightening and educative. However, the purpose of University education is different. This is not only the endowment of the student with knowledge, skills and abilities, but also the ability to navigate freely in the world around him. In modern conditions, it is important not only to show the originality of Russia, but also to reveal its homogeneity to the world historical process. Since in the process of education and educational functions are carried out, the University historical discipline can be oriented in this direction. But the return to the ideologization of the course cannot be, so it is important in modern history teaching to give priority to universal spiritual values having created for millennia of world history, organically combined with national values [1].
The purpose of studying the course of history should include the individual in the cultural and historical context, self-orientation in civilized time-space. Therefore, it is more important for students to study not the facts, since they studied event history in the school course of history, but the philosophy of history, as it contributes to the formation of independent thinking, expands horizons, characterizing the main ways of the development of human society, and, to a large extent, organizes the real historical space. The main thing for the University course of history is the development of historicism of thinking, which is one of the most important indicators of an educated modern man's culture, characterizing his ability to adequately assess events in an endless series of facts. The absence of historicism of thinking is often manifested in the fact that the events of the past are evaluated by the standards of today; that in the past, which does not give ready recipes, the search for solutions to modern problems is conducted; and also in a situation where the determinism of the future is particularly acute in the past [4].
The use of new approaches, the search for truth in the study of a particular problem of the historical process contributes to the development of independent thinking of the future specialist, creates conditions for free self-determination of the student in the space of worldviews, without which there may be distortions in his mind and manipulation of this consciousness; contributes to the expansion of emotional potential; the formation of general cultural competence in the context of socio-cultural patterns and thus provides independence in the period of subsequent professional activity [6].
All are complicated by the fact that the emergence of a two-stage education system has the opportunity to prepare students of non-pedagogical specialties of all levels to pedagogical activity. This is especially popular when choosing the master's degree. But what determines the need for pedagogical training of undergraduates of non-pedagogical profile, what are its differences and advantages over existing models? To what extent do these specialists meet the modern requirements of the labor market?
The new structure of higher education aimed to expand the possibilities of higher education institutions to meet the diverse cultural and educational needs of the individual, to improve scientific and pro-
fessional training, taking into account the needs of the economy and the labor market. Modern master's program allows to make a conscious smooth transition from one specialty to another or to supplement basic education, it is planned to create a practical modular master's program with the possibility to enter quickly the profession of persons who do not have pedagogical education [7]. The state educational standards of higher professional education of the second generation fixed preparation of masters for pedagogical activity which generally was reduced to ensuring their readiness for the solution of two types of professional tasks: teaching of certain disciplines in the educational organizations of various levels and the development of methodical providing educational process. Today in Russia there is a three-level system of the higher education. Modern possibilities of obtaining pedagogical training are very diverse. Pedagogical training can be obtained in various educational organizations in accordance with the educational programs that provide such training [8].
The main way to train teachers in Russia is to obtain pedagogical education, which trains future teachers. An important feature of the development of the system of pedagogical education is the possibility of free entry into the teaching profession of persons who do not have pedagogical education. Today you can get pedagogical training in the form of second higher education or additional professional education-training programs and retraining programs [9].
Teaching activity in the professional sense has been regarded since then, when mankind has realized that knowledge has the value in itself and that we need a special organization of human activity, aimed at acquiring knowledge and skills. The development of economic relations, the emergence of new social relations, the expansion of labor functions, duties and requirements of the state and society, presented to the graduate as a professional and competent specialist, led to the need for his pedagogical training. It is the modern pedagogical training in bachelor's and master's degrees that should become the basis for the professional formation and the development of the future specialist, who is ready to solve problems in pedagogical activity.
References:
1. Andreev, I. L. Carefully watch for history (Methodological problems of the civilization process)// problems of philosophy, 1998, № 9. C. 38-53.
2. Zhuk O. L. Pedagogical preparation of students: competence-based approach / O. L. Zhuk. -Minsk national Institute of higher education, 2009.
3. Kamenskii A. B. Historical education in Russia: status and prospects. /http://auditorium.ru/aud/v/index.php?a=vconf&c=getF orm&r= thesisDesc & id_thesis=2513
4. Kamenskii A. B. the Lessons that could be learned// Odysseus: Man in history. 2004. M., 2004. S. 408-421.
5. Competence approach in pedagogical education: the Collective monograph / Under the editorship of Professor V. A. Kozyrev, Professor N. F. Ra-
dionova, Professor A. P. Tryapitsyna, Professor E. V. Piskunova -SPb.: Publishing house RGPU im. A. I. Gertsen, 2008.
6. Kovalev D. V., Kovaleva T. A. Patriotic education in the process of learning a foreign language // Axiology of education foreign language: multilingual-ism and multiculturalism [electronic resource] 2016, p. 166.
7. Draft Concept of support for the development of pedagogical education [Electronic resource]. Mode of access: http://www.herzen.spb.ru/news/14-01-2014_2/. Date of access: 20.02.2016.
8. RGGU - Russian universities. Teaching history to students of nonhistoric specialties. Modern pedagogical experience. M., 2005.
9. Robotov A. S. About the meaning of the master: reflections of a teacher // Higher education in Russia .No 5, 2013. P. 45-50.
10. Fukuyama F. the End of history?// Questions of philosophy, 1990, № 3.
Pedagogical competence in the training of barchelors and masters of history
Kovalev D.V.
State University of Humanities and Social Studies
Teaching activity in the professional sense has been regarded since then, when mankind has realized that knowledge has the value in itself and that we need a special organization of human activity, aimed at acquiring knowledge and skills. The development of economic relations, the emergence of new social relations, the expansion of labor functions, duties and requirements of the state and society, presented to the graduate as a professional and competent specialist, led to the need for his pedagogical training. It is the modern pedagogical training in bachelor's and master's degrees that should become the basis for the professional formation and the development of the future specialist, who is ready to solve problems in pedagogical activity.
Keywords: Education; competence; history; barchelor; master.
References:
Andreev, I. L. Carefully watch for history (Methodological problems of the civilization process)// problems of philosophy, 1998, № 9. C. 38-53.
Zhuk O. L. Pedagogical preparation of students: competence-based approach / O. L. Zhuk. -Minsk national Institute of higher education, 2009.
Kamenskii A. B. Historical education in Russia: status and prospects.
/http://auditorium.ru/aud/v/index.php?a=vconf&c=getForm&r= thesisDesc & id_thesis=2513
Kamenskii A. B. the Lessons that could be learned// Odysseus: Man in history. 2004. M., 2004. S. 408-421.
Competence approach in pedagogical education: the Collective monograph / Under the editorship of Professor V. A. Kozyrev, Professor N. F. Radionova, Professor A. P. Tryapitsyna, Professor E. V. Piskunova -SPb.: Publishing house RGPU im. A. I. Gertsen, 2008.
Kovalev D. V., Kovaleva T. A. Patriotic education in the process of learning a foreign language // Axiology of education foreign language: multilingualism and multiculturalism [electronic resource] 2016, p. 166.
Draft Concept of support for the development of pedagogical education [Electronic resource]. Mode of access: http://www.herzen.spb.ru/news/14-01-2014_2/. Date of access: 20.02.2016.
RGGU - Russian universities. Teaching history to students of non-historic specialties. Modern pedagogical experience. M., 2005.
Robotov A. S. About the meaning of the master: reflections of a teacher // Higher education in Russia .-No 5, 2013. P. 45-50.
Fukuyama F. the End of history?// Questions of philosophy, 1990, № 3.
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