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PERSONALLY ORIENTED PARADIGM
IN THE MODERNIZATION
OF HIGHER PEDAGOGICAL EDUCATION
N.N. Azizkhodzhayeva
The article deals with some aspects of modernization of higher pedagogical education in Uzbekistan. It also reveals requirements for the new formation teachers. The main scientific values in the new paradigm of education are identified. The main objective for a person-centered paradigm in the higher pedagogic education has been substantiated. Some person-centered training technologies are examined.
Key words: Modernization of higher pedagogic education, pedagogy of the new formation, person-centered paradigm.
Reforming continuous education in the Republic of Uzbekistan is aimed at shaping a new generation of personnel that has a high professional level, creative and social activity, the ability to find their bearings in socio-political life, and the ability to set long-term tasks for themselves. Improvement of higher education at the present stage is linked to its modernization. This modernization is aimed at overcoming the stagnant state of higher education, and transforming its content, forms and methods of organization. Radically new educational technologies are created in the process of modernization. Education becomes an efficient resource of development.
Modernization of higher education is a complex holistic process. The essence of modernization does not boil down to innovations. Modernization of higher education is a systemic quantitative change comprising innovative processes and new technologies. The objective of modernization of higher pedagogical education in the Republic of Uzbekistan is to determine the principal activity areas, the organization and essence of the mechanisms of development of the continuous pedagogical education system, and training teachers of the new formation for the secondary special and vocational education system. Reforms of the educational system in Uzbekistan that took place in recent decades were carried out with the purpose of integrating the country in the world educational space and meeting international educational requirements, providing the national economy and social sphere with highly qualified personnel.
In this context, special stress is laid on training a teacher of the new formation. A new formation teacher is a spiritually developed, creative individual capable of reflexion, possessing socio-professional and personal competencies, pedagogical talent, initiative and pursuance of novelties. A new formation teacher must: (1) evaluate his or her potential objectively, know his or her significant qualities needed for the profession in question (the peculiarities of self-adjustment, self-assessment, emotional expressions, communicative and didactic abilities, etc.); (2) master the general culture of intellectual activities (thinking, memory, perception, notion, attention), the behavior and communication (including pedagogical communication) culture; (3) be able to find his or her bearings in the integration processes underway, in the tendencies of world educational space development.
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The principles of training a new formation teacher are as follows: (a) a humanistic, personally oriented nature of teaching; (b) fundamental character; (c) integrity; (d) universality; (e) continuity and consistency of stages of pedagogical education; (f) flexibility and variability, etc.
Training new formation teachers requires using contemporary educational paradigms in the educational process.
The term "paradigm" was put into practice by Thomas Kuhn, an American historian. This scientific category meant scientific achievements being models of setting problems of their solution. The term "paradigm" is used in contemporary pedagogics to denote a conceptual model of education. At the present stage, the theory of pedagogics has various paradigmal models of education at its disposal: contemporary education paradigms (N.A. Alexeyev, Sh.A. Amonashvili,
E.A. Bondarevskaya, V.I. Zagvyazinsky, S.V. Kulnevich, V.V. Serikov, et al.); quality education paradigm (I.M. Ilyinsky, et al.).
Education paradigms are changed in the context of modernization of higher pedagogical education. The traditional education paradigm is replaced by the one drawing on the following scientific values: the neoclassic and post-neoclassic types of scientific reality dominate; because of this, the methods and subject of cognition influence its results. Scientific knowledge is viewed in the context of social conditions and social consequences of human activities. The new paradigm of education is based on innovativeness and a technological approach. A peculiar feature of such an approach is as follows: the education process is built in the subject-to-subject interaction mode, is refracted through motives, value systems, and professional objectives, and is compared with them. The technological approach permits not only to "provide" a student with socio-professional knowledge and expertise, but also to develop such qualities of his or her personality that are required by this type of professional labor, to render assistance in his or her professional self-actualization. A new paradigm presupposes a change of approach in education. The principal invariant characteristics are as follows: holistic personal development, social partnership, subject-to-subject interaction, students' proactive approach to life, individual-personal orientation, activity approach, etc. thus, the personality-oriented paradigm must become predominant in higher pedagogical education.
The principal goal of personal-oriented learning at a higher educational institution is ensuring humane conditions for a student's personal and professional advancement, for individual and free self-determination of a future specialist in his or her profession, and for complete personal self-actualization. Person-oriented learning presumes a transition to such teaching techniques that presume the priority of subjective and semantic learning, diagnostics of personal development, situational projection, self-actualization and self-realization, game simulation, semantic dialog, etc. Person-oriented pedagogical technologies must be based on a conversational approach determining the subject-to-subject interaction and increased freedom of educational process participants. To a large extent, person-oriented technologies are connected with the realization of the principle of professional-ethical mutual responsibility. The specific nature of pedagogical activity is its being a communication activity. Pedagogical communication is viewed in cohesion of its three parts: prospective, communicative and integrative.
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A distinctive feature of a teacher's innovative activities is the ability to be maximally free from the current situation and determine the process of novelties introduction into teaching oneself. The technologies of innovative behavior shaping are: polylogue, discussion, reflexive inversion, and interview. To a large extent, reflexive technologies of the teachers training project the potential for mastering social experience, for mastering pedagogical heritage through the mechanism of self-realization and creating new things. Person-oriented learning aimed at the process of professional shaping of a teacher must coincide with the logic of his or her subjective development. The process of drafting the technologies of a teacher's subjective development must serve the following principal purposes: (a) educational process model that does not just take into account the grade of a student's subjectivity but promoting its increase, emergence and further development; (b) the description of psychological and pedagogical conditions stimulating growth of a teacher's subjectivity in the pedagogical process; (c) finding out the mechanism of emergence and development of a student's/teacher's subjectivity.
The process of emergence and development of a future teacher's subjectivity is integrated as a pedagogical technology complying with the following principles: orientation to creativity, personal and professional individuality of each student, ensuring a differentiated and individually-creative approach to his or her training, openness, variability, dynamism of changes in the content, forms and methods of teachers' training, polysubjectivity of pedagogical education, fundamentalization of pedagogical education combined with in-depth
professionalization, broad dialog about the educational process and its problemization.
Thus, a person-oriented paradigm of higher pedagogical education ensures the development and self-development of future new generation teachers' personal qualities.
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Translated from Russian by Znanije Central Translastions Bureas
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