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PRINCIPAL REQUIREMENTS FOR THE QUALITY OF HIGHER PEDAGOGICAL EDUCATION
B.B. Makhmurov
The report covers the basic quality parameters of higher pedagogical education from the perspectives of the requirements set for a modern teacher. It reveals the substance of the general approach to training future teachers, and identifies which of a teacher’s personal qualities are in demand by modern society. The paper also gives some data of the questionnaire survey conducted among teachers, students, schoolchildren, and parents, and reveals the assessment of the modern conditions of higher and school education.
Special attention in the modern educational process is paid to learning the skills of obtaining knowledge that unite thinking, explanation, understanding, work with information, and general learning skills. Apart from the process of receiving direct knowledge, the training of students includes the formation of the skills of interpersonal communication and such qualities as vigor, diligence, perseverance, commitment, discipline, responsibility, and others. A modern teacher must have all these qualities.
The quality of education at higher educational institutions is characterized by indicators of the level of general training of graduates of a particular educational institution. School principals have their own view on education quality. First and foremost, they want to teach learners to be responsible for their behavior and think about how to prepare them for independent life, and key decisions such as choice of career. Quality education means learning the skills of critical thinking, making oneself responsible, and constant reflection on various events and phenomena.
Systems of indicators of effective activity of students of higher educational institutions mostly reveal the students’ interest in reading scientific sources, assimilation of innovations in their future specialty and demonstration of positive feelings and qualities. Such students usually become good professionals and independently thinking specialists in the future. They perceive the educational process as a process with unlimited opportunities (meaning continuing education and self education). Future teachers identify their role and place in the personality-oriented learning process, make plans of effective pedagogical activity, and determine the methods and technologies of its implementation. This requires the selection of the most acceptable tasks and subjects, using methods of designing the content, and proper selection of educational trajectories. Future teachers must be adapted to the personality-oriented educational process, assimilate their experience of its design, and be guided by social tasks to become active members of Uzbek society, in order to feel responsible for the quality of the assimilated knowledge and professional competence obtained, and to work for the benefit of all members of society (and for their own benefit). Ensuring the quality of modern higher pedagogical education is an especially important task, as it determines the quality of general secondary and secondary vocational education. It (the quality of education) reflects both the amount of accumulated knowledge of the recipient, and the level of professional-spiritual development of the future specialist, and his or her ability for creative work and creation.
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We turned to a group of teachers to determine the influence of the social-cultural factors in Uzbek society on the system of education and professional skills of future teachers. At first, the teachers noted the importance of the named factors and characterized them. How does the main indicator of the quality of higher education reveal itself in the results of general secondary education? As shown by our observations, there have been no changes in the teachers’ activities in the last five years. A significant number of teachers still consider complete control of the learners’ activity, and their unconditional obedience, to be an obligatory component of their work. Such teachers account for about 60%, according to our observations. To correct this situation, future teachers must be oriented towards the comprehensive development and support of learners’ abilities, their recognition as fully-fledged subjects of the learning-educational processes, and participants in pedagogical cooperation. For that reason, future teachers should assimilate the experiences of social partnership and social activity. The teachers and students participating in the survey flatly stated: “School does not provide learners with sufficient knowledge.” Future teachers must be given concrete tasks that they will have to solve in the first instance in the process of their activity in a general education secondary school. These tasks are as follows: (a) formation of learners’ skills of finding independent solutions to various life problems; (b) development of the skill of self-assessment and self-cognition; (c) building certain personal qualities; (d) development of learners’ cognitive needs and possibilities, and their preparation for future work activity. During the process of the subsequent research, we interviewed school graduates and their parents. Our talks revealed individual aspects of the state of school education. The opinions of parents and learners largely coincide with each other. Parents naturally judge the quality of education by their children’s knowledge. Teachers, however, assess learners by their personal abilities, independent, and creative activity. Future teachers and young teachers also recognize the need for the manifestation of cognitive and creative activity by learners, and consider the formation of these qualities to be a major task of pedagogical activity.
It follows that higher pedagogical educational institutions require the development of students’ skills of the effective design of the personally-oriented educational process. Alongside this, special attention should be paid to the improvement of personal qualities of future teachers.
References
1. Абдуллина О.А. Общепедагогическая подготовка учителя в системе высшего педагогического образования, 2-е изд., перераб. и дополн. - М.: Просвещение, 1990. -141 с.
2. Алексеев Н.А. Личностно ориентированное обучение: вопросы теории и практики: Т юмень: Изд-во Т юменского гос. ун-та, 1997. - 216 с.
3. Махмудов М.Х,. Таълимни дидактик лойи^алашнинг назарий асослари: Пед. фан. док... дисс.- Бухоро., 20о4.- 332 б.
4. Монахов В.М. Технологические основы проектирования и конструирования учебного процесса. - Волгоград: Перемена, 1995.-152 с.
5. Чечет Т.И. Подготовка будущих учителей к созданию эмоционально-эстетических ситуаций в процессе личностно ориентированного обучения: дис. ... кан. пед. наук. -Волгоград, 1997. - 177 с.
Translated from Russian by Znanije Central Translations Bureau
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REFLEXIVE,
CONCEPTUAL AND VALUE COMPONENTS OF LIFELONG EDUCATION OF A TEACHER
A.V. Korzhuev,
O.V. Babir
This report covers the issues of reflexive techniques of teacher selfeducation, including an analysis of the personified history of science, a search for the background foundations of pedagogical knowledge, the informed choice by the teacher of content of the self-education segment, and paths of its implementation.
Both formal (official educational structures - universities and centers for upgrading qualifications, retraining courses, etc.), and informal (self-education and self-development) lifelong education of a modern teacher implies that, unlike students of higher educational institutions, teachers must systematically exist in the multidimensional field of comprehension of different sense-bearing structures that are projected on both the content of education and on different forms of organization (or self-organization) of a person’s activity. Making this point more specific, first of all, we should mention that the background analysis focused on a search of the fundamental principles of pedagogical knowledge demanded in the educational process, on argumentative grounding of principles and methodologies used in practical education, is one of the forms of such comprehension (reflection). This analysis may include, for example, detailing and comprehension of the hierarchy of pedagogical knowledge, or any fragment of it, the structure and character of connections between its objects and phenomena, as well as categorical determination of the method of pedagogical research, and determination of the research techniques and procedures that logically flow from this method. In this context, retrospective reflection shall be specifically mentioned, which is focused on the history of pedagogy and on a search of pedagogical ideas of the past that make a significant impact upon the present-day pedagogical theory and practice.
The latter, in our opinion, may be closely connected with the idea of reference of the educational environment proposed and described in detail in the works of A.S. Zapesotsky, which suggests expansion of the traditional problematic field of classical history of pedagogy “for students” by means of inclusion into the studied phenomena of the pedagogical ideas, opinions and views of famous scientists involved into non-pedagogy fields of scientific activities. It means that teacher who is studying or self-learning must “dive into” the deep-water basics of the ideology and the world outlook of scientists whose area of research was similar to the activity profile of a specific teacher of a higher institution or a school teacher, and who were actively involved in pedagogical activities at universities, grammar schools and other educational establishments, and who promulgated their own pedagogical ideas at both a conceptual and methodological level. We can mention such famous representatives of mathematical and natural sciences that expanded the problematic of the history of pedagogy as E.H. Lents (physics), D.I. Mendeleev (chemistry), N.I. Lobachevsky (mathematics), V.I. Vernadsky (biology, natural
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