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PROBLEMS AND MODERNIZATION OF THE SYSTEM OF ADVANCED TRAINING OF THE TEACHING STAFF OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS
I. P. Pastukhova
О. N. Podolskaya
The authors give an analysis of the problems arising in college and technical schoolteachers' activity, and emphasize the major directions of modernization in the sphere of training managers and teachers of educational organizations of secondary professional education and raising their proficiency level.
Key words: secondary professional education, managers and teachers, raising the level of professional skill.
Training skilled workers and mid-level professionals able and willing to carry out the task of technological and infrastructural modernization of Russian industrial production is one of the most pressing public, social and educational objectives. The most important resource is the quality of additional vocational training (hereinafter AVT) of the teaching staff and educational institutions of secondary vocational education (hereinafter SVE). Public officials, scholars, and teachers of technical schools and colleges emphasize the need to modernize this system. However, determining the trends and conditions of this process should be based on an analysis of the existing problems of professional and pedagogical activity of teachers of secondary specialized educational institutions (hereinafter SSEI).
Analysis of the practice of holding qualification training courses in educational institutions of additional professional education, including my own experience management training course, make it possible to identify the following groups of the main problems common to most of the teaching staff in SVE institutions:
(a) the problem of developing educational and program material and local acts as part of the basic educational program; (b) the problem of developing comprehensive training and methodological support of the educational process on the basis of a competence-based approach (including training materials for students’ independent); (c) the development and use in the educational process of control and assessment tools and materials for diagnostic purposes in accordance with the requirements of the federal state educational standards of secondary vocational education; (d) the problems of development, adaptation and implementation of innovative technologies of training of general and professional competencies of students; (e) the problem of designing individual educational and professional paths of students and their psycho-pedagogical support; (f) the problem of managing one's own personal professional and educational growth.
However, the main problem of teachers of SVE institutions that underlies all of the above problems is their methodological and methodical incompetence, which leads to serious disruption of the relationship between vocational education and
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labor. Thus, the results of the input control of theoretical and methodological knowledge of students of advanced training courses (a total of 342 people participated in testing during the 2013-2014 academic year) indicate that more than three-quarters of them (81.4%) could not identify the theoretical and methodological approaches in vocational education; 64% are at a loss for determining the nature of pedagogical technologies; 51.5% cannot enumerate the principles and methods of vocational training. The low level of methodological competence is also proven by the fact that in the final (certification) the students make grave mistakes in formulating their goals and objectives.
Students practically can’t master the methods of teaching modeling and design, and basic methods of theoretical and pedagogical research methodology description of the teaching experience. It’s also noteworthy that many of the college and technical school teachers are not prepared not only methodically, but also psychologically to make a radical change in their position as a qualified knowledge transmitter (theoretical, general humanities, general and special) in the role of organizer of joint practice-oriented and independent work of students. The situation is aggravated by the fact that the vast majority of teachers believe that they do not need theoretical knowledge. They expect to receive ready “recipes”, unambiguous teaching methods, and “correct” control and evaluation tools at advanced training courses. In cases where the lecturer offers samples of instructional materials that do not comply with the audience’s specialty (which is inevitable with the existing thematic principle of formation of study groups, which ignores the profile and specialty of trainees), they either have a rejection of all information, or have doubts about how to transform and adapt it.
An analysis of the above and other problems of teachers of SSEIs with regard to the content of implemented additional professional educational programs identifies the following areas of advanced training for teachers of SVE educational institutions: (a) development of the theory of processes of formation and development of models of additional professional education of teachers and managers of SVE institutions, including models of networking; (b) rationale of theoretical and methodological approaches to determining the content and structure of additional professional educational programs (training and retraining) for different categories of management and teaching staff of SVE institutions to meet the requirements of the federal state educational standards of secondary vocational education and the urgent tasks of economic development; (c) the development and testing of personality and activity-oriented technology competency by implementing additional professional educational programs to ensure the effective development of new competencies and improvement of existing competencies; (d) systematizing and disseminating innovative experience of design, implementation and evaluation of the quality of programs of additional professional education of teachers and SVE management to achieve the quality of skilled workers and mid-level professionals required by the state; (e) the development and implementation of a theoretical model of knowledge management, providing positive dynamic changes in motivation, goal-setting, forecasting, planning, organizing and controlling the process and results for Management and teaching staff of the SVE; (f) the development of criteria, indicators and methods of diagnosis and evaluation of programs to improve the
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quality of training and retraining of teachers and guidance system software, and the results of their implementation; (g) the design and implementation of models and technology tutoring support of a post course of students’ professional-pedagogical activity.
The fact that the quality of secondary vocational education, competence and competitiveness of graduates depends on the quality of teaching staff requires no special evidence. However, it becomes increasingly clear that the level of teachers’ professionalism and leadership depends on how the system of additional vocational training is organized and functions. Modernization of the system should be aimed at overcoming such negative traits as the lack of methodological, theoretical and methodological validity of security training programs and professional training; the lack of addressing the real problems of management and teaching staff of SVE institutions; the inflexibility of subjects of educational programs and technologies at teaching the listeners; lack of tutor support of post course activities of the listeners.
Translated from Russian by Znanije Central Translastions Bureas
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