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6Thus, modernization and creation of new educational programs in the basic and additional mathematical education provide inclusion of active forms of pupils cognitive activity in educational process. These programs are directed on achievement of high subject, meta-subject and personal results.
REFERENCES
1. Gorev, P.M. (2012), "Lessons of developing mathematics in 5-6th grades of high school", scientific and methodological journal Koncept, №10, available at: http://e-koncept.ru/2012/12132.htm (accessed 15 April 2015).
2. Gorev, P.M. and Utyomov, V.V. (2014), Lessons of developing mathematics. 5-6th grades: Problems of mathematical study group, Publishing house MTsITO, Kirov, Russia, 207 P.
3. Gorev, P.M. and Luneeva, O.L. (2014) Intersubject projects of pupils of high school: mathematical and natural-science cycles, Publishing house MTsITO, Kirov, Russia, 58 P.
4. Gorev, P.M. and Kozlova, E.V. (2015), "The contents and structure of the course " Bases of design activity and scientific creativity" for high school pupils", scientific and methodological journal Koncept, №2, available at: http://e-koncept.ru/2015/15040.htm (accessed 15 April 2015).
5. Mikhaylov, V.A., Gorev, P.M. and Utyomov, V.V. (2014), Scientific creativity: methods of new ideas design, Publishing house MTsITO, Kirov, Russia, 97 P.
6. Gorev, P.M. and Utyomov, V.V. (2014), Scientific creativity: practical guidance on development of creative thinking. Methods and receptions of TRIZ, Publishing house LIBROKOM, Moscow, 112 P.
7. Gorev, P.M. and Sopot, A.O. (2014), "Realization of an educational program for introduction of the humanitarian focused projects of school students in practice of work of the mathematics teacher", scientific and methodological journal Koncept, №10, available at: http://e-koncept.ru/2015/15040.htm (accessed 15 April 2015).
PROFESSIONAL COMPETENCE OF THE FUTURE TEACHERS
Abstract
The paper presents the experience in developing the professional competence of the future teacher. There are given different definitions about the topic. Scientists research new psychological and pedagogical direction in modern education - competence approach.
Keywords
competence, competence, competence approach, professional competence, qualifications, professional skills, professional self-activation, values, knowledge, skills, mode of activity, flexible mind, the educational competence
AUTHORS
Zhainagul Kartbaeva
Lecturer, Department of Preschool
and Special Education Aktobe Regional State University after K.Zhubanova, Aktobe city, the Republic of Kazakhstan
Botagoz Zhubatyrova
Lecturer, Department of Preschool
and Special Education Aktobe Regional State University after K.Zhubanova, Aktobe city, the Republic of Kazakhstan [email protected]
In modern civilized society, the teacher is a figure that requires special attention, and there are enough unprofessionally teachers. There must be teachers and educators who are most prepared intellectually and morally to work with children. An educator or a
teacher should pay attention for his professional and individual self- perfection in order to improve professional and creative potentials (Kodzhaspirova, 2004).
Currently, in all spheres of the international community there is a change of values, due to the change of civilizations at the turn of XX - XXI centuries that requires a new approach to the formation of the future professional (Kuchugurova, 2000).
John Raven writes: "Society needs new beliefs and expectations. But they can not develop without regard to personal value system, and the system of education, school and social, must take this into account. <...> Those who are interested in the development of competencies required to help people think about how the organization should function and how they function in fact, to think about their role and the role of other people in society " (Raven, 2002).
Nature of teaching considerably. Implemented in the school multivariate educational practices require the skills of teachers to teach children ways of getting knowledge to shape the thinking and learning activities of students.
Development of education makes increasingly urgent solution to the problem of assessing the professionalism of the teacher, his level of professional competence, growth prospects, opportunities, vocational rehabilitation (Sorokin, 2004).
Lukyanov M.I. writes that the country's need for teachers to take a personal-humane attitude towards the pupils and to themselves, even more actualizes the problem of improving the professional competence of the teacher. This problem is particularly significant in relation to the dissemination of ideas of humanization and humanization of education, the restructuring of the educational process (Lukyanov, 2001).
In psychological and pedagogical literature, the concept of "competence" has become widespread recently. So, in the late 1960s - early 1970s. in the west, and in the late 1980s. in Russian literature emerges a special direction - competence approach in education. At this stage of development of pedagogical science there is no precise definition of "competence" and "competence". Various scholars to hypothesize on the matter. We will try to explain some of these hypotheses.
The best-known scientists in this matter is Professor Emeritus of the University of Edinburgh, Dr. John Raven. It defines competence as a specific ability required for the effective implementation of specific actions in a particular domain and includes highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as the sense of responsibility for their actions (Raven, 2001).
In other studies, along with the concept of "competence", and used the concept of "competence", which also has varies the description from various sources. Some identify it with the concept of "competence", while others - set it apart as a separate structure.
Authors explanatory dictionary edited by D.I. Ushakov first tried to prove the differences between the concepts of competence and competence «Competence -awareness, credibility; Competence - range of issues, events in which the person has an authoritative, knowledge, experience and terms of reference»."
According to Sorokina T.M, under the professional competence of teachers understood the unity of his theoretical and practical readiness to implement educational activities. Competence is regarded as one of the stages of professionalism, which is the basis of pedagogical activity of the teacher. A teacher treated competence as the ability of the person at different levels to solve various types of educational tasks.
The study Sorokina T.M. the concept of professional competence of the teacher is treated as a dynamic, procedural aspect of his training, professional growth characteristics, occupational changes, both motivational and activity (Sorokin, 2004).
Vvedenskii V.N. considers that the feasibility of introducing the concept of "professional competence" due breadth of its content, integrative characteristic that unites such commonly used terms as "professionalism", "skills", "professional skills" and others. However, he emphasizes that the more frequent cases of identification considered
the concept of the concept of "competence". In his opinion, competence - is a kind of personal characteristics and competence - a set of specific professional or functional characteristics (Vvedenskii, 2003).
Lukyanov M.I. a psycho-pedagogical competence of the teacher as a set of specific characteristics (properties) of the person with the highest level of professional readiness to teaching and effective interaction with the students in the educational process. As a component of psychological and pedagogical competence it considers blocks of psycho-pedagogical orientation (Lukyanov, 2001).
The farm A.V. distinguishes "synonymously used" the concept of «competence» and «competence» : Competence - a set of inter-related personality traits (knowledge, skills, ways of life), defined with respect to a certain range of subjects and processes necessary to qualitatively productive act in relation to the them. Competence - possession, possession of suitably qualified person, including his personal attitude to it, and the subject of activity (Fermova, 2003).
Just A.V. The farm allocates a separate structure educational competence, defining it as a set of interrelated semantic orientations, knowledge, skills and experience of the student, it is necessary to carry out personally and socially meaningful productive activities in relation to the objects of reality. He emphasizes that it is necessary to distinguish between a "competence" of "educational competence" (Fermova, 2003).
G.M.Kodzhaspirova believes that "the teacher must master certain pedagogical skills to be a competent teacher(Kodzhaspirova, 2004).
However Shishov S.E. and Kal'nei V.A. clearly separates the concept of competence and skill: "Ability - this action in a particular situation. Skills are presented as competence in action. Competence - is what gives rise to the ability" (Shishov, Kalnei, 1998).
Thus, in modern pedagogy has developed quite a contradictory situation on the concept of "competence" and "competence", which indicates the inadequate development of these concepts in the modern educational system.
In his study took into account the opinion of Khutorskoy A.V., offering a three-level hierarchy of competencies:
- Key - refer to the total (metasubject) educational content;
- general training - pertain to a specific range of subjects and educational areas;
- Subject - private in relation to the two previous levels of competence with a specific description and the opportunity to build in the subjects (Fermova, 2003).
Just AV The farm specifies a list of key educational competences on the basis of the main goals of general education, structural representation of the social experience and the experience of the individual student (including university students), allowing it to acquire social experience, receive life skills and practices in society.
He identifies seven key educational competences:
1. Value-semantic competence. This competence in the field of philosophy associated with the value submitted by the students, his ability to see and understand the world around us, to be guided in it, aware of their role and mission, to be able to select target and semantic units for their actions and deeds, to make decisions. This competency provides a mechanism for self-determination in situations of student learning or other activities. It affects the student's individual educational trajectory and the program of his life as a whole.
2. General cultural competence - a range of issues in which the student must be well aware, have knowledge and experience activities. It features national and universal culture, spiritual and moral foundations of human life and humanity, of individual peoples, cultural foundations of family, social, public events and traditions, the role of science and religion in human life, and their impact on the world, competence in the household and cultural and leisure sphere, for example, possession of effective ways of organizing free time.
3. Training and cognitive competence. This set of competencies in the area of student self-learning activities, including elements of the logical, methodological, general training activities correlated to the real object known. This includes the knowledge and skills of goal setting, planning, analysis, reflection, self-learning and cognitive activity. Pupil masters creative skills of productive activity: extracting the knowledge directly from the reality, possession action techniques in unusual situations, heuristic methods to solve problems. As part of the competence requirements defined by the relevant functional literacy: the ability to distinguish facts from fiction, possession measuring skills, the use of probabilistic, statistical and other methods of cognition.
4. Information competence. Help of real objects (TV, tape recorder, phone, fax, computer, printer, modem, copier) and information technology (audio and video, email, media, the Internet), formed the ability to search for, analyze and select the required information, organize, convert, save and send it. This expertise provides the student with the skills activity information contained in the academic subjects and educational areas, as well as in the surrounding world.
5. Communicative competence includes knowledge necessary languages, ways of interacting with others and remote people and events, group work skills, knowledge of different social roles in the team. The pupil should be able to present themselves, write a letter, a questionnaire, a statement, ask a question, to debate, and others. To master this competence in the learning process, fixed a necessary and sufficient number of real objects of communication and ways to work with them for the student each stage of learning within each studied subject or educational field.
6. Social and Labour competence means the possession of knowledge and experience in civil and social activities (performing the role of citizen observers, voter, representative), in social and labor issues (rights of the consumer, customer, client, producer), in the field of family relationships and responsibilities in economics and law, professional self-determination. This competence includes, for example, the ability to analyze the situation on the labor market, to act in accordance with the personal and societal benefits, ethics own labor and civil relations. Trainee seizes the minimum necessary for life in modern society skills of social activity and functional literacy.
7. The competence of personal self-improvement is aimed at ensuring that explore ways of physical, spiritual and intellectual self-development, self-help and emotional self-regulation. Real object here is very trainable. He seizes modes of activity in their own interests and capabilities, resulting in its continuous self-knowledge, the development of modern man necessary personal qualities, the formation of a psychological literacy, culture, thinking and behavior. This competence include personal hygiene, taking care of their own health, sexual literacy, internal environmental culture. It also includes a set of qualities related to the basics of life safety.
Vvedenskii V.N. identifies three levels of professional competence of the teacher:
- Generic - Key operational and competence;
- -Private - competence of a particular occupation;
- -Exact - competence of the individual teacher.
It also allocates three approaches to the study of the content and structure of professional competence: professional graphically, level and a task. Each of them has its own characteristics. So professiogram as a set of requirements to a specialist, convenient to use, but only suitable in describing operational competencies. The system of key competences, as multiparameter characterization specialist, can not be determined by a simple sum of the available personal qualities and abilities. This requires the use of a set of interrelated parameters. Therefore, when a holistic description of the model of professional competence of the author used a tiered approach (Vvedenskii, 2003).
Using this approach, the author highlights the communicative, informational, regulatory, and intellectual and pedagogical competence, the latter is the base for the rest.
Communicative competence of the teacher - professionally meaningful, integrative quality, the main components of which are components of emotional stability (related to adaptability); extraversion (correlated with the status and effective leadership); the ability to design and direct feedback; speech skills; listening skills; ability to reward; the sensitivity, the ability to make communication "smooth".
Information competence includes the amount of information (knowledge) about yourself, about the students and their parents, about the experience of other teachers.
Regulatory competence of the teacher assumes his skills to manage their own behavior. It includes: goal setting, planning, mobilization and sustainability of activity, performance measurement, reflection.
Intellectual and pedagogical competence of the author examines how complex skills in analysis, synthesis, comparison, abstraction, generalization, concretization, as the quality of intelligence: an analogy, imagination, flexibility and critical thinking (Vvedenskii, 2003).
In order to evaluate the proposed competencies, the author identifies three levels of professional competence of the teacher: a narrow - formed assumes the necessary operational expertise; sufficient - formed operational and key competences (except the base); wide -formed operational, key and basic competences (Vvedenskii, 2003).
The category of "professional competence" teachers considered Sorokina TM as a collective term that defines the uniqueness of the individual teacher as the teacher-tutor and child psychologist. At the heart of it is a conceptual awareness of the teacher of their educational opportunities, especially children's groups, the prospects of its development originality society (current characteristics of social phenomena, especially the parent group, etc.). This conceptual awareness defines teacher professional flexibility in the selection (not copying!) Pedagogical technologies, techniques to successfully realize the main goal - to create the conditions for the positive development of the individual junior student (Sorokin, 2002).
Professionals interested in understanding the concept of "competence". The analysis identified seven groups of definitions of "competence":
1. as a body of knowledge,
2. as a set of skills,
3. as a set of knowledge and skills,
4. how to use ZUN,
5. the quality of the individual,
6. as a set of personality traits,
7. Other groups are not subject to, the definitions.
The analysis for the study of literature identified the following definitions of "competence" and "competence":
Competence - a combination of knowledge, skills, ways of life, generating future teacher readiness to implement in any professional activity (including non-standard) situation.
Competence - a set of competencies formed comprising the system of professionalism specialist in general or in a particular area of activity.
Thus, the professional competence of teachers is a system of high-level segment of its psycho-pedagogical and scientific subject knowledge and skills in conjunction with the relevant cultural and moral level, providing practical social and demanded preparation for the life of the younger generation.
REFERENCES
1. Vvedenskii, V.N. (2003), "Simulation of professional competence of the teacher", Pedagogy, №10, pp. 51-55.
2. State educational standard of higher professional education: Specialty PiMNO 031,200.
3. Kodzhaspirova, G.M. (2004), Pedagogy: Textbook, Gardariki, Moscow, 528 P.
4. Kuchugurova, N.D. (2000), "Formation of professional competence of the future expert", Problems and prospects of teacher education in the XXI century, Moscow, pp. 360-362.
5. Lukyanov, M.I. (2001), "Psycho-pedagogical competence of the teacher", Pedagogy, №10, pp. 56-61.
6. Raven, J. (2002), Competence in modern society: the identification, development and implementation, translated from English, "Cogito Center", Moscow, 396 P.
7. Raven, J. (2001), Pedagogical testing: Problems, errors, perspectives, translated from English, 2nd ed., rev, "Cogito Center", Moscow, 142 P.
8. Sorokin, T.M. (2002), Development of professional competence of future primary school teachers: Monograph, Nizhny Novgorod State Pedagogical University, Nizhniy Novgorod, 168 P.
9. Sorokin, T.M. (2004), "Development of professional competence of the future teacher by means of an integrated learning contents", Elementary School, №2, pp. 110-114.
10. Ushakov, D.I. (Ed.) (1935), "Dictionary of the Russian language. Volume 1", Dictionary of the Russian language in 4 volumes, Moscow.
11. Fermova, A.V. (2003), "Key competences as a component of personality-oriented paradigm", Education, №2, pp. 58-64
12. Shishov, S.E and Kalnei, V.A. (1998), Monitoring the quality of education in schools, Russian Pedagogical Agency, Moscow.
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.
