Professional readiness of scientific-pedagogical employee to pedagogical activity Текст научной статьи по специальности «Науки об образовании»

12. 2nd form. Processing. and add - K .: Knowledge, 2005.

13. Pedagogy: Hestomatiya / Structure: A.I. Kuzminsky,

14. V. L. Omelyanenko. - K., 2003.

15. Peralov VF Preparation of officers for management activities (questions of theory and methodology). - M., 1991. Podlasyi I.P. Pedagogics: New Course: Study. for the stud higher studying institutions: in 2 books. - M., 2002. Psychology and pedagogy. Tutorial / sub. edit A. A. Bodeleya, V. I. Zhukova, P. G. Lapteva, V. A. Slastenina. -M., 2002

PROFESSIONAL READINESS OF SCIENTIFIC-PEDAGOGICAL EMPLOYEE TO PEDAGOGICAL

ACTIVITY

Bilous I.

MD, PhD;

Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi

Pavlovych L. MD, PhD;

Department of Clinical Immunology, Allergology and Endocrinology HSEEU "Bukovinian State Medical University», Chernivtsi Higher State Educational Establishment "Bukovinian State Medical University"

ABSTRACT

Objective. Professional qualification consists in the ability to predict the goals and result of pedagogical influence, the construction of information models, the adoption of independent decisions, etc.

To be professionally pedagogically competent means having a multicomponent composition of integration professional knowledge and skills that ensures awareness of volitional decisions, the implementation of creative actions in constructing a learning process and modeling communications. Keywords: Professional qualification, educational work

The readiness of the scientific and pedagogical worker for professional pedagogical activity consists in the assimilation of the full range of special knowledge (from the subject, the discipline, the course) of psychological and pedagogical actions in the higher educational institution and social relations, in the formation and maturity of professionally significant and public qualities of the individual.

Professional qualification consists in the ability to predict the goals and result of pedagogical influence, the construction of information models, the adoption of independent decisions, etc.

To be professionally pedagogically competent means having a multicomponent composition of integration professional knowledge and skills that ensures awareness of volitional decisions, the implementation of creative actions in constructing a learning process and modeling communication communications.

Consequently, the professional readiness of a scientific and pedagogical worker for a pedagogical activity involves his professional qualification and a certain set of personal qualities and qualities.

The professional qualifications of the scientific and pedagogical worker include the following components:

■ special-subject competence;

■ psychological and pedagogical competence;

■ communicative competence;

■ Sociocultural competence. Special-subject competence - deep and comprehensive knowledge of the discipline (course) taught by the scientific and pedagogical worker, as well as extensive erudition in this field of science.

Psychological-pedagogical competence of scientific-pedagogical worker provides his deep theoretical knowledge of psychology and pedagogy, as well as the ability to implement them in the practice of the educational process in higher education.

Psycho-pedagogical competence consists of the following groups of skills:

■ psychological (psychodiagnostic, cognitive, motivational, psychological, emotional, Advisory);

■ operational-methodological;

■ structurally-projective;

■ evaluation and monitoring;

■ expert-analytical;

■ research;

■ educational.

A group of psychological skills include the following abilities:

■ the formation of cognitive needs of students;

■ the formation of style activities, reflection;

■ creation of conditions that stimulate the internal cognitive activity of students;

■ creation of favorable psychological climate for the implementation of the educational process and other skills;

■ preparation of diagnostic programs in the form of task tests, which together with diagnostic functions perform the role of training funds;

■ the use of diagnostic methods that detect the status of the pedagogical process in such characteristics: complementarity of pedagogical and learning activities, timely application of specific learning technologies, the efficiency of the learning process, the usefulness of the learning process, the adequacy of the process of learning psycho-pedagogical conditions, accessibility of the

learning process, matching the performance of the learning process the goals and objectives of education, development and education of students;

■ application of methods aimed at revealing the state of the educational process and evaluation of its effectiveness;

■ the use of special methods and techniques to determine the level of students' acquisition of information content, scientific concepts, their relationships and relationships, scientific theories, concepts and applied knowledge; * application of diagnostic methods for determining the level of formation of abilities and skills of cognitive activity on the basis of logical operations and heuristic;

■ introduction into practice of teaching methods of self-examination, self-control;

■ the use of classical methods for testing intellectual operations, creativity and motivation of students.

A group of operational and methodical skills consists of the following skills:

■ determining the effectiveness of teaching technologies and developing adequate methods in accordance with the objectives and conditions;

■ creation of optimal methodological conditions that provide the highest indicators in solving the tasks set;

■ Adaptation of general-edicacies to a particular subject of study;

■ informational and procedural modeling of the educational process in relation to the goals and specific tasks of training and development, composition and structure of scientific knowledge, as well as psychological and pedagogical conditions;

■ technological development of information structures in the form of a monologue presentation and task execution, compilation and application of logical-structural schemes, various transformations of educational information, analysis of educational information, generalization, development of concepts, methods and means of introducing educational information into the learning process, etc.;

■ guide the process of solving educational tasks and applying corrective methods, as well as methods of auxiliary, additional and individual assistance methods;

• the use of techniques that stimulate the pedagogical action

■ planning of the educational process in one training session and in the system of other skills;

■ application of communicative methods in the learning process, for which the subject-subject relations and subject-subject relationships are characteristic;

■ Logically analyze the educational material, informational and logical it (to structure, to integrate international relations, to define the verbal graphic structure of educational information, to develop the activity and independence of educational actions of students;

■ formulate the problem and translate it into a system of program tasks, effectively synthesise information about the state of the entire pedagogical system, its past and present, to objectify the results and trace the dynamics of the formation of mental tumors, to design and manage the development of students' potential abilities, their cognitive and operational structures.

A group of constructive-projective skills is to ensure the integration of social and educational learning strategies.

Control is required as a method that determines the state of the whole system of teaching process. In the learning process, control is the diagnostic stage of pedagogical management.

A group of assessment and control skills includes the following skills:

■ implementation of various types of control: current and final, written and oral, selective and frontal, reproductive and creative, and others; the ability to engage pedagogical control in the learning process, coordinate the content and methods of control during the acquisition of a new learning material;

■ the use of valuation operations in ballroom and other systems; verbal assessment in the form of promotion, approval, censure, remark, punishment, stimulation, comparison, deployment of achievement prospects, etc .;

■ Study of student achievements, individual and general;

■ drawing up individual cards for students' educational advancements by type: mastering theoretical knowledge, mastering applied knowledge, possessing cognitive actions, isolating the essence of the phenomenon being studied, the logical structure of knowledge, transforming educational information, possessing heuristic techniques, possessing logical methods of cognition, implementing algorithmic cognitive actions , development of actions, reflections, control and self-control, evaluation, pedagogical correction and self-correction, etc.;

The group of expert-analytical skills consists of the following abilities:

■ application of diagnostic methods that demonstrate the usefulness and effectiveness of different learning systems;

■ analysis of the student's functional learning process;

■ studying the dynamics of the development of a specific education system, identifying its perspectives, assessing the quality, developing the development prospects;

■ providing methodological assistance related to the assessment and correction of the pedagogical process;

■ analysis of new original informational and communicative structures in the process of learning, taking into account factors of the environment and personal factors that influence the style of communication and the result of student training;

■ intensify the learning process through the deepening of learning activities and accelerating the rate of mastering the study material by program;

■ Individualization of the learning process, orientation of information and problem technologies to the individual peculiarities of students;

■ developing an additional system of teaching methods specifically aimed at activating students in the learning process, developing initiative, collectivism, the desire to compete and other qualities of the student's personality;

■ the development and application of pedagogical techniques that concentrate the learning process on the developing effect, the application of non-standard intellectual tasks, built on the principles of the development of mental functions.

A group of research skills includes the following skills:

■ development of new synthetic learning technologies, as well as separate visual teaching methods;

■ organization of new information and communication structures in the learning process;

■ intensification of teaching methods;

■ preparation of new curricula for optional courses and special courses;

■ analysis of the main trends in the development of the education system;

■ Identification of priority directions in the development of pedagogical technologies;

■ Analysis of the work experience of colleagues, its generalization and application, etc.

■ mastering scientific research methods: theoretical analysis, context analysis, experimental method, observation, studying documentation and others.

A group of methodically educational skills consists of the following abilities:

■ during the training sessions to form students' national consciousness and self-awareness;

■ Form a sense of national dignity, patriotism and responsibility, public duty and honor;

■ It is wise to use methods of education;

■ create the necessary moral and business atmosphere in the classroom;

■ use techniques and methods of persuasion during training sessions;

■ to form students with moral value systems;

■ to develop nationally and socially meaningful qualities;

■ maintain their high moral and public image;

■ to bring in the student community norms and principles of human culture;

■ students to form a scientific worldview;

■ to empathize and sympathize;

■ to be tolerant, demanding and friendly;

■ implement individual educational impact on each student, take into account the features and focus of his identity;

■ to combine the requirements for students with care, respect their personal dignity;

■ purposefully developing students ' quality of professional;

■ be based on moral ideals;

■ to always take an active social position;

■ to educate students with high General media, national, legal, professional, aesthetic, economic, socio-psychological, political and physical culture;

■ to promote a healthy lifestyle, rejection of the use by students of alcohol and drugs, negative attitudes towards Smoking and other bad habits;

■ to raise the value attitude to the family, parents, wife (husband) and children;

■ to re-educate students and encourage them to self-education, self-development and self-improvement;

■ guide students in the acquisition of social experience, inheritance spiritual heritage of the Ukrainian people, etc.

So in the process of training for scientific-pedagogical employee at the university must create conditions that promote goal attainment and, in particular, the formation of students ' technological skills aimed at training activities. To resolve this problem, it is necessary to develop a program of continuous professional and pedagogical training of scientific and pedagogical workers.

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