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4gained knowledge and experience in the concrete situation. And a teacher has a difficult professional and methodological task to build a complex of activity purposes, which would fully correspond to competence-based approach to education in a higher educational institution.
REFERENCES
1. Atanov, I.V., Orlyansky, A.V., Lebedev, A.T and Kapustin, I.V. (2014), Interactive methods in educational process of engineering faculties, AGRUS, Stavropol, 92 P.
2. Atanov I.V., Kapustin, I.V., Nikitenko, G.V. and Skripkin, V.S. (2013), "Intersubjecti ve connections in educational process of higher educational institution", Modern problems of science and education, № 6, pp. 15-17.
3. Atanov, I.V., Kapustin, I.V. and Grinchenko, V. A. (2014), "Formation of students competences of engineering departments with use of interactive training methods", Science and education: modern trends: collective monograph, CNS "Interactive Plus", Cheboksary, 358 P.
4. Kapustina, E.I. (2012), "Methodical bases of the organization of educational process at two-level education system", Innovative vectors of modern education, AGRUS, Stavropol, pp. 62-67.
5. Skripkin, V.S., Kapustina, E.I., Orlyanskaya, I.A., Kapustin, I.V. and Bezgina, Yu.A. (2013), "Organization and control of independent work of students", Modern problems of science and education, № 6, p. 346.
6. Trukhachev, V.I., Tarasova, S.I., Khokhlova, E.V. and Fedisko, O.N. (2010), "System of educational work in higher educational institution: traditions of quality", Higher education in Russia, №10, pp. 72-80.
7. The federal state educational standard of higher education of May 25, 2009. Number of the state registration of PR-FGOS-215.
8. Kapustin, I., Grinchenko, V. and Kapustina, E. (2014), "Organization of independent work of students in a higher educational institution", Modern European Researches, Issue 4, pp. 17-20.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PROFESSIONAL AND PERSONAL FORMATION AND DEVELOPMENT OF A TEACHER
Abstract
The paper deals wth the structure and the content of a system of psychological and pedagogical support of professional and personal formation and development of a teacher. New view of an issue of subjects and objects of a process of a teacher-professional support is given. The role of tutorship institution in the formation of socially important traits of a teacher is underlined.
Keywords
professional and personal formation and development of a teacher, psychological and pedagogical support of professional and personal formation and development of a teacher professional, professional self-determination of a teacher, self-actualization of a person, tutorship institution
AUTHOR
Anatoliy Batarshev
PhD in Pedagogics, Professor, Chief researcher of pedagogical education Institute of Teacher Education and Adult Education, Saint Petersburg, Russia Batarchev@mail. ru
According to the philosophical dictionary, the term "becoming" specifies the transitive condition leading to formation of phenomena of reality, to self-determination
of natural and public systems. This concept is interconnected with such concepts, as change, occur-rence, transformation, updating, formation, restoration. When we speak about professional and personal becoming and development of a person professional we mean the standard - the model of a future expert to which a person aspires to correspond with during social interaction. Reproduction by a person of social experience occurs during his socialization -complex social and psychological phenomenon representing both process, and attitudes, both a way, and result of becoming of a person in dialogue and activity (Novikov, 1998).
In educational knowledge the contradiction between increased requirements of a modern society to professional self-improvement of teachers, on the one hand, and absence of proved and approved approaches in scientific and methodical maintenance and support of a process of professional and personal becoming and development of students of pedagogical high school - future teachers has become aggravated. Their becoming and development most intensively occur during primary socialization directly in pedagogical educational organizations. Mastering of social experience of a student for 4-8 hours per day during 4-6 years in educational establishment inevitably and naturally reflects on his or her becoming as a teacher-professional. What quality of mastering of this social experience? According to V.V. Rubtsov and A. M. Stolyarenko and others (Rubtsov, Stolyarenko, 2014), the constant structure of the pedagogical educational organizations, as a rule, isn't much interested in quality indicators of social experience mast ering by students -future teachers and in result socialization of these students often enough goes by itself. Meanwhile at qualitative assimilation of social experience in the pedagogical educational organization (high school, pedagogical college) a future teacher is capable to save up his/her professional and personal forming potential without which the high-grade becoming of a teacher-professional is impossible.
Professional self-determination is a kind of way for optimization of a person with his profession. Since for a student of pedagogical institute - a future teacher, choice of a professional way is interfaced to search of sense of professional pedagogical activity. Major of professionally important and socially significant traits of students from pedagogical institutes is the interest to a profession of the teacher, representing a cognitive orientation of a person on pedagogical activity mastering, realization of his tendencies and abilities, formation of belief in correctness of the chosen way (Batarshev, Makaryev, 2012).
In turn, professional self-determination represents itself as the major stage of self-actualization and primary socialization of a student from pedagogical high school - a stage predetermining an orientation of his vital way and independent search of significant senses of the future pedagogical activity. Professional self-determination of the subject of pedagogical activity assumes presence at him professionally important and socially significant personal traits substantially guaranteeing a process of productive self-actualization of a teacher of a vocational school.
Thus, professional self-actualization of a teacher is the independent and realized coordination of individually psychological and psychological and physiological opportunities of a person with the content and requirements of pedagogical activity, and also finding senses of carried out work on training and education of young generation. Such self-determination of a teacher is guaranteed at correctly arranged vocational orientation - system of the state actions providing a scientifically grounded choice by a person of his labor way (Batarshev, Makaryev, 2012).
Rational professional self-actualization of a teacher is possible at an adequate self-estimation, a realistic level of tendencies and a comprehensible level of responsibility, as measure of social maturity. Process of professional self-determination comes to the end with revealing of a degree of professional suitability of the subject of activity (an expertprofessional, an engineer, a qualified worker, a teacher and so on), which is understood
as a set of individual and psychological and psychological and physiological features of a person necessary for achievement of socially comprehensible efficiency in professional work (Shadrikov, 1996).
Such work for students of pedagogical institutions is pedagogical activity. Professional suitability of a teacher is mediated by pedagogical competences and formed at presence of positive professional motivation to which occurrence consolidation comprehension by a future teacher of public value of not easy pedagogical work, a recognition of achievements in this work and system of material and moral stimulus are promoted.
Self-actualization of a teacher assumes his personal development and self-improvement, formation of ability to continuous pedagogical creativity. Result of self-actualization of a teacher should become the need in constant self-development and self-improvement, for motivation to creative pedagogical potential and divergent thinking which has generated on the basis of creative thinking (Batarshev, Lukyanov, Makarov, Morozov, 2013).
Professional orientation of a person represents itself as integrative property defining his attitude to a pedagogical profession. The orientation of a person is understood as a set of steady motives independent on current situations focusing activity of a person in conformity with his interests, tendencies, belief and ideals. In aggregate these realized motives form outlook of a person. A considerable role in formation of an orientation of a person not realized motives play, for example, psychological aim which is understood as the readiness not realized by a person to operate by certain way, providing steady purposeful character of activity. The orientation of a teacher's personality is connected with a system of pedagogical purposes and motives of professional work, in many respects defining its outlook and formation of moral features.
On expression by V.A. Slastenin, professional and pedagogical orientation forms a skeleton around of which the basic traits of a teacher personality (interest to a profession, to professional pedagogical activity, tendency in mastering by bases of pedagogical skill, formation of socially significant features) are arranged. In structure of an orientation of a personality interest to a pedagogical profession in system of motivation of a future teacher is leading motive.
Namely formation of readiness for future pedagogical activity assumes the expressed interest of a senior pupil, an entrant, a student of pedagogical high school to a profession of a teacher. For a student of pedagogical high school - a future teacher, a choice of a professional way is interfaced to search of sense of professional pedagogical activity. Major of professionally important and socially significant features of students of pedagogical high schools is interest to a profession of a teacher, representing a cognitive orientation of a person on mastering by pedagogical activity, realization of the wishes and abilities, formation of belief in correctness of the chosen professional (Batarshev, Makaryev, 2012).
Under L.M.Mitin professional orientation is understood as a system of valuable orientations of a teacher setting hierarchical structure of dominating motives, inducing to confirmation in activity and dialogue (Mitin, 1994). For a teacher dominating motive is professional interest.
N.K.Sergey and V.V.Arnautov consider professional interests of a future teacher as emotionally expressed cognitive orientation of a person on mastering by pedagogical activity, realization of the tendencies to a profession, professionally significant abilities and belief (Stolyarenko, 2003). Interest to a profession arises not in itself, it passes through the certain levels investigated by N.K.Sergeev and V.V.Arnautov (curiosity, inquisitiveness, propensity to pedagogical activity, steady interest to a pedagogical profession).
Such motivation of a choice of a profession is effective and is expressed in aspiration to self-actualization and self-improvement in pedagogical activity. A future teacher already has significant volume of professionally significant knowledge which has been saved up as a result of teaching-professional work and self-education. It aspires to approve himself in a role of a tutor, an instructor, an assistant or an adviser. Estimating professional suitability to pedagogical activity, he connects abilities revealed in practical and educational activity, with requirements of a profession. He is capable to estimate adequately himself and to reveal a realistic level of pretensions (Sergeev, Arautov, 1997).
Integrative meaning of a phenomenon «professional becoming and personal development of a teacher» consists in inter-conditionality, inter-osculation and interference of simultaneously proceeding processes of professional self-determination, self-actualization and socialization (for students of pedagogical high schools and colleges - primary socialization) a subject of pedagogical activity. There is a process of the progressive integrated change of a person of a teacher under influence of social influences and his activity. For teachers and masters of production training it is important to know their abilities and opportunities to become high-grade functioning teacher-professional reaching to self-actualization, to constant professional and personal becoming and formation of creative pedagogical potential.
The psychological and pedagogical system of professional and personal becoming and development of a teacher should be understood as development, self-development of a teacher during the decision of professional pedagogical matters, mastering professional competences. At the same time, it is dynamic process of "expansion" of psychological properties and traits of a person, shown in formation of interest to pedagogical activity, in mastering by professionally important and socially significant traits of a person. The professional orientation, professional self-determination and professional self-actualization of a teacher (as the basic components of his professional and personal becoming and development) has integrative character, causing interaction of all components of the given system.
Psychological and pedagogical support of a young teacher professional-personal becoming (a student of pedagogical high school or college) represents movement together with a changing person of a trainee, near to it, the duly instruction of possible professional prospects, and if necessary - psychological and pedagogical help and support in a choice of ways of professional and personal development. This question is not idle one. Here, it is necessary to allocate subjects and objects of process of support.
We have undertaken an attempt to develop a system of professional and personal becoming and development of a teacher» (PPBDT) (fig. 1).
Components of the PPBDT system are:
- subjects of process of PPBDT support (a teacher-psychologist or a teacher-instructor, on the one hand, and a young teacher or a teacher-trainee, - on the other hand, being among themselves in the subject-subject relations);
- objects of process of PPBDT support, i.e. forming PPBDT (professional and personal becoming of a teacher-professional; professional and personal development of a teacher; formation of responsibility as a parameter of a social maturity of a person, other socially significant features);
- theoretical and methodical preconditions of psychological and pedagogical PPBDT support (scientific approaches; laws; psychological and pedagogical, axsiological and acmeological bases; scientific methodical and teaching methodical support).
We do not consider questions concerning theoretical and methodical preconditions of psychological and pedagogical PPBDT support here. These questions are a theme of separate article. We are interested first of all in subjects and objects of psychological and pedagogical system of PPBDT support.
FIGURE 1. PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PPBDT
We consider a teacher (a teacher-psychologist, a teacher-instructor), performing a process of formation of professional and personal becoming and development of a young (beginner) teacher, and a young teacher by himself as subjects of process of psychological and pedagogical PPBDT support.
Both subjects of psychological and pedagogical PPBDT support are, equivalent, of equal worth and equal in rights, and are in the subject-subject relations among themselves. Sometimes a role of a teacher-instructor is attributed to a teacher-curator or a tutor. However, it is not absolutely correct. Professional activity of a teacher-psychologist, a teacher-instructor on psychological and pedagogical PPBDT support is regulated by the institute of preceptorship carrying out the control over activity of methodical commissions of professional educational organizations. Preceptorship as the mechanism of professional and personal development of pedagogical workers is the guarantor of mastering by trained his professional pedagogical competences through dialogue with more skilled members of collective - the instructors rendering methodical support to teachers and tutors of production training in maintenance of performance of requirements of professional standards of Secondary professional education (SPE).
Objects of psychological and pedagogical support and development of a teacher include those qualitative characteristics of a subject personality, which are formed during simultaneously proceeding processes of professional becoming and personal development. While analyzing works of national scientists (A.A. Bodalev, E.F.Zeer, L.M.Mitina, Y.P.Povarenkov, V.D.Shadrikov, etc.), we have come to conclusion, that such qualitative characteristics of a teacher are: professional becoming, professional and personal
development, and also formation of socially-significant traits (consciousness, motivation to work, responsibility, etc.).
Forming components of professional becoming of a teacher are:
- professional orientation of a teacher representing as integrative feature, defining his attitude to a pedagogical profession;
- professional pedagogical competence reflecting integrative characteristic of business and personal traits, and also social and moral position of a teacher;
- formation of professionally important traits, i.e. features of a person included in a process of pedagogical activity and providing efficiency of pedagogical work.
Forming components of professional and personal development are:
- professional self-determination - the coordination of psychological features and psychological and physiological opportunities with content and requirements of pedagogical work;
- professional suitability - a set of features and opportunities necessary for effective performance of labour activity;
- self-actualization of a person of a teacher, providing self-development and self-improvement of a teacher;
- pedagogical skill as the highest degree of possession of pedagogical activity, pedagogical art;
- professional maturity - the period of the highest development of a teacher's professionalism level.
Basic socially significant traits of a teacher personality are developed consciousness, motivation to pedagogical work, high responsibility as a parameter of social maturity of a teacher, etc.
Certainly, division of a phenomenon «professional and personal becoming and development of a teacher» on elements, and elements - on components, is rather conditional. All elements and their components cooperate and inter stipulate each other simultaneously, but each of them - with a various degree of intensity depending on many external factors (social and economic conditions; non-uniformity of development of individuals; heterochronism, i.e. different time in development of professionally important features; rises and recessions of activity during professionalization of the subject of pedagogical work; opportunities of negative phenomena occurrence in development of a person - professional deformation, emotional "burning out", etc.) . Creation of the system of professional and personal becoming and development of a teacher (PPBDT) demanded precise understanding of essence of support process, its basic purpose and function, and also about prospective result of such PPBDT support.
THE RESUME (Conclusion)
The purpose of the psychological and pedagogical support of professional and personal becoming and development of a teacher is high-grade realization of professional psychological and pedagogical potential and satisfaction of professional creative activity by the subject of pedagogical work.
The basic function of the psychological and pedagogical support of professional and personal becoming and development of a teacher consists in rendering support and help to a person in overcoming difficulties of his professional-personal becoming and development.
Main principles of the system of psychological and pedagogical support of professional and personal becoming and development of a teacher are: recommendatory character of advice by an accompanying person; a priority of interests of an accompanied person; a continuity of support; integrated approach of support.
For rendering psychological and pedagogical help and support to beginning teacher in the beginning, it is expedient to hold monitoring of his professional and personal
becoming and development. After revealing strengths and weaknesses of the beginning teacher carrying out of person focused trainings with the purpose to increase his professional psychological and pedagogical competence is recommended.
Result of support of professional and personal becoming of a young teacher become new qualitative characteristics of his professional work (professional development and self-development, realization of psychological and pedagogical creative potential, maintenance of professional pedagogical self-preservation, increase of efficiency of pedagogical work, satisfaction with pedagogical activity).
REFERENCES
1. Batarshev, A.V. and Makaryev, I.S. (2012), Professional self-determination and self-realization of teachers of vocational schools: monograph, IPOOV RSA, Saint Petersburg, 192 P.
2. Batarshev, A.V., Lukyanov, A.S., Makarov, I.S. and Morozov, G.V. (2013), Theory and practice of creative self-realization: monograph, Publishing house "Petropolis", Saint Petersburg, 254 P.
3. Zeer, E.F. (2008), Psychology of professions: tutorial for university students, 5th ed., rev. and add., Academic Project; Fund "Mir", Moscow, 336 P.
4. Mitin, L.M. (1994), A teacher as a person and a professional (psychological problems), Delo, 216 P.
5. Novikov, V.V. (1998), Social psychology: the phenomenon and science, Nauka, Moscow, 464 P.
6. Rubtsov V.V. (Ed.) and Stolyarenko, A.M. (Ed.) (2014), Professional and personal orientation in modern higher education, INFRA-M, Moscow, 304 P.
7. Sergeev, N.K. and Arautov, V.V. (1997), Professional development of a future teacher in conditions of teaching-research and teaching complex (motivational aspect): monograph / NK Sergeev, V. Arnautov, Peremena, Volgograd, 206 P.
8. Stolyarenko, A.M. (2003), General and Professional Psychology, UNITY-DANA, Moscow, 382 P.
9. Shadrikov, V.D. (1996), Psychology of work and abilities of a person, 2nd ed., rev. and add., Logos, Moscow, 320 P.
PROBLEM OF READING CULTURE IN MODERN SOCIETY AND SCHOOL EDUCATION
Abstract
The paper deals with the problem of reading culture in information society. Development of reading culture of literary text is considered as an important step in achievement of a main objective of school education - self-development of a personality and formation of basic universal values.
Keywords
reading phenomenon, reading culture, formation of reader's culture, culture of literary text reading, literary development of a reader of a pupil
AUTHOR Elena Belina
PhD student, Department of Educational Technologies in Philology Russian State Pedagogical University of A.I. Herzen Saint Petersburg, Russia raininspain@mail.ru
Reading in the history of humanity is one of the main means of obtaining information, which provides a person with an opportunity to satisfy personal cognitive needs.
