CC BY
33
TECHNOLOGIES OF FORMING FUTURE TEACHERS'
PROFESSIONAL COMPETENCE
M. Kambarov
The technology of training future teachers is based on the engineering of an integrated didactic process. As we engineer the training technology for forming teachers’ professional competence, we shall proceed from the premise that the pedagogical process is a specially organized and meaningful interaction between educators and students aimed at solving questions of development and educational problems. Three important features are elicited in it: 1) the goal of the pedagogical process viewed as a multilevel phenomenon conditioned by the goals of education; 2) interaction as an exchange in activities having conceptual, technological and regulatory bases; 3) result expressed in the acquisition of experience accumulated by mankind in coordination of its four elements: knowledge, inter alia about the methods of realizing actions, skills and know-how; experience in creative activity, and emotional-axiological and volitional attitude towards the world around [1].
The utilization of the concept of "engineering" in the educational sphere is connected with solving quite a few methodological problems, because it entails the expansion of the scientific terminological range, reviewing concepts of some traditional categories, and the need for comparing them with each other. It should be noted that engineering in a number of psychological and pedagogical works presupposes: "planning", "forecasting", "designing". It becomes necessary to define "engineering", together with other concepts, distinctly and in detail.
Proceeding from the definitions cited above, pedagogical engineering is an activity carried out in the context of the educational process and focused on ensuring its efficient functioning and development. Such an activity of a higher educational institution professor is conditioned by the need of solving a relevant problem the nature of which is creative, and bases itself on axiological orientations. It results in a model of a pedagogical activity object that has systemic properties, and is based on a pedagogical invention because a new method of problem solving underlies it, and presumes possible variants of utilization.
No pedagogical design is ever implemented in full in the educational practice. This is caused by the fact that some processes and phenomena engineered by a pedagogue may get out of his or her control because of the substantial influence of occasional factors. Therefore it is often extremely difficult to enumerate and describe all elements, structural units and conditions ensuring its implementation for reasons of the multifactor nature of pedagogical phenomena and individual peculiarities of human beings as the subjects of realization of such design. E.g. insufficient motivation of educatees in a class can be changed by using various forms and methods of teaching corresponding to their interests and needs and shortcomings in the presentation of training materials, and by well-thought out and consequential self-directed work of the student. Only a carefully engineered education technology permits one to avoid those and other possible difficulties.
35
By pedagogical engineering we shall mean a pedagogue's purposeful activity aimed at creating an education technology project, a didactic description of a pedagogical system whose implementation within the framework of the educational process permits one to achieve the required results reliably. By engineering, modern pedagogics means the implementation of project activities connected with the selection, composition and development of teaching material,
i.e. the creation of a material basis for the practical implementation of a developed design, while engineering may be theoretical as well [1]. Forecasting is substantially different from engineering in many respects. First and foremost, this is a systematic study of the object development project carried out in parallel to the engineering. It appears that it is possible to distinguish those concepts proceeding from the goal, the result and the assessment. From this perspective, the main goal of forecasting is to describe the characteristics of a future object, and that of engineering is to construct it. The result of the former is an abstract notion about the future object, while the result of the latter is its specific, detailed construction. A forecast is assessed proceeding from its conformity to the reality, while the design is assessed from its conformity to the set goal.
In our view, the equation of the concepts "engineering" and planning in some sources is unjustified. Planning is only a small part of a pedagogue's engineering activity used at all its stages. Since a design is more detailed, it allows for less unambiguity in the process of its implementation than a plan, i.e. the form of its recording. A design presents the structure, type and elements of an object, while the plan presents the schedule of its transformation from one state to another. Whereupon in most general terms the logic of educational activities engineering by a higher educational institution professor can be presented as follows:
- defining the diagnostic goals of training, describing the expected didactic result in measurable parameters;
- substantiation of the training content in the context of a specialist's future professional activities;
- defining the structure of the educational material content, its information capacity, as well as the system of conceptual ties between its elements;
- the development of the procedural aspect of training: presentation of professional experience that is to be acquired by the students in the form of a system of cognitive and practical tasks:
- searching for special didactic procedures of mastering this experience, the choice of optimum methods, forms and means of individual and collective educational activity;
- eliciting the logic of organizing pedagogical interaction with students at the level of subject-to-subject relationships in order to transfer the experience being acquired to new spheres of activity;
- choosing the procedures of controlling and measuring the quality of training program acquisition, as well as the methods of individual adjustment of educational activity [3].
Such a sequence of a pedagogue's actions corresponds to the concept of the process, and reflects changes in its state: every stage is qualitatively different from the others by the problems that are solved and the result that is obtained, every stage is adequate to the engineering process logic and ensures the
36
achievement of a guaranteed result. Hence, a pedagogical project as a result of a sequence of a pedagogue's actions permits solving the relevant problem of specialists’ training, and can be useful for utilization in the educational practice of a higher educational institution on a massive scale.
A professionally oriented technology of teaching the subject "Professional Education Technologies" to students specializing in pedagogics and psychology was developed and realized within the framework of this study with the goal of forming the professional competence of future teachers. The proposed variant of training technology takes into account the key point of the modern pedagogical education: students are offered an opportunity to choose their own trajectory of professional training and to act from a position of personal responsibility for the results of their work. The technology itself is presented in the form of a system of process charts, a descriptive part and check tests.
The first stage of design on which the results of the whole training process depend is goals setting. The essence of this stage is the definition of a socially significant didactic idea - forming professional competence in future pedagogical college teachers. The goal determines the nature and systematic regularity of various acts and operations. It acts as a method of integrating various acts of a person into a certain sequence or system. With regard for training specialists in a higher educational institution, the goals must be vital, really achievable, precise, checkable, diagnostically set, systematized and complete without redundancy. According to the activity-oriented concept of education, the goal (or goals) are formed, as a rule, in the abilities to perform acts at the required level of their acquisition. This factor directs the educator and the educatee to master the material being studied in a specific manner and with the required quality. It also permits one to diagnose the extent of their achievement by the latter; that will determine the efficiency of the educational process. In this connection, it becomes important at this stage to substantiate and describe the methods of setting goals of future specialists’ education by a higher educational institution professor. Goals can be set at three levels: Subject, modular or a specific class [1].
Proceeding from the requirements concerning the minimum content and qualification of a higher educational institution graduate, a future teacher must use modern educational technologies ensuring a high level of theoretical and practical training of students; to take part in the development of educational programs, to bear responsibility for their realization in full in compliance with the curriculum and the schedule of classes; to organize the control of students' knowledge, skills and know-how, to form students' professional skills and know-how, to prepare them for application of obtained knowledge in practical activities; to organize and control student's independent work; to create a stock of guidance materials for the specific educational subject. The goals of training specialists in a respective specialty are formed depending on the peculiarities of activities of a secondary vocational educational institution.
The goals setting level was realized in the engineered form as follows: Firstly, in the process of determining the goals of education, we proceeded from the fact that the "Professional Education Technologies" course of studies is one of the subjects focused on the preparation of students for the activities of a teacher at a pedagogical college. Secondly, this course is focused on developing a
37
pedagogue's personality, forming a young specialist's professional competence in light of implementation of the modern social requirements for their training in the sphere of professional education.
The subject goals of studying this course can be defined as follows: 1) to form a system of knowledge in the choice of scientific approaches to constructing the educational process with regard for its specific nature; 2) to render assistance and support to future teachers in preparing and holding classes during their practical training period by providing theoretical, practical and motivational training of the latter; 3) to form professional skills and know-how that are necessary for a student for successful performance of a teacher's activities; 4) to develop preparedness and ability to implement education technology (as an educational subject project) in educational practice in future specialists. In our view, the subject goals cannot be used for holding specific classes because they are still formulated in a general form. They do not meet the requirements for diagnostic value and therefore, they do not permit checking the extent of their achievement by students.
References
1. Виленский В.Я., Образцов П.И., Уман А.И. Технологии профессиональноориентированного обучения в высшей школе: учеб. пособие. - М., 2004.
2. Каримов И. А. Юксак маънавият - енгилмас куч. - Тошкент, 2008.
3. Педагогика: педагогические теории, системы, технологии: учеб. пособие. - М., 1999.
4. «Юксак маънавият - енгилмас куч» китобини урганиш буйича укув кулланма. - Тошкент, 2010.
Translated from Russian by Znanije Central Translations Bureau
38
