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6TECHNOLOGY OF CONCENTRATED TRAINING OF STUDENTS OF PEDAGOGICAL SPECIALITIES IN CONTINUING EDUCATION
Abstract
Considered an integrated approach to the development of technology concentrated training of students of pedagogical specialities in continuing education. Disclosed the contents of technology concentrated training. Regularities, pedagogical conditions and factors of the process of formation of professional culture of the future specialist. Identified common and individual indicators and levels of articulation of the general cultural and professional competence of students. Set dependencies between the articulation of general cultural level: competences from the influence of education Wednesday; General cultural level and professional competence of pedagogical conditions influence the educational College-University cluster; level of professional competencies of professional exposure Wednesday during the internship students. Article was prepared within the framework of the research project No. RSSF supported 16-1618003
Keywords
technology concentrated training, professional culture
AUTHOR
Pavel Volkov
Glazov State Pedagogical Institute, 25, Pervomayskaya Str., Glazov, 427620, Russia
Introduction
Modern requirements to pedagogical personnel in the framework of professional standards and the dynamic development of pedagogical science and technology, there is a growing need for teachers who are able to creatively solve problems of modernization at all levels of education. Continuing professional education system involves broad cooperation of educational institutions that implement various forms and levels of education. It's schools and colleges, colleges and universities, schools and universities, etc. the least common model of cooperation is an educational model to «collegeinstitute".
The need to improve the continuing education is based on the following assumptions:
- versatility training graduate (for example: math + exercises, etc.);
- reducing the period of instruction in the learning cluster on the 2 years that will be attractive for entrants;
- ability to select students profile for future professional activity after the second year of learning within the educational cluster;
-increased teaching load of teachers;
- the attractiveness of higher education for students by enrolling in the Institute without further examination;
- enhance the effectiveness of education by saving time on academic load when combining ungraded and groups of various specialties at 1 -2 course;
- establishing relationships with employers to improve indicators on employment and expulsion of students;
- will reduce tensions with highly qualified specialists for some professions in the labour market (Nagovitsyn, 2014).
Introduction in educational practice this model requires the adaptation of educational programs, development of elective courses, students on individual plans. However, the lack of methodical support, requires consideration of the complex issues in their relationship and unity (Volkov,2016).
The idea of integrative teaching students of pedagogical specialities in continuing education related to complex interdisciplinary nature of academic-industrial problems that brings the learning environment to the real work. Decision professional tasks require students to apply knowledge from several disciplines simultaneously.
The most productive and best in this aspect is the principle of integrativnosti, since the competence of future specialists have formed on the basis of interdisciplinary relationships, integrity. Integration is manifested in the ways of learning. Connecting methodological approach in integrative learning is differentiated approach, which is able to ensure optimum interaction of structural subdivisions of the education cluster to implement infrastructural continuity of relationships, the effectiveness of educational activities.
Updated issues of designing and modeling of students ' education from the point of view of mental processes: perception, comprehension, memory, application of knowledge in integrative level.
It is important to structure, develop and test in the educational process of University technology implementation mechanism of concentrated training of students of pedagogical specialities in continuing education (Volkov,2015).
Tasks justification technological systems of the process of formation of professional culture of the future expert investigated A.V. Tutolminym (Tutolminym,2012).
Thus, there is a contradiction between the practical necessity of formation of professional culture of the future specialist and underrepresentation in pedagogical science theoretical bases for development of technology concentrated training for formation of professional culture of students of pedagogical specialities in continuing education.
The desire to find ways to resolve this contradiction defines the problem of our study. In theory is the problem of development of technology of concentrated training of students of pedagogical specialities; in practical terms, is the problem of defining pedagogical conditions, compliance with which enables you to build future specialist professional culture.
The aim of the research-development and theoretical-methodological substantiation of technology concentrated training of students of pedagogical specialities in continuing education.
The aim of concentrated training of students of pedagogical specialities is mixing in the working programme for the academic discipline sections in modules in the semester.
It is expected to reach focus students on a particular subject disciplines by integrating those various academic disciplines, which helps reduce the number of lessons through studying the training material in blocks.
Pedagogical management of formation of professional culture of future specialists should be the Organization of interdisciplinary connections content learning material, subjects and elective courses.
Methods and Research Organization
Modeling, design, survey, questionnaire, interview, observation, testing, expert evaluation, self-assessment, product analysis activities of students; pedagogical experiment; methods of mathematical statistics.
Work was carried out on the basis of Faculty of pedagogy and arts education (Piho) Glazovsky State Pedagogical Institute. Just at different stages of the study was attended by 360 students, 16 teachers.
The study was conducted in several stages.
In the first phase (2012-2013) studied the actual process of preparing future professionals, the degree of development of the problematic process, identify discrepancies and methodological bases for scientific and practical research; formulated hypothesis and research objectives.
In the second phase (2014-2015) was built by the concept of formation of professional culture of the future specialist teaching majors in continuing education. Developed the project of modernization of curricula, educational programs, program material elective courses to provide individualized educational student route. Built model education College-University cluster. Is made stating experiment and its results are summarized. Conducted a formative experiment.
In the second phase (2014-2015) was built by the concept of formation of professional culture of the future specialist teaching majors in continuing education. Developed the project of modernization of curricula, educational programs, program material elective courses to provide individualized educational student route.
Built model education College-University cluster. Is made stating experiment and its results are summarized. Conducted a formative experiment.
The basic idea is to stimulate research and giving reasons for students to actively seek personal and professional sense of education and shaping their cognitive activity in the orientation process of professional training through modules (blocks) of sections of the academic disciplines, focused on the end result-establishment of professional culture of future specialists.
- Integration activities for students of pedagogical specialities in continuing education is carried out in the following areas:
- education: includes freshmen into the educational cluster wednesday College-University ", which is the training activities;
- professional training: students 2 and 3 training courses master courses, choose elective courses that include professional actions;
-professional: students 4-5 courses my knowledge in practical professional wednesday.
Formation of professional culture of the future expert system by implementing pedagogical technologies, one of which is the technology concentrated training that includes the integration of subjects disciplines in modular block system (Nagovitsyn, 2014).
Components of professional culture of the future expert: obsekul'turnyj, which includes social and cultural orientation, educational and professional, personal and occupational Wednesday values; informative, includes professional goals, objectives, functions, activity; result that contains the product and performance criteria performance.
Integration of learning technologies, complex technologies, which are integrated into the module: problematic, algorithmic, programmed, phased formation of mental actions, etc. allowed to justify the choice of didactic units required for assimilation, learning technologies, the ways the academic interaction between teachers and students.
The curriculum of the education cluster «University» College were entered elective courses, elective courses and master-classes.
Results and Discussion
The initial phase of experimental work aimed at formation of motivation for professional activity of the future expert and implemented in the process of studying courses on educational program of secondary special vocational education teacher. The intent of this phase consisted in the preparation of the future expert for the effective implementation of the first phase-determination of general cultural competencies of students and personal meaning in the development of professional knowledge. With the aim of forming a general cultural competencies in students organized educational and informative research. Freshmen all pedagogical specializations mastered theoretical modules on academic disciplines, redefine and specify your own views about the future of the profession, doing assignments, making reports on pedagogical practice. Research students, during which formed the professional competence, was implemented by the collection of material for coursework.
Leading mode of training activities was the analytical work with interdisciplinary training modules disciplines. Acquisition of skills to apply knowledge to practical situations contributed to the integration of knowledge from different disciplines.
Analytical and reflective activity of students in relation to interdisciplinary knowledge contributed to the development of skills to find and explain the professional pedagogical situations variations. Significantly strengthened the need for training activities, consistently, in pieces to produce a conscious interaction with classmates in the zone of the common goals of increased desire to dispense the contents, to understand what kind of information is discussed, and for what purpose, realize that students "take" and why it is they need. Formed the conceptual grid of interdisciplinary knowledge regarding the Identify phase of the original extent of cross-cultural competencies of students and self-determination in their professional activities.
The results obtained allowed to move to the next phase of the experiment, which was formative in shaping professional culture students of pedagogical specialities in continuing education through the use of technology concentrated training.
The idea of the second phase was to prepare students for the professional self-determination based on mainstream professional values and implementation of professional positions.
Starting from the second year, students develop knowledge about the teaching profession, about the subject, tasks and functions of pedagogical activity, professionally important qualities, educational standards, professional positions. A leading activity of the students was educational and reflective activities, which resulted in the formation of skills to implement a professional position, which consists of understanding the meaning of teaching students.
The difficulties faced by students during educational and professional tasks are used by teachers as analysis. Reflection on contradictions in the development of competencies and skills contributed to the formation of future specialists have positive attitudes to the pedagogical profession. Organized activities to overcome them has developed experience in solving professional tasks.
To form the stage pedagogical experiment applied methods of cognitive activity, development of reflexive abilities, formation of experience to overcome problematic situations, simulation role-playing training positions dialogue participants in the educational process.
The leading value acquired creative and research projects, their presentation and protection.
The final phase of forming the experiment consisted in the formation of professional competence. Within the framework of elective courses and disciplines the students were involved in various types of vocational training. Integration has been carried out on the
psychological level: made of intelligent training on the development of cognitive processes of attention, memory, perception; thinking activities were based on the communicative interaction of students in the development of components for professional communication.
The impact of the experimental work was determined by comparing the results of the formative phase of the experiment with data showing phase.
Competence are diagnosed by expert estimates, observations of teachers, multidisciplinary results of tests and examinations, production practices, research students, degree of activity in seminar lessons.
The study revealed that the level of development of abilities for professional activity has risen from 40% of the students. The main outcome was the awareness of the need and desire for self-development of professional culture of most of the future professionals (84%).
The future specialists of pedagogical specialities 68% have noted the practical orientation, prevailing development got quality, directly related to the Organization of the educational process of school children. Before the beginning of the formative experiment students average value denoting a practical orientation was 12%, in the end-68%; students improve practical skills.
These indicators revealed patterns:
- in the educational aspect of the dominant training activities contributed to the emergence of patterns of interdependence between level of cross-cultural competencies and influence educational wednesday. For example, the study of General professional disciplines students contributed to the formation of cognitive activity;
- in the professional aspect of the integration of academic and professional activities has contributed to the emergence of patterns of interdependence and general cultural level of professional competencies of influence pedagogical conditions of educational College-University cluster». For example, research students contributed to the emergence of creativity;
- in the professional aspect of the regularities of the interdependence of the level of professional competencies of professional exposure Wednesday during the internship students. For example, professional communication has contributed to the improvement of communicative orientation, higher levels of self-development of personality.
Study of the influence of integrative teaching students of pedagogical specialities in continuing education based on the interdisciplinary nature of raising and resolving educational and production problems on the formation of a general cultural and professional competencies students confirmed the usefulness of technology concentrated training in the educational process. Positive is the fact that 48% have a loyal attitude of the students. However, 32% favoured the choice of specialization with the first course and 20% of the students reaffirmed their neutrality to the choice of pedagogical specialities.
With the continuous nature of teacher education the student is given the opportunity to obtain the necessary professional knowledge and skills; generate value orientations and quality personality that makes the introduction in educational process variability and diversity of educational forms, dates, programme content and sequence of the stages of learning. The learning process is ensured by the leading role of the individual student, its autonomy and creativity to acquire professional skills.
Conclusion
Raised in the study to develop and test technology of concentrated training of students of pedagogical specialities in continuing education as a whole. Systematized scientific-theoretical study of the genesis of the problem.
Flexible educational cluster is an ordered structure, consisting of a single control
and optimum composition of units as institutes, faculties, departments. Orzanizaition departments regulate a set of educational programs and freely choose supplemental educational programs. The contents of additional educational programs determined by the needs of pedagogical practice, social institutions, individuals.
Possessing the educational potential of the educational system in the cluster should serve as an effective resource for systematic replenishment and updating professional knowledge, build skills, develop and improve research, communication, educational competencies for future professionals.
Disclosed the contents of technology concentrated training of students of pedagogical specialities in continuing education. Regularities, pedagogical conditions and factors forming process optimization professional culture of the future specialist. Identified common and individual indicators and levels of articulation of the general cultural and professional competence of students.
Found confirmation of the hypothesis put forward by the interdependence of general cultural level competencies and influence educational Wednesday; interdependence and general cultural level of professional competencies of influence pedagogical conditions of educational College-University cluster; the interdependence of the level of professional competencies of professional exposure Wednesday during the internship students.
Variability and diversity of educational forms, content and sequence of the stages of learning defined standards and focuses on the formation of students ' cross-cultural and professional competences.
Formation of the students ' research, communication, educational competencies is via vzaimosvazanye and interdependent blocks (modules) work programmes in the disciplines of professional specialization and related academic disciplines.
The work proved the need for the establishment of strategic partnerships, including partnership colleges, institutions, employers and local authorities.
The system of instruction in the learning cluster is based on the concept of continuous pedagogical education in which are found the following components:
a) the humanitarian orientation training;
b) orientation to the demands of society and the needs of the individual;
c) diversifying educational programs;
d) possibility of choosing the student additional educational programs;
e) trace the continuity between stages in education;
f) integration of educational cluster in a single scientific and educational system. Factors ensuring efficiency of construction of educational cluster "college-institute",
should include:
-control system design of the strategic partnership; -accounting for potential partner;
-the integration of the objectives and interests of partners; -the balance of cooperation and competition; -the professionalism of the management; -confidentiality of information transmission;
-systematic monitoring and evaluation of the effectiveness of the entire system. The study identified the following benefits from the Association of educational institutions in educational cluster "college-institute":
- a single curriculum for full-time and distance learning: the common core cycle on 1-2 courses of students;
-systematization training profiles education cluster "college-institute", depending on the material and technical base, traditions that will enhance the quality of training;
-adjustment of deferment from military service of young men to continue life-long learning at the Institute after graduating from college;
-target destinations for lifelong learning in education cluster «college-iInstitute"; -internships in teachers college and Institute, exchange of experiences, technologies.
Testing technology of concentrated training of students of pedagogical specialities in continuing education, held in the process of experimental work, identified the impact of applied technology, reliability of identified patterns and mechanisms.
Should not succumb to illusions that overnight, created the educational cluster specialists education system switched to innovative forms of organizing and conducting classes, engage in in-depth training and retraining of readable academic disciplines. We are talking about low methodical preparedness specialists in implementing innovative technologies in tutoring students, which is not conducive to improving the quality of education. This raises the need to develop a system of training and retraining of specialists in the unified educational space cluster.
Promising directions for further research are: a study of trends in employment of graduates of pedagogic specialties on the profile of the diploma of higher education.
REFERENCES
Nagovitsyn, R. S. (2014) Conceptual fundamentals of physical culture student's personality based on mobile learning. Theory and practice of physical culture,10 (11-14).
Tutolmin A.V. (2012) Formation and development of creative competence of the future teachers in training in the system of continuous pedagogical education/ Herald of the Udmurt University, 3(49-58).
Volkov, P.B. (2015) Modeling behaviour of members of the institution in the context of its restructuring: Achievement of high school (pp.58-62). Sofia Bulgaria.
Volkov, P.B.(2016) Education cluster "college-institution" of higher education as a factor in ensuring quality continuing pedagogical professional education in the Udmurt republic "European Journal Of Natural History" 4 (pp. 130 - 133)
