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THE CONTENT
OF PROFESSIONAL COMPETENCE OF PEDAGOGICAL COLLEGE TEACHERS
Z. M. Urazova
Use of the above described mechanisms in the practice of teaching educational and professional disciplines in higher educational establishments will promote creation of psychological and pedagogical conditions ensuring forming of professional competence, and also professionally significant orientation of students' activities.
Key words: education, professional competence, development of an expert, modern didactics, technology, scientific development, form and stage, training method.
The professional competence of future specialists presupposes bringing its components into a consistent condition, as well as their consolidation in activities, in particular:
(1) the future activities and supposed result identified by the teacher through the goals of education are refracted in the student’s consciousness: as a result one can note his/her own need for mastering the professional activities with actualization of the motives and value system. The degree of reflection of the assigned goal depends on how much it corresponds to the student’s activities orientation. In the case of their complete agreement, there occurs the subjective acceptance of the goal, its acquisition and management of the goal; in the case of partial agreement, one can observe their confrontation; management is effected by means of other mechanisms - addition and transformation;
(2) under the influence of the need for actualized motives of future activities, students construct the goal of their future professional activities taking account their actual values. Correlation of one’s own goal of activities with the motives of professional activities results in the appraisal of its significance and formation of the personal meaning of activities. At this stage it is expedient for a university teacher to specially allocate some part of the methodological classes in the course of education so that the student can form the personal meaning of mastering his professional activities as a result of such correlation;
(3) constructing the student’s future professional activities is manifested in developing the goals of particular pedagogical actions, establishing their cosubordination, identifying the sequence of performance of actions on this basis, and specifying the content and ways of their implementation. The teacher helps the students in constructing activities adequate to the level of their professional competence, individualizing the teacher’s interaction with the students in the education process;
(4) the conception is implemented by applying the means necessary for achieving the goal of specialist training. The activities reveal the motives guiding and regulating them. The intermediate results are compared with the goals of actions, while the latter are compared with the goals of the activities prior to their embodiment in the planned result;
(5) the process of analysis involves appraising the objective and subjective significance and modality of the process of the student’s educational and
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professional activities and the achieved result by its correlation with two goals: assigned and accepted. In the case of conformity between the achieved subjective result and the modality of the accepted goal, stabilization of the components of professional competence is achieved; in case of nonconformity, the reasons for such a phenomenon are searched for.
These reasons are eliminated in the first case by specification and students’ deeper understanding of the content of professional competence by encouraging the future specialists towards self-reflexion; in the second case - by the teacher’s fulfillment of the requirements of individual-group differentiation of the students’ activities taking into account the formed professional competence. The stabilization mechanism is linked and interrelated with the mechanism of addition which starts functioning parallel with its fourth and fifth link. Application of the addition mechanism results in formation of professional competence and, accordingly, its transformation. Transformation of professional competence is understood to be the change and transformation of the content, and the structure and effectiveness of its components. The effect of this mechanism is expressed in orientation reappraisal of the students’ activities and subsequent change of their professional skills, which eventually results in formation of professional competence.
It should be noted that the super-task of a university teacher is to create psychological and pedagogical conditions for stagewise education of the students’ possibility to manage the action of the mechanisms of stabilization, addition and transformation of their professional competence. The stages of increasing the conditions are: the teacher’s management of the student’s activities - comanagement of the mechanisms of functioning of the professional competence by the teacher and the student - self-management of the process of professional selfdevelopment by the future specialist. It is supposed that teachers of different academic subjects can and must participate in the work at drafting the academic course and training the specialist of the particular qualification. This will enable future teachers of a pedagogical college to study the subject-related field of science. This will be accompanied by integration of subject-related knowledge through common objects of studies and, in its turn, will ensure development of integrated or transdisciplinary thinking.
Based on the above, the profession-focused training technology allows considerably increasing the degree of meaningfulness of the training material through: (a) change in the structure of the training material, which implies the connections between the elements of the material being studied. Within the framework of the technological approach, the structure of the training material is established on the basis of education of the specialist’s professional competence. The system of notions is unfolded in the dynamics of the project activities. A certain comprehensive story appears in the educational process: cognition takes place in the process of work at projects - design, modeling, construction, and research; (b) organizing active kinds of learners’ cognitive activities in the context of mastering their profession. This ensures achievement of the guaranteed results of training of future specialists, building knowledge, skills, abilities, and qualities of the individual which are significant for the student’s future professional activities, and enabling students to perform their functional duties as assigned; (c) change of the teacher’s role. The teacher stops being the sole keeper of truth and knowledge. He/she has
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the role of project manager and colleague; authoritarian pedagogics gives way to pedagogics of cooperation.
Such organization of training requires the appropriate technology. Firstly, it is important to determine the leading goal of every academic subject; secondly, to identify the most significant professional tasks to be solved on the basis of knowledge acquired in the particular subject; thirdly, to determine the expedient structure of the training course, and the specific weight of its every part taking the expedient structure into account; fourthly, to develop an appropriate system of practical tasks and assignments.
Thus, the use of the aforesaid mechanisms in the practice of teaching training-professional subjects in a university will promote creation of psychological and pedagogical conditions facilitating formation of professional competence as well as professionally significant orientation of students’ activities.
Translated from Russian by Znanije Central Translastions Bureas
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