CC BY
24
patients in all periods of recovery organization of this process as a process of continuous, integrated and differentiated impact on the post-stroke patient by means of correction and rehabilitation work speech therapist in the process of comprehensive rehabilitation are not well understood [1; 2; 3; 4; 7; 8; 10].
Existing methodological approaches, methods, tools and technologies to the organization and conduct of correctional and rehabilitation work speech therapist in the process of comprehensive rehabilitation of post-stroke patients in the later periods of stroke in order to continue the restoration of speech disorders, improve functional capacity and optimize the psycho-emotional state in clinics in the community and at home require further more detailed study [4; 9].
In summary, we note that a stroke — an interdisciplinary problem, which is related to the issues of nursing and patient rehabilitation
due to the severity of the consequences and complications, requires solving both general medical and social, organizational and pedagogical problems that determines, ultimately, the effectiveness of treatment and rehabilitation. This is an area of medical psychology, medical, pedagogical and medico-social assistance, which is an integrated, multidisciplinary system is required for the implementation of months or even years. It is a specialized field of activity, which is obligatory under the neuro-rehabilitation process, allowing to achieve the maximum possible recovery of lost higher mental (cognitive), motor function and activities of social functioning of patients with sequelae of focal brain lesions. The complex biomedical and psycho-pedagogical knowledge required for their development of a multidisciplinary approach, where neuropsychology, personality psychology, special psychology and pedagogy occupy a leading position.
References:
1. Wiesel T. G. Restoration of the speech function in patients with different forms of aphasia: handbook/V. M. Shklovsky, T. G. Wiesel. -M.: Publishing house "Sekachev V", 2011. - 100 p.
2. Vygotsky L. S. The development ofhigher mental functions. - M.: Medicine, 1960. - P. 3-13.
3. Luria A. R. Higher cortical functions of man and their disturbances in local brain lesions. - M.: Academic. Prospect, 2000. - 456 p.
4. The neuro-rehabilitation specialized care to patients with focal brain damage resulting from stroke, traumatic brain injury and other disorders of the central nervous system: the methodical letter: approved. Ministry of health RF 06.02.2006 N 504-PX//[Electronic resource]. - Available from: http://rudoctor.net/medicine/bz-aw/med-tmtac/index.htm (Treatment Date 25.03.2016).
5. The official website for the Moscow Health Department//[Electronic resource]. - Available from: http://new.mosgorzdrav.ru (Treatment Date 29.03.2016).
6. The official website of the World Health Organization/Key documents/report "World Health Statistics," Health data from Member States//[Electronic resource]. - Available from: http://www.who.int/ru (Treatment Date 29.03.2016).
7. Shokhor-Trotskaya (Burlakov) M. K. Speech and aphasia: a methodological approach to overcoming speech disorders/M. K. Shokhor-Trotskaya (Burlakov). - M.: Publishing house Eksmo-Press, 2001. - 416 p.
8. Tsvetkova L. S. Neuropsychological rehabilitation of patients: Ouch. Collec. - M.: SAG, 2004. - 424 p.
9. Fabbro F., Moretti R., Bava A. Language impairments in patients with cerebellar lesions//Journal of Neurolinguistics. - 2000. -Vol. 13, № 2-3. - P. 173-188.
10. Robles S., Gatignol G. P., Capelle L. at al. The role of dominant striatum in language: a study using intraoperative electrical stimulations//J. of Neurology Neurosurgery and Psychiatry. - 2005. - Vol.76. - P. 940-946.
Kriskovets Tatyana, Orenburg State Pedagogical University, DPhil, senior lecturer, associate professor of chair «Pedagogics of high school» Merculova Lyudmila, PhD in pedagogics, associate professor of chair «Pedagogics of high school» E-mail: tnkris@mail.ru
The idea of scientific professional communication in subject-variative career extension
Abstract: The article discusses the specifics of the subject-variative extension of teacher's professional career as a holistic multi-purpose complex of educational features in its formal, non-formal and informal ways, contributing to the implementation of teacher's career aspirations. The author proves the potential of scientific communication to provide the variety of high-grade, high-quality selection of specific options for a professional career development.
Keywords: subject-variative extension; scientific communication, educational trajectory, life-long education; professional career, variety, career development.
The formation of life-long professional pedagogical educa- The development of the professional career as a way to self-tion is a complex, multifactorial and controversial process. Practice realization can be achieved only through the choice. "To be a pershows that there is no single strategy of the professional career. Each son, — writes Galperin P., — is to be the conscious, socially respon-person is unique, and the process of developing career strategy in sible subjects" [2]. It is the person, who regulates his activity on the each case is unique. basis of consciousness, that constitutes indicative part of his actions.
KolesnikovV., Leshkevich T. focus on creative, active potential of the personality who uses in the process of the self-consciousness fUll potential of science and culture [4; 5].
The problem of modern human existence is that he has to adapt constantly to the unstable, ever-changing world. On the other hand, the spiritual expression of human inevitably appears as a combination of rationality and faith in man.
Thanks to this unity of faith and rational the comprehension of reality is performed. This feature of human existence is called virtual reality, which becomes characteristic for education. It is becoming more and more updated today as a qualitative characteristic of modern education [4].
The process and the need for the development of the person as a whole does not depend on the specifics of a particular professional career. However, its specified focus can be ontological determinant of achievements.
According to Gorshkova V. S. research "social time pressure, ruthlessness and cruelty of continuing reformations and innovations make a person be under stress". On the other hand, the complication of living requires the revision of the prevailing conservative views and attitudes, overcoming of one's former self-conscience, enhanced reflection one's existing valuable experience, bringing the benefits and success of daily life philosophy [3].
The idea of activity chosen by a man "directs the course of life" (Frankl V.), becoming the mode of existence of the subject, defining his social position, a creative orientation of professional work and its ontological content.
Personal development of the professional, success of the career phased implementation involves some dynamics of its properties and qualities that are represented as "increments" of the personality.
The teacher's career development is specific compared with the professional development of other categories ofworkers. Mentality of the teacher is interdependent with his spiritual and practical activities focused upon the preservation and transmission of spiritual and moral values to new generations. Personality of the teacher is his main professional tool.
Moreover, the development ofteacher personality can be viewed upon in two aspects: as the goal of the professional activity and as a target for professional development. Consequently, the achievement of these two forms of target layers should be similar, in particular — forms of collective and group activities as the most effective for the development ofpersonality [4]. This approach is particularly productive in the process of teacher's professional development.
Unlike most professions, for the teacher, these forms are not only important as a means of self-development, but also as a professional tool. Teacher himself uses forms of collective and group activities, managing the development of the students, that is he performs his professional role. The specificity of the teaching profession is that it creates favorable conditions for the realization of the concept of lifelong learning included in the professional activity [6]. Thus, the development of a professional career becomes the value necessary for teachers as the subject of activity.
The idea of a balanced interaction between the processes of the internal development of the teacher and his external social movements in the development of career space helps to resolve the main problem of the formation of XXI century human. It's the identification of regularities, individual and personal ways of becoming human in the general educational practice, professional career development, revival of his spirituality and genuine intelligence and the sustainable progressive development of our civilization, overcoming the negative effects of informatization of education, which may be the predominant in the conditions of market relations [4].
Focusing on life-long continuity of the professional career development [7], we emphasize the complementary-character and diversity of forms of life-long education — formal, non-formal and informal. The scheme of interaction of the processes of teacher's formal, non-formal, informal education and the development of his career is represented in the illustration.
The interaction of formal, non-formal and informal spheres of life-long education determines the range of distribution ofthe three-dimensional subject-variative extension and the overall trajectory of teacher's personal career development.
Fig. 1. Interaction of the processes of formal, non-formal, informal education and development of teacher's professional career: S — The axis of the subject-variative extension; a1, a2, a3, ... an — The functional line of teacher's professional career development
The subject-variative extension of teacher's professional career is holistic multi-purpose complex of educational features in its formal, non-formal and informal ways, contributing to the implementation of teacher's career aspirations, who is defining the limits of free choice of the strategy of subject and professional updating, as well as responsibility for its consequences.
This complex provides a teacher a full-fledged diversity of quality-specific variants of meaningful career choice.
The subject-variative extension of teacher's professional career is based on two-dimensional professional areas that reflect the ratio of a certain level of professional careers teacher at any given point of time.
The nature of the subject-variative extension of teacher's professional career is unified, but it consistently demonstrates personal movement. The variety and diversity of forms of teacher's career determines its development. The multivariance of professional career development is its main defining characteristic.
The functional line of teacher's professional career development reflects infinitesimal points a^ a2, a3, ... an, each of which we consider to be the cause, and the following one as a consequence.
The dynamics of teacher's professional career in space and time is represented in the form of a continuous chain of small causes and effects, the number of options of which is endless. Any starting point results in a chain of cause-and-effect relationships a^ a2, an. The axis of the subject-variative extension S is represented as a system of personal abilities, knowledge, skills, and beliefs. That determines the development of professional career, eventually urging the teacher to professional self-realization and self-development.
Each of the components (formal, nonformal and informal) contributes to the development of a professional career. When the parameters of the key component change, there is a transition to the next phase of professional career development. It is internally necessary movement, "self-movement" from the existing career potential to the highest levels of professional career. The external (society, lifelong learning) always acts through internal (personal abilities, knowledge, skills, beliefs, needs). The nature of the subj ect-variative extension is unified, but consistently demonstrates different guises. There is the only undoubted fact that unites and reconciles all fields of knowledge — the variety and diversity of forms of professional career development.
Professional career is built on the acceptance of plurality and diversity of life, the inevitability of coexistence of differences, based on the extension of the teacher's own experience by initiation him to the views of other cultures, the environment itself [8; 9; 10]. All this leads to the expansion of its the subject-variative extension.
There is a continuous, consistent, content-structured accumulation of knowledge and skills, the conglomeration of teacher professional achievements in the concentrated form at each transition to the next phase of development of a professional career, and each of the results is an integral part of the general fund. It isn't neglected by the subsequent success of a professional career, but only reinterpreted and updated. The transformed results of each of the previous phase are included in the subsequent career phase.
The efficiency of each new stage of career development depends on the productivity and achieved results of the previous stage, the intensity of the feedback, the validity of corrective actions, the use of appropriate technologies, as well as the quality of the organizational and pedagogical support of career development. Thus, there is the deployment of the subject-variative extension, some required movement, "self-movement" from existing career potentials to the highest levels of professional career.
In the development of a professional career the mechanisms of self-realization of the teacher as a professional are laid. They become, necessary for the formation of a distinctive personal image and dignity of human life, for the dialogic and safe interaction with people, nature, culture, and civilization.
Particularly important is the incorporation of the modern teacher in the process of science communication. Communication in the scientific community is specially ordered system of social interactions in search for the accumulation and dissemination of scientific knowledge of reality, implemented through various channels, means, forms and institutions of the communication.
The analysis of the communicative aspects of scientific activity shows that the informal structure of the teaching staff may be regarded as an open system of communicative interactions, integrating the specific team in research and teaching community of higher level, as well as differentiating members within the team according to the density of communication links and the availability of specific roles under the division of labor in the collective.
Scientific communication is a universal object correlated with many aspects of professional career. Revitalization of the form and content of scientific communications enhances subject-variative career extension in its formal, non-formal and informal ways. There is an exchange of information within the informal communication of teachers. Expansion in the professional environment of pedagogically informal communication has a positive effect on the productivity ofthe teacher as a professional, his contribution to the development of pedagogics.
Disclosure of the nature and content of professional communication in science leads to the conclusion of the special role of the array of publications as the most informative source of information about the specifics of modern pedagogical activity, the main directions of collective action.
In Russian pedagogic community there are problems associated with maintaining the external scientific communication and, as a consequence, with the integration with the world scientific and educational community.
The period of globalization has prospects for further development of teacher community. This is due to the emergence of new forms of professional scientific communication with significant specificity: chat rooms, forums, blogs, and social networks.
Teacher in the process of creating his own the subject-variative career extension is free to determine the vector of career development, the choice of forms and methods of implementation of the process and at the same time is responsible for his actions to himself, to the subjects of the educational process, the future of the nation. This sense of responsibility to themselves, society, and the state is often a synonym of patriotism and justice, personal freedom for everyone. The development the subject-variative career extension is determined by the interaction of different factors, the unity of formal, non-formal and informal education, social needs, as well as the overall strategy of the professional career development.
They are closely linked, and changes in each of these forms lead to changes in all the components, which in its turn causes the qualitative transformation in the process of orientation in teaching profession in teaching activities, as well as in the implementation of continuous variable programs.
The idea of the teacher's subject-variative career extension allows establishing the process of career development providing its progressive direction, intensity, fundamental incompleteness, variability of career development in the system of inner management, to determine the direction of changes in the organization of the system of long-life education.
References:
1. Батурин В. К. Человеческая деятельность как единство познания и управления/В. К. Батурин//Философия образования. -2005. - № 1(12). - С. 64-76.
2. Горшкова В. В. Образование взрослых: формат опережения/В. В. Горшкова//Педагогика. - 2007. - № 10.
3. Колесников В. А. Образование как способ личностной самореализации человека: дис. ... д-ра филос. наук: 09.00.11/В. А. Колесников. - Иркутск, 2006.
4. Лешкевич Т. Г. Философия науки. Традиции и новации/Т. Г. Лешкевич. - М.: ПРИОР, 2001. - 428 с.
5. Федорова Е. В. Профессиональное самосовершенствование и личностное развитие педагога/Е. В. Федорова//Сибирский учитель. - 2002. - № 2(19).
6. Хэрриот П. Карьера/П. Хэриот//Управление человеческими ресурсами/П. Хэриот; под ред. М. Пула, М. Уорнера. - СПб.: Питер, 2002. - С. 658-675//[Electronic resource]. - Available from: http://dps.smrtlc.ru/Disc/Herriot_Kariera.htm
7. Day R. E. Social capital, value and measure: Antonio Negri's challenge to capitalism/R. E. Day//Journal of the American Society for Information Science and Technology. - 2002. - Vol. 53, № 12. - P. 1074-1082.
8. Horowitz I. The Decomposition of Sociology/I. Horowitz. - Oxford University Press, 1993. - Р. 282.
9. Mayo E. The Social Problems of an Industrial Civilization/E. Mayo. - Cambridge, Mass.: Harvard University, 1945.
