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THE INNOVATION OF CONTEXT TRAINING OF FUTURE PEDAGOGUES
Kh. Sanakulov
The renewal of education content in Uzbekistan at present is connected, first and foremost, with innovative processes in the organization of education. The introduction of innovative technologies into the educational process requires the improvement of education content and methods in the process of educating future pedagogues. We think that although progressive tendencies are observed today in the development of pedagogical education and in the technological and methodological training of teachers, for the time being those undertakings have not yet obtained the status of a standardized and sustainable developing process.
A context approach is needed to solve the problem of partnership organization of educational labor. This form of teaching promotes integration of the subject and the social content of professional activities and, respectively, the business and emotional components of person-to-person interaction. The principal characteristic of a context type teaching process, realized with the help of the system of traditional and new forms and methods of teaching, is a modeling of subject and social content of the future professional activities in the language of sign media. On the basis of which a gradual transition is effected from the most abstract models realized within the framework of a single educational subject, ensuring background knowledge, to more specific, intersubject models simulating an actual professional situation. Thus, students are shown the contours of their professional labor.
The logic of this section presupposes the setting of the problem of context training at a higher educational institution, and the reflection of the results of the transforming experiment that permitted construction of a system of innovative activities at the "Primary Education Methodology" (PEM) department. The pilot experiment in the form of a questionnaire survey of students (more than 100 persons in 2008-2012) permitted us to elicit the weakest spots of the training process. They are as follows: a shortage of time for the study of the most significant parts of the curriculum; excessive abstractness of educational subjects, difficulty in their mastering, imperfection of educational curricula; insufficient focusing on the specific teaching subject students will have to teach in the process of their professional activities; reduction of stimuli to studying; insufficient practical orientation of the content of educational subjects and focus on studying modern innovative technologies; shortage of individual training technologies and time for pedagogical practice, etc.
Under the conditions of context training, a student is formed as a specialist, and on the other hand, as a member of society, of a specific regional or ethnocultural environment. Context training presupposes the utilization of such educational activity that would reflect the future professional pedagogic activities, its model, and therefore not only the subject and informative component, but also the axiological spiritual focus conducive to the development of a teacher's future ethnocultural life. Weakening and deficiency of such information has an adverse effect on the functioning of all education components. In our view, the modern concept of training as organizing of communicative dialog activity and active exchange of opinions makes this task somewhat easier.
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Context training realizes such principles as the problematics of training, the development of activity and the range of cognitive interests of joint activities, the introduction of regional content and technologies, reliance on best pedagogical practices, selection of instructional material in compliance with the purposes of its application, criticality and loyalty in the assessment of ideas, and focus on competitiveness. The efficiency of context training has been tested on the teaching of technical, musical-historical and psychological disciplines. High results in scientific, artistic and technical training creativity can be explained by the innovative nature of the context studies process.
The innovativeness of context training of students can be seen if we compare it with the most known kinds and types of training. Thus, traditional training is justly criticized for unclarity of goal setting for a student, for the fragmentariness of the knowledge obtained by students in the process of training activities, and for the formalization of knowledge and its poor application in practice. Training is often built on formal indicators, while the problem of a future specialist's personal aspirations is passed round, and students are not trained in the skill of making professional decisions. All those conditions form an inert pedagogical thinking and cognitive behavior in students, and they do not provide opportunities for the development of students' aspiration to use new methods of professional actions and to simulate new methodical procedures. The motivational sphere of students, their focus on innovation, does not gain sufficient momentum in traditional training.
In the context type of higher school training, the development of cognitive and professional motifs acts as the core element of the whole process of future specialists’ training. Context training overcomes the contradiction between interpretation of knowledge and its application. In this type of training, information is "applied" to action and acquired in its context. Each statement or concept newly introduced by a lecturer does not just rebuild the structure of a student's previous experience but connects it to the situation of its future professional utilization. As a matter of fact, the question is the openness of students' training to their future professional activities. This is one of the priority features of innovative training. A future teacher's determining of his or her future professional activities by the social situation of development fills a student's activities with personal sense. Under these conditions, a student consciously builds his or her behavior at every instant, building a bridge between the past, the present (in acquisition of the education content) and the future (using knowledge in the function of means of regulating future activities). In the context of the future and the past a student can also perceive the sense of the present that determines his or her proactive approach to life and personal inclusion into the processes of cognition.
In the process of programmed training, including algorithmic and modular training, a student acquires some doses of information easily enough and chooses the rate of acquisition on his or her own. Apart from the fact that there are significant problems in the programming of training, since not every instruction material can be processed on a step by step basis, programmed training is justly criticized for the reproductive nature of its activities and the "deficiency of communication and emotions in training" which cannot conform to the modern innovative tendencies requiring personality emancipation of not only a student or a higher school lecturer, but of a professional pedagogue as well.
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Context approach requires that a student not be tied to the chariot of the training process circumstances but that a student would "create" those circumstances on his or her own, develop his or her own strategy since he or she, as a future professional, is personally interested in conscious and systematic selfimprovement. At the same time, context approach does not reject reproductive approach. Course books provide very scant information, which does not create the basis for a creative perception of a graphic situation, does not stimulate a student's imagination in order to anticipate the professional situation. The contradiction between the content and the process of training activities, between the training tasks and the necessity to form fundamentally different professional activities from them is evident. This contradiction can be removed with the help of the context approach.
The theory of stage by stage forming of mental actions is closely connected with the theory of programmed training. The theory of stage by stage forming of mental actions understands training as the perceptive activities comprising a system of actions united by a single motive and ensuring in the aggregate reaching the goal of the activities of which they form a part. We should pay attention to the aspect of a single motive in the forming of mental actions. The ability to act jointly in new situations is one of the features of innovative training. Cooperation presumes rejection of bossy dictates and assertion of cooperation, i.e. not the rejection of autonomy but rejection of a concept according to which one's opinion and approach are the only correct ones. Cooperation is a humanistic idea of students' and lecturers' joint activities on the basis of mutual understanding, penetration of each other's inner world, and collective analysis of the process and results of those activities.
Context approach presupposes rendering of assistance to a lecturer in his or her controlling teaching activities and also to a student in his or her general cultural, social, moral and professional development. The realization of context approach is, to a certain extent, fusion of person-oriented and activity-oriented approaches. As a result, a personal approach is predominant in the context approach. It is context training with its variability and multidimensionality that permits finding a place for regional technologies in training. The regional model of education presupposes the utilization of socially oriented procedures and actions presetting the forms of professional behavior of a teacher in the respective sociocultural situations. Whereupon the educational structure of a training session changes: it is enriched by informal actions of teachers and students. By varying those actions and situations, one can enhance various types of motivation, including regional.
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Translated from Russian by Znanije Central Translations Bureau
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