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Section 1. Higher education
Saipov Amangeldi, Doctor, Professor, M. Auezov South Kazakhstan State University,
Shymkent city, E-mail: 7281190@mail.ru Kamalov Yusubali, Candidate of Pedagogical Sciences, Senior Teacher M. Auezov South Kazakhstan State University,
Shymkent city, E-mail: uldan_ai@mail.ru Kamalov Murat, student Doctor Ph D., M. Auezov South Kazakhstan State University,
Shymkent city, E-mail: kamalov.8383@mail.ru Uzakhova Ainagul, Candidate of Pedagogical Sciences, Senior Teacher M. Auezov South Kazakhstan State University
E-mail: aman.egember@mail.ru Kendzhaeva Balnur, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan, E-mail: bahitzhan01@mail.ru
THE METHODOLOGICAL PREPARATION SYSTEM OF FUTURE TEACHERS FOR SPECIALIZED TEACHING AND ITS STRUCTURE AND CONTENT
Abstract: Nowadays, future teachers' formed methodological preparation systemdoes nottake into accountthe true nature of methodological assistance s taking place in the course of solving various practical problems of a teacher. It shows the changed role and importance of methodological assistance in future specialists' professional preparation and a conservation of subjective relations in the narrow sense required to structuring the methodological preparation content of future teachers
as well as the presence of the leading contradiction between non-identification of functional features of components forming future teacher's methodological preparation system in curricular and extracurricular teaching processes. Therefore, the scientifically formulated methodical preparation allows the future teachers to adapt to different changes in their professional assistance, minimize teaching techniques and methods skillfully and use them by modifying, use traditional and innovative approaches flexibly within their pedagogical "Laboratory" framework to combine methodological knowledge and skills.
Keywords: Methodological preparation; Functional assistances; Subjective methodological preparation; General methodological subjects; Individual methodological subjects.
l.Introduction
To form the methodological preparation system of future teachers for specialized teaching in curricular and extracurricular teaching processes and to describe its constituent components from the functional viewpoint.
The research methods: studying of the mechanism in conditions all of the accruing globalization, unification of spiritual and material culture, preserving the originality, cultural values, customs, traditions, expressing the need for spiritual self-determination.
The research results: 1) The methodological preparation system developed future teachers from the subjective and metosubjective viewpoint in accordance to the education program of specialized teaching specialty; 2) The groups of pedagogical, general methodological and individual methodological subjects and their definite functional activities in the methodological system ofpreparing future teachers have been identified in accordance to the content characteristics of learning subjects in the professional methodological direction; 3) The role of practices, scientific and investigation and creative and methodological workscarried out in the extracurricular pro-cessin the methodological system ofpreparing future teachers and their functional characteristics have been defined in accordance to the education program.
Practical importance: In accordance to the proposed methodological preparation system, methodological knowledge, abilities and skills are formed in future teachers from the subjective and metosubjec-
tive viewpoint and develop in the functional characteristics.
1.1.Character of methodical preparation system in scientific and pedagogical researches
In defining the preparationcomposition, it was necessary to use the systematic relation since the research object is regarded as a system and a unified theoretical reflection is created after identifying many types of connections and information of objects on the basis of it.
It is necessary to understand clearly the concept of "a system" to define the concept "Methodological preparation system". There are some definitions of the concept "system" in the scientific and pedagogical investigations.
Russian scholars explains the concept system as many of the elements identified as being in contact relationship with each other and form unified unit concept Kertaeva et al., [8]; Saipov [7], as well as interrelated elements working in a unified functional relation Moreva [15], Stepanova et al., [26].
One of the main principle in the systematic relations is its structure. A structure is an internal organization of a unified system, that is, it shows interacting techniques of constituent components by a special technique Nykyforov [16].
Thus, the main guiding methodological principle is its sequence and integrity.
Integrity is explained as a defined connection of elements and compliance with the inner combined and compared system part. The following features are characteristic of them:
- as a result of inner relationships, unique components acquire new qualitative qualifications;
- the whole system is in a unified relationship with the environment and defined by its circumstance;
- the whole systems are identified with the presence of system forming factors:
- the whole system has its defined structure, it can also be regarded as the whole system of its individual components, the initial system can be regarded as a separate part of the whole system, that is, we are not limited with the system of one level in our practice, on the contrary, we regard "a part" of the whole system as an individual system.
In the view of forming methodological system of preparing future teachers for specialized teaching, we have conducted analyses on several methodological preparation systems Alimkhanov [1]; Baidaliev et al. [2]; Berkimbaev [4]; Omarov et al. [17]. In the first case, by paying much attention to the integration of different subjects in the academic plan of preparing specialists, methodological subjects group is differentiated by playing an important role, while in the second case, the methodological preparation system is regarded as managing pupil's learning and methodological activities Vangrieken et al. [28].
In their works, some scholars distinguish the aim, objectives, content, techniques (a complex of teaching and methodological problems) and methodological preparation outcomes in the whole system of the methodological preparation Berkimbaev et al. [3]; Joldasbekova et al. [7]; Marasulov et al., [12]; Baydaliev et al. [13]; Konakbaeva et al. [11]; Mukhamedjanov et al. [14].
Further, the process of forming methodological knowledge and skills in developing the methodological preparation system of future teachers is considered Zholdasbekova et al. [29]; Saipov et al. [29].
Another principle of forming the methodological preparation system is combined with the content of pedagogical process components (teaching aim, teaching process, and teaching outcomes).
Thus, the analysis result carried on the scientific and methodological investigations show the multi-disciplinary of methodological preparation system of a future teacher and use of pedagogical system structure components in many cases.
However, future teachers' formed methodological preparation systemdoes nottake into accountthe true nature of methodological assistance s taking place in the course of solving various practical problems of a teacher. It shows the changed role and importance of methodological assistance in future specialists' professional preparation and a conservation of subjective relations in the narrow sense required to structuring the methodological preparation content of future teachers as well as the presence of the leading contradiction between non-identification of functional features of components forming future teacher's methodological preparation system in curricular and extracurricular teaching processes. Therefore, the scientifically formulated methodical preparation allows the future teachers to adapt to different changes in their professional assistance, minimizeteaching techniques and methods skillfully and use them by modifying, use traditional and innovative approaches flexibly within their pedagogical "Laboratory" framework to combine methodological knowledge and skills.
In this regard, it is necessary to point out that the methodological preparation field in the general pedagogical science is able to implement a functional assistance peculiar to it Erganova [6]. They are regarded according to following five directions given below:
Analytical (analysis): methodological analysis on the teaching process from the theoretical and activity viewpoint.
Projecting: a long term planning and the formation of a teaching content, preparation and planning of a teaching service
Structuralizing: planning of lessons (content selection, compositional formulation of teaching information), defining the form of teaching material proposal.
Measurement: identification and preparation of means of implementation required to the process of education which meets the requirements of educational standards and programsin accordance with the functional peculiarities of educational institutions.
Research: researchmethodology which is ap-proachedtostudy methodological issues.
1.2. The structure- functional model of methodological training system of vocational training teachers
According to the nature of the functional components we investigated the offered structural-functional model of the system of methodical preparation of future vocational training teachers (Fig. 1) in two main ways:
Figure 1. Model The methological preparation system of future teachers for speciealized teaching and its structure and content model
In the first direction skills and methodological knowledge of future teachers is formed directly in the process of learning. Onalbek et al. [19; 20]; Berkimbaev, et al. [21]. According to the proposed model subjects based on the curriculum of training are defined in groups and determine the fundamental principles of methodical training. They are characterized by the following three disciplinary groups:
1. General professional and pedagogical discipline groups;
2. General methodological discipline groups;
3. Individual methodical discipline groups.
As a result of mastering these discipline groups in methodical preparation systema future teacher carries out such methodical preparation functions as analytic, modeling, structuring and determination. That is, a future teacher obtains the following:
- study the individual characteristics of the students;
- aformation of the practical skills and understanding of systematized knowledge groups in tech-no-technological knowledge;
- acalendar thematic planning of the educational materials provided in accordance with the program;
- adetermination of the structure of the lesson;
- a selection of technical and technological information and their didactic processing;
- an identification and preparation of means of implementation required to the process of education which meet the requirements of educational standards and programsin accordance with the functional peculiarities of educational institutions.
According to the second direction formation of methodological knowledge and skills in future teachers are realized outside the classroom, mainly by student's individual educational-methodical, scientific-research and creative work Poshayev [22]; Poshayev et al. [23; 24]; Kamalov et al. [9]; Omarov et al. [21]. They are consideredin three groups:
1. As a result of pedagogical practices
2. Results of maintaining scientific research^
3. Results obtained in the course of creative and methodical work.
Model The methological preparation system of future teachers for speciealized teaching and its structure and content model
Except the offered disciplines functions of methodical preparation such as analytical, modelling, structuring and research functions are carried out in the process of students' individual creative and research work. So the future teacher masters:
- analysis directed to the perfection of his own pedagogical activity;
- analyze the colleagues' work to solve pedagogical problems optimally;
- analyze the pupils' activity to determine the efficiency of pedagogical process and ways of amending it;
- preparation of didactic materials;
- organization of pupils' cognitive function and activity in teaching process;
- setting friendly partnership with pupils from the pedagogical point of view;
- have an effect on their emotional perception;
- research methodology approached to solve methodological issues.
Groups of discipline of the first direction based on the formation of methodological preparation of a future teacher have been analysedin accordance with the state obligatory standard of education of Republic Kazakhstan and with the specialty's curriculum. In the result as a fundamental of methodological preparation six subjects with "General professional pedagogical" features, which defines its theoretical and methodological basis, are determined. (The state obligatory standard of education of Republic Kazakhstan. 6.08.076, 2010). They are: "Introduction to the Pedagogical specialty", "Pedagogy", "Professional Pedagogy", "Professional Psychology", "Psychology and Human development", "Pedagogical management in professional teaching".
After mastering all these disciplines a future teacher will contribute to pedagogical activity, will have an impact on obtaining theoretical and practical basis of future profession, forming professional-pedagogical approach and understanding its high social value. As well as he determines general facts, phenomenon, essence, rules and methods of pedagogical activity which are logically interconnected with the main psycho-pedagogical, methodological courses while setting up cycle of pedagogical-psychological disciplines.
Further, future teachers get acquainted with the system of knowledge, the essence of the educational process, the structure and content, historical development and modern achievements of psychological-pedagogical concepts and techniques of the subject. As well as they master education system about rules of mental development and factors affecting the growth of an individual Yuan et al. [30].
In "General methodological subjects" group we selected main six subjects as a result of the analysis of the curriculum of specialty. They are "Methodology of Professional education", "Modern technologies in Professional education", "Organization of profile training of Students", "Methods of Dual training", "Theory and methods of Professional orientation", "Scientific research in Vocational training".
In the result of studying these subjects the future teacher's general methodological preparation is formed. It includes modelling the education process, implementation, evaluation and adjustment, also they obtain ability to form training program documentations and their usage in structuring training content. They master methods of modelling a composition and contents of training-productive work, and methods, equipping the lesson with didactic materials.
In accordance with the curriculum of the specialty weadded the following six subjects into "Individual methodical disciplines". They are: "Practice of Professional training methodology", "Teaching methodology of special subjects", "Practice of modeling, designing and prototyping", "Practice in training workshop", "Practice of teaching methodology of Technology", "Practice of processing materials".
By studying this group of subjects, through the approach of specializing professional teachers, they acquire peculiarities of technological industry and methodology of professionalpractice. Furthermore, they obtain methods of forming and improving pupils' professional abilities and skills, acquire methodological competence of formulating, changing and analyzing materials in accordance with definite didactic goals and levels of students' training.
Methodological knowledge and skills, formed in accordance with the model of methodical preparation system of future teachers, can be carried out in the course of work performed by the students themselves. They are formed, as we have mentioned above, in the course of practices, by doing scientific research and creative works.
As a rule, student's self work is performed without a teacher, but on his behalf and under his guidance. The purpose of student's independent work is increasing motivation of students to learn the curriculum. In addition, it contributes to the development of creative abilities and information skills to carry out research works. In the result of independent work of students a number of functions are car-
ried out which have great impact on formation of methodical training of future teachers Kamalov et al. [10]. These are the functions:
- systematizationand strengthening of theoretical knowledge and practical skills of the students;
- the expansion and deepening of theoretical knowledge;
- formation of capacity to use legal, special and reference documents in the educational process;
- development of research skills;
- formation of skills to work independently in educational research, professional activities, and to find the optimal solution in relevant issues.
A number of positions are guided in the evaluation of the results of independent work of students. They are specified in the following five levels:
- ability of saying information word for word and with variance (reproductive business);
- ability to work independently on the model (business logic);
- reconstructive ability to work independently (ability of analysis and systematization);
- ability to work independently heuristic (search and research skills);
- creative - research capacity to make the design of its own development and convert his activities.
One component, having its functional role in the course of methodical preparation of future teachers, is, as we have mentioned above, student's educational scientific research.
Students' educational and scientific-research work is determined by the study of methods, techniques, skills. They are focused on the study and analysis of the development of literacy in science, technical creativity on the basis of student's complex activity in educational process. In the process of training and research work a number of functions ofmethodological preparation is carried out. They are: development of creative thinking activity in solution ofpractical problems; teaching to find non standardized solution of vocational goals while developing students' activeness in research; affects to master scientific methods of cog-
nition, creative and in-depth approaches of training materials; formation of research skills; helps to obtain methods and tools to solve scientific and practical problems, skills to work in creative organizations; formulates the capacity to use scientific references.
One of the components of the system of methodical preparation is student's coursework performed independently with the advice of the supervisor.
The completion of course work is considered as the end of the teaching period of the subject and its result indicates how well the student mastered theoretical material and possibilities of its consumption.
Term paper is student's research work performed independently. Moreover, it renders the result of scientific research work aimed at solving certain problems of professional pedagogy which is logically completed and appear in the specific texts. Also one of the main tasks of scientific-research work of students is formation of skills for professional-methodical training, advancing the level of language proficiency, deeply mastering the characteristics of the subject, development of interests and ability to work individually with scientific and reference literature.
Therefore, one of the important stages of controlling the level of preparation for carrying out training work is determined by the result of completing course work.
In the course of performing the course work, the following methodological tasks of forming professional preparation of the future specialist are specified:
- expansion of the future teacher's range of theoretical knowledge, strengthening of using this knowledge in solving relevant issues in a particular educational process, psycho-pedagogical and methodological preparation;
- ability to use practical skills will be developed to solve the setting tasks;
- improves skills to work individually in dealing with relevant issues, in searching for pedagogical and technical information, and in analyzing the results obtained by pedagogical practice and literature sources;
- improves skills to work individually in assessing and analyzing inferences, proposals applied in teaching process and the effectiveness of various methods;
In the process of formation of methodical training of future teacher pedagogical practice plays special role. Therefore, in methodological preparation system offered by us a leading role is given to practice.
Pedagogical practice as an integrative element of professional-methodical training introduced students to real process of future professional activity. It provides the opportunity to use consciously the theoretical knowledge gained in educational process. It also forms professional abilities and personal qualities of the future teacher Onal-bek et al. [18].
Student's teaching practice is organized in accordance with the content and structure of professional activity, as the teacher's analogue of professional activity. Practice is carried out in real school life. It is characterized by several functions and relationships with teacher's activity.
Student's activity in pedagogical practice is characterized as well as specialists by some functions, as real number of the teachers (education, development, up-bringing etc.) and relationships (with students, parents, teachers, students). However, pedagogical practice is defined as a form of training. Also, being founded on fundamental, special and psychological-pedagogical knowledge it provides principles of professional activities and practical cognitive rules.
In the process of pedagogical practice students, firstly, masters psycho-pedagogical, social and humanitarian and special disciplines under the guidance of teachers of higher educational institutions. Secondly, in the course of work students organize educational-cognitive activity and services. Thirdly, they get in touch with the teachers of the school, get acquainted with their experience, on the basis of it develop and improve professional-methodical level.
Pedagogical practice allows to solve a number of valuable problems that form the basis of professional-methodological training. They are:
- the future teacher gets ready to manage a whole pedagogical process;
- study of the personal qualities of the future teacher and the need for individual training;
- teaching abilities (organizational, gnostical, constructive, research, communication) are formed and developed;
- in solving specific pedagogical problems social-humanitarian, psychological-pedagogical, methodological knowledge is deepened, enriched and secured;
- professional-methodical skills are formed and developed;
- creative and research principles are formed in pedagogical activity;
- sustainable interest is set in the teaching profession.
In particular, the pedagogical practice is one of complex processes in the methodological preparation of teachers.
The last complicated stage of methodical preparation of future teachers is Diploma work, which is performed by a student with advice of scientific supervisor. It determines the complex methodological preparation of future teachers at high institutions. In writing diploma work earlier formed skills to work individually will be improved and prevailed. Diploma work and course work have a number of features in comparison. They are:
- the theme of diploma work covers a wide range of issues for its relevance and volume;
- it differs dramatically in theway of research and creativity;
- diploma work contains design, structuring, organization, valuable and important of gnostical and technological services;
- it investigates the relevance of the work and its scientific-methodological and practical value is
determined from theoretical and methodological point of view.
Mainly it includes:
a) specification of real essence of concepts in teaching process;
b) coordinationofconcepts, comparison, system-atization and classification of the process is carried out;
c) a causal relationship of concepts is determined;
d) determination of concept application in practice (The state obligatory standard of education of Republic the Kazakhstan. GOSO RK 6.08.076, 2010).
1.3. The results of experimental research work
According to proposed "Vocational training" system aimed at improving the level of methodical training of the teacher it becomes clear that process of methodical preparation of future teachers is a pedagogical process which is continuously pursued for four years. In addition, in the course of research 12 fundamental components of methodical preparation system have been analyzed (Table 1).
According to the shown table 75% of methodical preparation of the teacher, are formed in 3-4 course.
As a result of experimental practices it was determined that the process of formation of future teacher'smethodological training level may be defined in three main stages. They are:
- formation of methodological bases of methodical training;
- formation of basic general methodological training;
- formation of the basic subject methodological training;
It was determined that the professional psychological and pedagogical disciplines start to be formulated in teaching process. And the process where the basis of methodological preparation is built, that is, general methodological disciplines is formulated in the process of student's individual scientific and creative work.
Specific disciplinary methodological prepara- in performing pedagogical practice, term papers, di-tion of the third stage is determined when studying ploma works. individual subjects in the educational process and
Table 1.- 12 fundamental components of methodical preparation system
№ Components of methodology preparation system Years
I II III IV
1. Professional Pedagogical Subjects + + +
2. General Methodological Subjects + +
3. Individual Methodological Subjects + +
4. Educational research work + + + +
5. Scientific Research work + + +
6. Students' work in the scientific associations + + +
7. Educational-experimental practice +
8. Psychological, pedagogicalpractice +
9. Pedagogicalpractice + +
10. Student's term work + + + +
11. Course work + +
12. Diploma +
Conclusion
1. It is observed that in higher educational institutions future teachers' methodological preparation system is multi sided and often pedagogical system's structure components are used.
2. It is considered that one of the basic rules of interaction of the completing components, that is in its structure system but notifications special renders in the way specifics. In forming system is considered as the main leading methodological rule - its sequence and integrity of system.
3. In the curriculum of the preparation of specialists methodological disciplines package plays the main role and methodological training system is considered as a head of educational and methodological actions of a future teacher.
4. According to the model, methodical preparation of a package disciplines are defined which are based to the preparation of specialists. They are "General professional pedagogical subjects", "General methodological subjects", and "Individual meth-
odological subjects". After the developing and mastering these disciplines a future teacher can have the following functions as analytical, design, structuring, rationing.
5. According to the offered model of methodological preparation system skills which can be developed in a future teacher, also can be developed in the process of independently performed works. During the practice, scientific research and creative works are also mastered too.
6. As a result of execution personal works of students, a number of functions that can have influence on formation methodical preparation of a future teacher are carried out.
They are: students' practice and theoretical knowledge are systemized and stated; theoretical knowledge is extended; during the course the skill of using of legal standards and special documents is formed and mastered; research professional skill is mastered; independently working abilities and skills to find the solution of the vital issues in educational
and research process, also in professional process are mastered and formed.
7. According to the system directed to the improvement of methodological training of future
teacher of "Professional training", the forming system of this level can be divided into three periods. They are: the general methodical preparation and subject methodical preparation basis's formation.
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