Ådigenova A., Mukhmetova R.
Semey State Pedagogical Institute, Semey, the Republic of Kazakhstan
Modular education programs as condition for the development of professional
competencies of future bachelors of PEDAGOGY AND METHODOLOGY OF PRIMARY
EDUCATION
The accession of The Republic of
Kazakhstan to Bologna declaration and accepting its major conditions in the
system of higher professional education began the process of improvement of
training specialists in Kazakhstan. Strategic objectives and principles of
Bologna declaration are based on possibilities of developing and implementation
of joint educational programs that assume the competence approach, provide
academic mobility of students and teachers.
The Message by president of The
Republic of Kazakhstan N. A. Nazarbayev “Kazakhstan-2050”strategy said that
“the Institutions of higher education should not be limited to educational
functions; it is needed to create and improve applications and scientific
research units”. It is also mentioned that “Higher education should not be
limited to the improvement of its educational programs and curriculums but to
develop its scientific research activities” [1].
In this regard, the
higher education institutions in the
Republic of Kazakhstan are
improving the work on the preparation of appropriate educational programs based on the acquisition
of future professional competence teachers.
Main positions in creating module
educational programs are competent approach, combination of disciplines based
on formation of the same competence in module, taking in account the results of
mastering modules in credits.
Unlike traditional so-called
“knowledge, abilities, skills” complexes, previously estimated in the process of education and its
completion, the competences have complex character and include not only
educational components, but also behavioral aspect, namely the system of
social, moral and professional orienteer which allows graduate to behave
“properly” (reasonably, productively, acceptable to others) in different professional
and non-professional situations.
According to N. I. Almazova the term
“competence” is defined as knowledge and abilities in definite sphere of human
activities, and “competency” is qualitative use of competence [2].
Competence is a dynamic combination
of characteristics (concerned to knowledge and its use, abilities, skills,
capacity, values and personal qualities), that describes the results of
teaching on educational program, namely what graduate needs for effective
professional and social activities and individual development, which he should
master and demonstrate [3].
Competence is general ability based
on knowledge, experience, values, dispositions which were acquired by training.
According to the definition of A. K.
Markova “professional competence of educator is a work which carries out
pedagogical activities and communication in sufficiently high level, realizes
personality of a teacher that achieve good results in teaching and
up-bringing”.
One of the ways of formation of
professional competence is the introduction of modular education program,
essence of which is in a combination and sequence of modules that have inner
logic of the part which is responsible for the formation of a competence or a
group of related competences.
Batyshev S. Y. points out that
“module is a part of block, such amount of educational material which provides
basic acquisition of some theoretical and practical skills to perform
particular works” [4].
In scientific literature modules are
systematized in three aspects:
¾ Module as a state educational plan for specialty representing a set of
subjects, meeting the requirements of qualification characteristics.
¾ Module as an organizational-methodological interdisciplinary structure which represents set
of topics necessary for mastering one specialty and provides interdisciplinary
connections of educational process.
¾ Module as an organizational-methodological structural unit within a
definite educational discipline.
So, Modular Education Program (MEP)
is a combination and sequence of modules oriented on mastering competences,
necessary for acquisition of definite qualification [5, 2].
In Semey State Pedagogical Institute
(SSPI, Semey) modular education programs are being created actively. Their
relevance is caused by necessity to get on the practical realization of
principles for modular training as one of the innovative technologies in the
educational process of higher education to improve the quality of training
future teachers.
Department of Pedagogy of SSPI
graduates bachelors in specialty “5B010200 - pedagogy and methodology of
primary education”. Based on state and compulsory education standards that take
into account changes taking place in the modern educational space, determine
peculiarity of general professional training of future teachers, on this
specialty the three modular education programs are worked out [6]. During the
development of Modular Education Programs on specialty “5B010200 – pedagogy and
methodology of primary education” special attention was paid to the demand of
the labor-market and the requirements of employers in training, as well as
oriented to the content of education “at the exit”, the final result of
educational process.
After graduation of the Higher
educational institution the Graduate is awarded the pedagogical qualification
which indicates the level and type of professional and pedagogical efficiency
of specialty. According to the qualification pedagogue can take this or that
position, perform professional duties of certain level. At present getting a
certain specialty restricts teachers to use their personal professional
potential, needs, individual dispositions and requirements.
In order to satisfy social demand of
society, the personal and professional needs of teachers, it is necessary to
offer specializations that appear as a special kind of activity within the
specialty and has a specific direction with the particular object of work.
Based on practical experience of
teachers of the Republic of Kazakhstan, students in specialty “5B010200 -
pedagogy and methodology of primary education” were offered following
specializations: school guide (counselor), pedagogue of pre-school preparation,
methodologist on educational and up-bringing work.
As a rule educational programs aimed
on formation of competences have modular structure, and are not just lists of
theoretical subjects and practical courses, but also groups of modules.
Further we developed a Modular
Education Program which includes basic and profile disciplines of compulsory
component (CC1) and the component of choice (CC2), forming the basis of
specialty and aimed on the formation of professional or possible competences
within a particular specialization.
Table 1 offers Modular Education
Program of specialty “5B010200 - pedagogy and methodology of primary
education”, specialization “The school guide (counselor)”.
Table 1. Modular Education Program of specialty “5B010200 - pedagogy and
methodology of primary education”, specialization “The school guide
(counselor)”.
|
Course |
The name of the module |
Block |
The name of discipline |
Term |
The number of credits |
|
I |
Module 1. Ideological training |
CC1 |
History of Kazakhstan |
1 |
3 |
|
Module 3. Basics of language training |
CC1 |
Foreign language |
1,2 |
6 |
|
|
Kazakh language |
1,2 |
6 |
|||
|
Basics of modern Kazakh
(Russian) language |
1 |
3 |
|||
|
Module 4. Functional literacy |
CC1 |
Computer science |
1 |
3 |
|
|
Personal, Social and Health
Education (PSHE) |
1 |
2 |
|||
|
CC2 |
Basics of mathematics |
2 |
2 |
||
|
Basics of natural science |
2 |
2 |
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Continuation of table 1 |
|||||
|
|
Module 5. Psycho-propaedeutic basis
of profession |
CC1 |
Introduction to the teaching profession
|
1 |
1 |
|
Psychology
and
Human Development |
2 |
3 |
|||
|
Self-knowledge |
2 |
2 |
|||
|
Age-related physiology and school
hygiene |
1 |
2 |
|||
|
Module 12.1 Professional Practice |
CC2 |
Introduction to pedagogical profession |
2 |
2 |
|
|
Module 12.2 Healthy Lifestyle |
CC1 |
Physical training |
1,2 |
4 |
|
|
Module 2. Social and economic, legal and environmental
training |
CC1 |
Phylosophy |
3 |
3 |
|
|
Sociology |
3 |
2 |
|||
|
Political science |
3 |
2 |
|||
|
Ecology and sustainable development |
3 |
2 |
|||
|
Basics of Economic theory |
4 |
2 |
|||
|
Law
Basics |
4 |
2 |
|||
|
Module 6. Pedagogic basics of profession |
CC1 |
Pedagogics |
3 |
3 |
|
|
Ethnopedagogics |
4 |
2 |
|||
|
Theory and methodology of up-bringing in
elementary school |
3 |
2 |
|||
|
CC2 |
Modern pedagogic technologies of primary
education |
4 |
3 |
||
|
Pedagogical diagnostics |
3 |
3 |
Continuation of table 1
|
|
Module 8.
University established disciplines Ìîäóëü 8. 1.
Theory and methodology of teaching private methodological disciplines |
CC2 |
Theory and methodology of teaching of the “art
work” |
4 |
2 |
|
Theory and methodology of music |
4 |
2 |
|||
|
Theory and methodology of physical training |
4 |
2 |
|||
|
Children’s literature |
4 |
2 |
|||
|
Module 12.1 Professional practice |
CC1 |
Methods of teaching and education |
3 |
3 |
|
|
Instructional methodological camp AltGPA |
4 |
3 |
|||
|
Module 12.2
Healthy Lifestyle |
CC1 |
Physical training |
3,4 |
4 |
|
|
III |
Module 7. Professional language |
CC1 |
Professional Kazakh (Russian) language |
5 |
2 |
|
Professionally oriented foreign language |
6 |
2 |
|||
|
Module
8. 1. Theory and methodology
of teaching private
methodological disciplines |
CC2 |
Methodology of teaching Kazakh (Russian) in
primary school |
6 |
2 |
|
|
CC1 |
Methodology of teaching math |
5 |
3 |
||
|
CC2 |
Methodology of teaching literary reading |
5 |
2 |
Continuation of table 1
|
|
|
|
Methodology of teaching literacy |
5 |
2 |
|
Methodology of teaching “Knowledge of world” |
5 |
3 |
|||
|
Module 9.
Professional pedagogy |
CC2 |
Social pedagogy |
5 |
3 |
|
|
Pedagogical mastery |
6 |
3 |
|||
|
Methodology of scientific pedagogical research |
6 |
3 |
|||
|
Theory and technology of pedagogical process in
ungraduate school |
6 |
3 |
|||
|
Correctional pedagogy |
6 |
3 |
|||
|
Pedagogic deontology |
6 |
2 |
|||
|
Module 12.1 Professional practice |
CC1 |
Child’s first days at school |
5 |
2 |
|
|
Trial lessons |
5 |
3 |
|||
|
IV |
Module 10.
Professional psychology |
CC1 |
Pedagogical
psychology |
7 |
3 |
|
Module 11. Applied pedagogy |
CC1 |
Pedagogical activities and personality of the school
counselor |
7 |
3 |
|
|
Interactive methods of teaching in contemporary
school |
7 |
3 |
|||
|
Technology of organization of culture-recreational
activities |
7 |
3 |
Continuation of table 1
|
|
|
|
Pedagogical work with children with deviant behavior |
7 |
3 |
|
Family pedagogy |
8 |
3 |
|||
|
Work with gifted children |
8 |
3 |
|||
|
Pedagogical management |
8 |
3 |
|||
|
Module 11.
Applied pedagogy |
CC1 |
Methodological work of counselor in comprehensive
school |
8 |
3 |
|
|
Module 12.1 Professional practice |
CC2 |
Internship (pedagogical) |
7 |
5 |
|
|
Undergraduate |
8 |
2 |
|||
|
Module 13
Final attestation |
CC 2 |
|
|
|
|
|
The diploma work (project)defence |
8 |
2 |
|||
|
State examination on specialty |
8 |
1 |
|||
|
In total |
160 |
||||
According to the proposed
specialization, elective courses intended to provide a specific professional
competence are developed. Elective courses were distributed to courses and
terms according to the logical sequence of learning disciplines. For instance,
such elective courses as “Pedagogical activities and personality of school counselor”, “Technology of
organization of culture-recreational activities”, “Diagnosis and expertise of
pedagogical activities of teachers ”, “Pedagogical work with children with
deviant behavior”, “Methodological work of counselor in comprehensive school”.
As well, for the Modular Education Programme on specialization “School
councellor” the pedagogical practice “Instructional methodological camp AltGPA”
was purposed. The camp is going to be carried out at the base of Altay state
pedagogical academy, Barnaul city, Russian Federation.
The proposed
Modular Education Program on specialty 5B010200-“Pedagogy and methodology of
primary education” promotes the formation of professionally significant and
personally important qualities, acmeologic invariants of professionalism,
including creativity, an adequate level of claims, the motivational sphere,
values aimed to the development of future pedaogogue.
Bibliographic list
1.
Message by
the President of the Republic of Kazakhstan, leader of the nation, N. A.
Nazarbaev “Strategy “Kazakhstan 2050”: New political course of the established
state //Vesty – Semey – 2012. - ¹101(657)
2.
Almazova N.
I. Cognitive aspects of the formation of intercultural competency in teaching a
foreign language in non-lingual high schools. Abstract of pedagogigal science
doctoral thesis. St. Petersburg, 2003 – 47 p.
3.
Tarasiuk L.
I. Higher Education of Great Britain in
context of bologna process: teaching aid, - M, 2009 – 102 p.
4.
Galiamina I.
G. The development of state educational standards of hihger professional
education of the new generation with the use of competent approach: materials
for 6th methodological session. March 29, 2005 – Research Center for
the quality of training, 2005, - 206 p.
5.
Kovtun E. N.
Rodionova S. I. Scientific approach to the creation of educational and
professional programmes in a modular basis in humanitarian education. –
Newsletter of the Council on philology of Association for Classical University
Education. - ¹
10 – Tver, 2007, - 30-63 p.
6.
State and
compulsory standard of education of Republic of Kazakhstan. Higher Education.
Bachelor’s. Specialty 5B010200 – pedagogy and
methodology of primary education, Astana - 2011.