METHODOLOGICAL SUPPORT IN THE COLLEGE INNOVATIVE
DEVELOPMENT
Ageicheva
Olexandra
Galagan Nataly
Poltava Petroleum and Gas College
Poltava National Technical Yuri Kondratyuk University
At the present stage of the development of the region,
the professional education faces the task of efficient staffing of the main
directions and types of economic activities in accordance with the strategic guidelines
for the development. It is necessary to create conditions that ensure the
elimination of disproportion in the regional labor markets and educational
services; to bring the structure of training qualified personnel in technical
education institutions in line with the current and future needs of the economy.
The future generation will not be able to make the necessary contribution to
the development tasks if it does not
have the appropriate quality education. In the context of the modernization of
the education system, the issue of a qualitatively new level of interaction
between the teacher and the methodical service is becoming especially urgent.
This is due, first of all, to the increased psychological, information,
professional and innovative load that the teacher is currently experiencing. It
is clear that to provide quality education, upbringing, professional thinking,
high mobility and competence, focus on the creative and high-quality work of
competitive graduates, should teachers with a high level of professionalism,
proficient in pedagogical, psychological, methodological knowledge and skills,
skillfully using various methods professionally in pedagogical activity for the
creative solution of the tasks. To introduce new forms, methods, pedagogical
technologies, it is necessary to understand how these innovations can be
introduced, mastered and followed. Methodical support of the educational
process, existing in the traditional practice and assuming the presence of
normative and educational-methodical documentation, teaching aids and means of
control does not help to eliminate the professional difficulties of teachers.
The consequence of this is the increasing role of methodological support of
innovation activity, which is understood as the purposeful joint activity of
the methodological service and the collective of the educational institution
implementing the development regime, implemented in the form of professional
assistance in mastering innovative pedagogical activity in resolving
analytical-reflexive, constructive-prognostic, organizational-activity regulatory tasks to manage the achievement of
results in individual professional and pedagogical activity. It is a question
of such a form of assistance (on the whole cycle of innovation activity), which
is based on maintaining the maximum of freedom and responsibility of the
subject for personal choice of the solution to the actual problem. The main
areas of work of the methodical aspect in College:
1. Analysis of
the professional activities of a specialist, in which the identification of the
main labor functions and professional skills necessary for their implementation
occurs; definition of professionally significant qualities of a specialist's
personality.
2. Updating the
content of education, teaching content of the industry development forecasts,
to which the specialty is oriented, is reflected in the content of the
training, the achievements of science and production; problematic issues (with
reference to a specific specialty, to specific academic disciplines);
3. Professional
practical training improvement. Gradually, a model of the professional activity
of a specialist in the educational process is created;
4. Organization
of the educational process. The developing character of training is traced and
corrected; educative nature of education; ensuring the connection of theoretical
learning with practice; realization of the principle of activity and
consciousness in learning; combination of individual and group forms of work in
the educational process;
5. Modern
technologies of teaching and their application in the educational process of
the technical school. This direction allows to improve:
- Forms and
methods of teaching that ensure the development of mental activity of students
(forms and methods of problem training);
- Forms and
methods of teaching that ensure the development of cognitive activity and
independence (forms and methods of independent work of students);
- Forms and
methods of instruction that ensure the mastery of educational and professional
practical skills (forms and methods of practical training);
- Ways of
individualizing learning;
- Development of
didactic materials.
6. Control of
knowledge and skills. Methods are being developed to monitor students’
readiness for professional activities; methods for analyzing and assessing the
implementation of the requirements for the level of general organization of
students
The goals,
objectives and content of the methodological service in the educational
institution are directly dependent on its forms, the interrelation of all its
links, although they have some independence. These goals and objectives either
contribute to the effective implementation of the service, or doom it to
failure. The methodical activity of the technical school is conducted both
through collective and individual forms of work:
- methodical meetings;
- methodological seminars, conferences;
- thematic pedagogical councils;
- the school of a young teacher;
- Temporary creative groups;
- subject weeks;
- pedagogical readings;
- round tables;
- individual consultations;
- questioning;
- creative reports of teachers;
- competition "The best of the best."
The forms of organization of methodical work in the technical school are
dynamic. They change, update depending
on many factors, the main of which are: state policy in the sphere of
education, legislative acts and documents; level pedagogical culture of teachers,
their methodological literacy, revealed in the process of diagnostic
measurements of personal and professional performance indicators. The moral and
psychological climate in the team, the material and technical capabilities of
the organization of methodical work; The study of intra-technical training
experience, innovative openness and activity of teachers, the level of
professional readiness of managers to implement methodological work.
In the pedagogical theory, various criteria for the effectiveness of methodical
work are proposed, which warns that it is impossible to evaluate the
effectiveness of students directly with the students' performance, it is
necessary to look at how the staff themselves has changed, whether they began
to give results.