"Pedagogical sciences" / 2. Problems of training of
specialists
Kurtas S. A.
Gluhov National Pedagogical University
named after Alexander Dovzhenko, Ukraine
STRUCTURALLY-SUBSTANTIAL FILLING OF THE MODEL OF
FORMATION OF EVALUATIVE COMPETENCE OF FUTURE TEACHERS OF THE HIGHER SCHOOL
Modern
higher education is urged to provide higher education institutions with the
qualified teachers who will be able effectively to carry out pedagogically
advisory, correctional-diagnostic and, in particular, evaluated activity. Providing
the last is possible only on condition of creation of the corresponding
preparation of future teachers and formation at them the evaluative competence,
which existence will allow effectively and qualitatively to evaluate
educational achievements of pupils in the future. Proceeding from it we
consider, that for the formation of evaluative competence of future teachers it
is expedient to construct the corresponding didactic model.
The
model of formation of evaluative competence of future teacher created by us in
the course of master preparation represents set of blocks, communications and
dependences between them. To the blocks of the model offered by us we refer:
target (contains a specific goal, the contents, pedagogical conditions,
approaches, the principles, means and component elements of the process of
formation of evaluative competence; organizational and substantial (includes
stages of realization of the process of formation of evaluative competence);
productively-evaluative (make criteria, indicators and levels of the formation
of evaluative competence of future teacher of the higher school, and also
concrete result).
The
purpose of the model assumes the formation of evaluative competence of future
teacher of the higher school in the course of master training. Realization of
this purpose in educational process of higher education institution will
provide further successful implementation by future teachers of evaluative
activity and will create for them competitiveness conditions in the market of
educational services. At definition of the main content of the model we were
guided by data of the test poll made at an ascertaining stage of experiment, on
existence of motivation, knowledge and abilities of the undergraduates,
connected with evaluative activity. Therefore the main emphasis was placed
further on formation at undergraduates of evaluative abilities, mastering of
methodology of evaluation of educational achievements by them that in turn,
allowed to create at them evaluative motivation, a certain pedagogical
orientation, an evaluative position in future teaching activity.
The
main pedagogical conditions of formation of evaluated competence of future
teacher of the higher school are: strengthening of motivation of future
teachers to professional growth in the field of an evaluation of educational
achievements; definition and justification of approaches to formation at future
teachers of the higher school of evaluated competence; realization of the
principles of training in a context of formation of evaluated competence of
future teacher; mastering in the course of master training by modern evaluated
methods and technologies; system monitoring of state of readiness of
undergraduates to implementation of evaluated activity; development and realization
of research model and didactic-methodological maintenance of process of
formation of evaluated competence.
According
to the organizationally-substantial block of the model, to stages of realization of the process of formation of evaluative
competence of future teacher of the higher school are carried: analytical, motivational, substantial,
organizational and activity, evaluative and productive.
Let's
characterize certain stages, considering the purposes, the content of activity,
the condition of success and expected results of each of them.
². Analytical stage: 1) the purpose: justification of a
technique of the formation of evaluative competence of undergraduates – future
teachers of the higher school, 2) the
content of activity: analysis of
requirements to the level of formation of evaluative competence of
future teachers of the higher school, definition of system of evaluative
knowledge and abilities; forecasting of the results of evaluative activity;
3) success conditions:
predictive nature of educational process in a magistracy of the higher
educational institution; consideration of the effect of evaluative technologies
on requirements to the level of evaluative competence of future teachers of the
higher school; comprehensive planning of the problems of training and development
of undergraduates 4) expected
results: professionally oriented tasks of evaluative character;
requirements to the level of evaluative competence of future teachers of the
higher school.
²². Motivational stage: 1) the purpose: formation of steady
interest to evaluative activity in the course of master preparation (studying
of special disciplines); awareness of its value in informative and teaching
activity; 2) the content of activity: the analysis of a program material for the
evaluation of educational achievements, identification of its informative and
motivational potential, development of methodical receptions of its use in
educational process; 3) success
conditions: the subject - subject interaction in educational process;
positive experience of its own evaluative activity of the teacher; 4) expected results: problem tasks for the
evaluation of knowledge; interesting plots from evaluation history; data on
history of emergence of the first estimates.
²²². Substantial stage: 1) the purpose: definition of the content
of formation of evaluative competence of undergraduates in the course of master
preparation; 2) the content of
activity: the analysis and selection of the maintenance of a program and
additional material for evaluation; selection and development of problems of
evaluative character, development of evaluative tasks for independent work;
development of the test tasks for identification of dynamics of formation of
evaluative competence of undergraduates in the course of master preparation;
3) success conditions:
definition of effective structure of a training material and sequence of its
assimilation for formation of evaluative competence; 4) expected results: individual research
work of undergraduates on an evaluative perspective.
²V. Organizational and activity stage: 1) the purpose: development and approbation
of forms and methods of formation of evaluative competence of undergraduates in
the course of master preparation; 2) the
content of activity: organization of educational knowledge of evaluation,
creation of individual evaluative problems of various degree of complexity,
formation of evaluative abilities of undergraduates; 3) success conditions: expansion of the
right of a free choice of types of evaluation of educational achievements;
approbation of various forms and evaluation methods; positive experience of
evaluative activity of undergraduates in practice; 4) expected results: didactic-methodical complex of formation of
evaluative competence of undergraduates; scientifically reasonable forms and
methods of involvement of undergraduates to evaluation of educational
achievements; methodical recommendations about motivation and stimulation of
future teachers to participation in evaluative activity.
V. Evaluative and productive stage: 1) the purpose: assessment of the level of
formation of evaluative competence of undergraduates – future teachers of the
higher school; 2) the content of
activity: identification of dynamics of the levels of formation of
evaluative competence of undergraduates in the course of master preparation;
identifications of the factors defining positive dynamics of the levels of
formation of evaluative competence of undergraduates; identification of the
reasons and the conditions complicating formation of evaluative competence of
future teachers; development of the perspective directions on studying of
conditions of the formation of evaluative competence of undergraduates in the course
of master preparation; 3) success
conditions: existence of evaluative tools, accounting of the features of
individual evaluative experience of undergraduates; 4) expected results: technique of an
evaluation of the received results; recommendations about improvement of model
of formation of evaluative competence of undergraduates in the course of master
preparation.
The
realization of our model of the formation of evaluative competence of future
teacher of the higher school in the course of master preparation is carried out
on the condition of introduction in educational process of undergraduates of
the corresponding didactic-methodical complex – the training special course «Preparation
of Future Teacher for Evaluative Activity» and the manual «Evaluative
Competence of Future Teacher of the Higher School». The special training course
is calculated for 36 hours, of which 10 hours - lectures, 8 hours – seminars,
12 hours – independent work, 6 hours – individual lessons. Structurally the
special course shares on three substantial modules and provides performance by
the undergraduate of an individual research task, and also control test tasks
for check and fixing of knowledge of rather acquired evaluative skills and
abilities. The contents of the manual «Evaluative Competence of the Teacher of
the Higher School» consist of three sections in which are reflected theoretical
and practical experiences of evaluative activity of the modern teacher of the
higher school. Besides, it has the test tasks for check of a condition of the
formation of evaluative competence of future teachers, the terminological
dictionary and the list of scientific sources on studied perspective.
Summing
up, we should note that: 1) the preparation of future teacher of the
higher school for evaluative activity is now one of the priority problems of
higher education and readiness of future teacher of the higher school to
evaluation of educational achievements we understand as acquisition of a
certain level of evaluative competence; 2) the author's model proposed for
consideration is the instrument of the formation of evaluative competence of
future teachers of the higher school, set of the interconnected components,
each of which is directed on achievement of a specific goal – formation of
evaluative competence of future teacher of the higher school; 3) the
efficiency of the model depends on observance of certain pedagogical conditions
and realization of all stages of process of the formation of evaluative
competence; 4) the model is open, constantly develops and, if necessary,
can be added with new components.
Literature
1. Kalapusha L.
Research and didactic functions of a method of modeling / Kalapusha L. //
Pedagogical search: scientific magazine. – 2005. – No. 2 (46). – Page 55-57.
2. Kurtas S. A.
Evaluative competence of the teacher of the higher school: [manual] / Sergey
Kurtas. – Sumy : EPD : SOIPPO, 2012. – 100 pages.
3. Shtof V. A.
Modeling and philosophy / Shtof V. A. – M.-L. : Science, 1966.