Saliyeva
A.Zh., Ph.D., associate professor
Kashhinbay
B.B., master of psychology
Kalshabek
A., undergratuate 2 courses
L.N.
Gumilyov Eurasian National University, Astana, Kazakhstan
SCIENTIFIC
AND METHODICAL BASES OF DEVELOPMENT OF PROFESSIONAL COMPETENCES OF EXPERTS IN
THE CONDITIONS OF MODERNIZATION
OF EDUCATION
Modern social and economic conditions set for system
of professional education a task of training of the competent, competitive
expert for work in dynamically changing conditions, capable independently and
creatively to solve professional problems, ready to further self-education and
self-development. The solution of this problem is concentrated in creation of
new educational space and implementation of provisions of the Bologna
declaration. [1]
In the conditions of innovative transformations of the
educational sphere strategy of training of specialists, including future
preschool teachers changes. Special attention of modern researchers is paid on
training of specialists, capable creatively to realize the pedagogical
abilities in new living conditions, in situations of fast changes. In this
regard in modern pedagogics there are inconsistent processes connected with
change of its substantial characteristics. One of distinctive features of these
processes is that revision and reconsideration of the maintenance of
professional readiness of graduates of pedagogical higher education institution
in general and the preschool teacher in particular is carried out.
Especially actual is a problem of providing preschool
educational institutions with professionally competent pedagogical shots
capable to effective management of educational process and assistance of
successful socialization of children of preschool age. Therefore professional
education is faced by an important task to create at future preschool teachers
personally and professionally significant competence, defining their
professional availability for service with children of preschool age.
As prerequisites for the solution of this problem
modern approaches and the directions served in vocational training of future
experts: from the concept "qualification" to the concept
"competence"; transition to multilevel system of the higher
education; quality of education as the central problem of formation of uniform
European space - directed on support of the high status and level of
professional competence of future experts.
Preschool education in the Republic of Kazakhstan
The
system of preschool education of Kazakhstan includes the organizations of formation
of different type, a look and level which differ on the tasks, a qualitative
state:
1. Preschool organizations.
2. Preschool classes at comprehensive schools.
3. Offices of preschool education and preschool
preparation in IPK of different levels.
4. Faculties and offices of preschool education in
higher educational institutions and the organizations of secondary professional
education.
5. Preschool pedagogical science.
6. Administrative frames of preschool education. Educational process in the preschool organizations is carried out
according to the State obligatory standard of education "Preschool
education and training". [2]
According
to GOSO in the preschool organizations on a row with state programs of
"Balbobek", "Қàéíàð", the Ulan Program " I am a personality" is successfully conducted work on the programs
"The first step" (1-3 years), "Cute child" (3-5 years),
"We go to school" (5-6 years).
For
ensuring quality of preschool training of children of 5-6 (7) years with the
Ministry two training programs "The general education program of preschool
training of children of 5-6 years in the conditions of school", "The
program of preschool training of children of 5-7 years in kindergarten"
are developed.
The listed
programs provide complete development of the identity of the child of preschool
age according to the basic competence and educational areas provided by the
standard promote an effective solution of the problem of continuity between
preschool and primary school education. Training
in a state language in the preschool organizations according to requirements of
GOSO is provided since 3 years, includes in the curriculum and is obligatory.
Preparation of pedagogical shots on preschool education in the Republic
of Kazakhstan is based on the national model of education focused on result,
assuming training of the expert of a new formation owning the European
polylevel of culture, communicativeness,capable creatively and high-professionalism to solve at the modern scientific and practical
level with advantage for society of a task in a pedagogical field of activity.
[3]
In 1999 in Kazakhstan obligatory preschool training of
children that promoted growth of coverage of children programs of preschool
preparation is entered.
In modern
conditions development of system of preschool education is substantially caused
by that, the question of preparation and retraining of pedagogical shots is how
effectively carried out.
Now in 22-t
higher education institutions of the republic training of specialists of this
profile is carried out. The existing state general education standard of the
higher education of the Republic of Kazakhstan in the specialty 5B010100 –
"Preschool education and training" provides obtaining by students
common cultural level and vocational training. In it the following activities
of teachers of higher education institution in formation of professional
competence of students are defined: application of pedagogical technologies in
teaching subject disciplines (empirical level); implementation of the
comprehensive program of training of students for professional activity
(theoretical level); the organization practical and research activity of
students in the innovative preschool organizations (practical level).
Thus,
modernization of system of the higher pedagogical education is directly
connected with the increased requirements to the level of competence of the
bachelor on preschool training and education.
In spite of the fact that in the republic the wide
experience on training of specialists of preschool education is saved up,
higher education institutions are faced still by a number enough serious
problems:
– improvement of formation of personal and
professional readiness of the student for realization of the created
competence;
– correction of the acting educational and methodical
equipment on the basis of competence-based approach of training of preschool
teachers;
– increase of level of research and design activity of
students.
Professional formation of the preschool teacher is standardly set from
the point of view of objective requirements to high school preparation, however
in strategic objectives, the contents and technologies of higher education
there are no the accurate criteria and indicators of its productivity
corresponding to values of society and meanings of the specific person.
Within
management of training of the teacher in higher education institution on the
basis of various approaches (O. A. Abdullina, K.Yu. Belaya, A.A. Veryaev, T.M. Davydenko,
I.F. Isaev, A.N. Orlov, L.V. Pozdnyak, S. Ya. Romashina, V.A. Slastenin, I.K.
Shalaev, T.I. Shamova) mechanisms of self-development of the subject which
cornerstone creativity and a reflection are that is widely used in procedures
of diagnostics of various aspects of quality of vocational training of the
expert of preschool education (M.P. Bobrova, G. S. Korotayev, V. E. Morozov, N.
V. Ostapchuk, S. N. Silina, V. Androsova, R.K.Aralbayeva, B. O. Arzanbayeva, A.
S. Amirova are staticized. N.D.Khrapchenkova, T. I. Imanbekov, Zh. A.
Ismailova).
Relevance
of a subject is presented by results of the carried-out problem analysis:
- between objective requirements of the theory and
practice of preschool education to professional competence of the expert and
their absence in criteria of success of vocational training in corresponding
qualification, the professional characteristics;
- in methodical ensuring vocational training of future
expert of preschool education: on the one hand completeness of theoretical and
methodical base of formation of professional and pedagogical readiness and
readiness of the expert, on the other hand lack of model of the personality and
activity of the graduate at the level of mastering a profession (professional competence);
- in a real condition of training of future expert of
preschool education between requirements to scientific methodically providing,
maintenance of professional formation of the teacher.
The
given bases demand search of technologies of ensuring quality of vocational
training of future expert of preschool education that is expressed in the
solution of tasks of formation of professional competence, development of
scientific and pedagogical maintenance of its formation and search of effective
remedies of monitoring of this process.
In the conditions of modernization of preschool
education it is necessary to develop model of formation of readiness of the
expert in the conditions of system of preschool education of the integrity
which is based on the principles for scientific and methodical ensuring
training of specialists, systemacity, openness, dynamism, self-updating,
polyfunctionality; the student focused on adaptation to realities of modern
education an The importance of scientific and methodical providing
consists that the developed technology of the organization of process of
formation of readiness of the expert of preschool education when studying
elective courses: "Pedagogical bases of updating of the maintenance of
preschool education", "Innovative technologies in the preschool
organizations", "Development of moral cultural wealth in future
experts" it will be introduced in educational process on the specialty
"Preschool Training and Education" in higher education institutions;
- the directions of application of foreign experience
in training of specialists of preschool education will be offered.
The
edition of an educational and methodical complex of vocational training of
experts of preschool education is also provided:
1. "Pre-school pedagogy", "Technique of
elementary mathematical representations", "Children's
psychology" (manuals).
2. Publication of the collective monograph
"Scientific and Methodical Bases of Training of Specialists in the
conditions of Modernization of Preschool Education".
The
model of the expert defines the necessary qualities, properties, knowledge,
abilities, features of the personality necessary for successful mastering a
certain kind of activity. It includes characteristics of professional activity and
professional tasks, and also is the standard of the planned professional
qualities of the graduate. Acted as base for
creation of competence-based model of future preschool teacher the
qualification characteristic determined by the state educational standard,
model of activity of the teacher on its implementation, and also researches of
level of readiness of university graduates to further professional activity.
Thus, being guided by requirements of the State
educational standard in the specialty 5B010100 "Preschool training and
education" in range of definition of primary activities of the teacher
organizer of preschool education and scientific and methodical development of
models of competence, an attempt to create competence-based model of the
preschool teacher is made as the structure consisting of three groups of
competency to reveal typology of universal and subject competences of future
expert, and also to fill them substantially.
Universal competence are a basic basis for
professional formation of the expert of any sphere of activity in the
conditions of modern market economy, they provide normal activity of the person
in society. At the characteristic of universal competence the accounting of the
main potentials which the personality has to possess is important: the
informative, moral, creative, communicative potentials defining an orientation
on self-determination in system of the public relations. From this it follows
that universal competence represent system of knowledge, abilities, the qualities
of the personality promoting success of its professional activity.
The considerable part of components of universal
competence is acquired by teachers out of educational activity. However it is
necessary to emphasize that some socially significant qualities of the
personality aren't constant categories.
With change of a social and economic society
organization also ideas of an assessment of personal qualities change. It means
that separate socially significant qualities of the personality are mobile in time
and the directions of their transformation are dictated by objective social and
economic conditions. And it, in turn, means that the modern competent teacher
is obliged to trace these processes and to be to ready adequately objective
conditions to react to the arising innovations, competently to use them both in
personal development, and in the solution of pedagogical problems.
Therefore, professional competence is a result of that
internal work of the identity of the teacher in the course of whom external,
having passed through subjectivity of the personality, is overworked and
accustoms it, generating not realized ability in a concrete pedagogical
situation to resolve a specific pedagogical problem sometimes is accurate.
The following component of competence-based model of
future expert of a preschool profile are subject competence which the expert of
a pedagogical profile has to possess, and defining its success in pedagogical
activity. The formation of these competence promotes self-realization and competitiveness
of the teacher in labor market, does process of professional formation of the
personality complete and system. [4]
Believing that conflictological competence is one of
the most important general characteristics of professionalism, makes the part
of the general communicative competence including awareness on the range of
possible strategy of behavior in the conflict and ability adequately to realize
these strategy in a concrete life situation.
On the basis of it in the most general view it is
possible to define conflictological competence as ability to hold a
contradiction in the productive conflict form promoting its permission.
Conflictological competence is considered as the cognitive and regulatory
subsystem of professionally significant party of the personality including the
corresponding special knowledge and abilities.
Conflictological competence can be considered at two
levels:
• The first provides abilities to recognition of signs
of the happened conflict, to its registration for deduction of the
contradiction embodied in it, and possession of ways of regulation for
permission.
• The second provides ability to project the
conflicts, necessary for achievement of certain results, and to design them
directly in interaction situations; possession of ways of the organization of
productively focused conflict behavior of participants and the parties of
interaction.
Considering that fact that the expert has to possess
as the general, and private competence within concrete professional activity,
the model of future teacher has to contain both all-professional, and special
competence. Therefore, being guided by the qualification characteristic of the
expert of preschool education determined by the state educational standard it
is necessary to allocate special to competence, characterizing readiness of the
expert in narrow area of professional activity, that is activity in the sphere
of preschool education.
All structural components of professional competence
are directed on practical activities of the expert of preschool education in
the form of abilities to resolve concrete pedagogical situations. Professional
readiness of the teacher, that is his general ability to mobilize the available
knowledge, experience, personal and social qualities and values which are
gained in the course of educational activity and make professional competence
of future expert.
So, the created competence-based model shows the
specifics of activity of the expert of preschool education which is caused in
creating favorable conditions for safe and creative activity of staff of the
preschool organizations for the purpose of strengthening of health of children,
their education and development according to requirements of modern society.
Therefore, forming competence-based model of future expert of preschool
education, attempt is made is greatest possible to consider specifics of its
professional activity and to formulate the list of the special pedagogical
competence necessary for successful implementation of the professional activity
in the conditions of preschool education.
The list of the used sources
1. The state program of a development of education of
the Republic of Kazakhstan for 2011 - 2020 approved by the Decree of the
President of the Republic of Kazakhstan of December 7, 2010 No. 1118.
2. State obligatory standard of preschool education
and training (2008).
3. Dzhadrina M., G.Z.Bayzhasarova, etc.
Theoritically-metodological aspects of development of school and preschool
education in the conditions of orientation to result. Almaty. 2006. –255 p.
4. Bicheva I.B. Development of professional competence
of pedagogical shots of preschool educational institutions. – M, 2003. - 180 p.