T.S.
Shumeiko, Сand.Ped.Sci.
Kostanai
State Pedagogical Institute, Kazakhstan
THE COMPETENCE APPROACH IN THE TRAINING
OF THE TEACHERS
An important aspect
of any activity is its methodological basis. Such methodological substantiation
is realized through methodological approach.
The methodological
approach is a fundamental methodological orientation of the of research, which
is considered an object of research, the concept or principle governing the
overall research strategy (I.G. Blauberg, E.G. Yudin, 1973) [1]. The
methodological approach is the focus of the teacher and the head of an
educational institution in the implementation of their actions, encouraging the
use of a certain set of interrelated concepts, ideas and methods of teaching
activities (E.N. Stepanov, L.M. Luzina, 2005) [2].
The approach
includes three main components: its basic concepts, principles and methods.
There are
systematic, personal, activity, and other approaches in pedagogy. In modern educational environment competence
approach becomes relevant. Its
actualization is due to several factors. The transition from industrial to
post-industrial society is associated with an increase of the level of
uncertainty of the environment, with increasing dynamism of all processes, with
increasing of information. All of these changes necessitate of the formation of
the competent and creative personality, who able to live in conditions of
uncertainty, and able to take constructive action in a variety situation of
life.
From the standpoint
of the competency approach it is necessary not only to give to the students the
sum of knowledge and skills. It is much more important to form in them the
ability independently to extract, analyze, organize and effectively use the
information for maximum self-realization and useful participation in society.
In accordance with this approach, the main result of the activities of an
educational institution is a set of core competencies, and one of the criteria
of his work is the competence of the graduates.
The history of the
development of competence-based approach in modern pedagogy is disclosed by
I.A. Zimnyaya in 2003 year at the scientific magazine «Higher education today»
[3]. She identifies three stages:
1. The concept of
"competency" and "competence" started to use in the theory
of language teaching (1960-1970).
2. The categories
of "competency" and "competence" is used in the theory of
language teaching (especially non-native) (1970-1990).
3. The concept
"competence" started to learn as a scientific category in relation to
education (from 1990).
The category of
“competence" is interrelated with the concept of
"competitiveness". Competitiveness involves the formation of the following
qualities:
- a system of stable personality qualities, which creates an opportunity for
the successful implementation of activities;
- professional orientation of the personality;
- a system of goal-setting;
- self-identity of the personality as a
representative of a specific professional community.
The structure of
competence includes the knowledge, skills, and experience of activity, and the
personal qualities of a specialist.
The experience of
pedagogical activity is formed during the teaching practice. In the teaching
practice the students move from the role of the student in the role of the
teacher. Therefore, the student changes his role position, his view of himself
and others. At the process of pedagogical practice future teachers are learning
to interact with the pupils, test their skills, but they see themselves also as
a students. In the context of such a relationship is very important to master
the dialogical relationship style. The main tasks of the pedagogical practice
are:
1) development of
the students' interest in the teaching profession,
2) forming a
complete picture of educational activities,
3) formation of
pedagogical skills,
4) establishment of
experience teaching.
Professional-significant
qualities of the personality of the teacher are love for children, ability for
self-improvement and self-development, teaching duty and responsibility,
dedication for pedagogical profession, tact, fairness.
Teaching abilities
are the theoretical and practical readiness for the teacher activity. Theoretical readiness includes
the abilities of pedagogical thinking, which implies the presence of teacher
analysis, forecasting, projective and reflective abilities. Practical readiness
includes organizational and communication skills. Pedagogical thinking is the
result of knowledge, understanding of educational relations, interaction of
children and adults, directly affecting the development and formation of
personality.
The nature of each
individual, the breadth, the depth of this development under the same
conditions of training and education depends mainly on its own efforts, and
from that energy efficiency, which it manifests in a variety of activities, of
course, with the corresponding amendment to the natural inclinations. That is, the identity is
formed not only from the outside, but as a subject of its own development and
socialization, it becomes a unique personality.
Thus, in the
process of vocational training of the future teacher formed his competence as
an integrative quality, which unites knowledge, skills, experience of activity
and the qualities of the personality.
The literature:
1. Блауберг И.В., Юдин Э.Г. Становление и сущность
системного подхода. – М.: Наука, 1973. – 271 с.
2. Степанов Е.Н., Лузина Л.М. Педагогу о современных
подходах и концепциях воспитания. – М.: ТЦ Сфера, 2005. – 160 с.
3. Зимняя И.А. Ключевые компетенции – новая парадигма
результата образования // Высшее образование сегодня. – 2003. – № 5. – С. 34 –
42.