УДК 378.574
Perizat Turarovna Abdullayea doctoral student of 2
courses of the specialty
"Pedagogic and psychology"
al-Farabi Kazakh national University
Almaty, Kazakhstan
FOR THE STUDY OF THE DEVELOPMENT OF DIAGNOSTIC
COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS IN A UNIVERSITY ENVIRONMENT
Аннотация
Обосновывая
актуальность тематики данной статьи, автор выделяет необходимость формирования
диагностической компетентности будущих
педагогов-психологов, которая позволит им в дальнейшем решать вопросы и
проблемы личности с учетом специфики психологической службы в
общеобразовательных или специальных(коррекционных) учреждениях, оказывать
психолого-педагогическую поддержку семьям и отдельным индивидам на основе
полученных диагностических данных.
На основе глубокого анализа
психолого-педагогической литературы рассматриваются диагностическая
компетентность в структуре профессиональной компетентности будущих
педагогов-психологов, основные апсекты моделирования процесса формирования диагностической компетентности. Автор выделяет два основных аспекта, которые на его взгляд,
должны формироваться именно в условиях образовательной среды: диагностическое
мышление и диагностические умения.
Тем самым доказывается, что для успешного выполнения усложняющихся задач, стоящих перед
современной школой и педагогом-психологом сегодня, необходимы целенаправленная
реконструкция их будущей профессиональной деятельности, а именно формирование
диагностической компетентности, профессионально-личностное совершенствование
будущих специалистов в университетской среде.
Ключевые слова:
компетентностный подход в образовании, диагностика, профессиональная
компетентность, диагностическая компетентность, профессиограмма.
Abstract
Justifying the topicality of
the article, the author identifies the need for the development of diagnostic
competence of future teachers-psychologists, which will allow them to continue
to resolve issues and problems of the individual taking into account the
specifics of the psychological service in secondary or special (correctional)
institutions, to provide psycho-pedagogical support to families and individuals
on the basis of the obtained diagnostic data.
Based on deep analysis of
psychological and pedagogical literature are considered diagnostic competence
in the structure of professional competence of future teachers-psychologists,
the main aspects of modeling the process of development of diagnostic
competence. The author identifies two key aspects that in his opinion should be
formed in terms of the educational environment: diagnostic reasoning and
diagnostic skills.
Thus, it is proved that for
the successful execution of increasingly complex tasks of the modern school and
the educational psychologist today requires deliberate reconstruction of their
future professional activity, namely the formation of diagnostic competence,
personal and professional improvement of future specialists in the University
environment.
Key words: competence
approach in education, diagnostics, professional competence, diagnostic
competence, professiogram.
Pressing is
improving the quality of training of qualified and competitive personnel for
all sectors of the economy, creation of conditions for training of highly
qualified teachers of the new formation, able to work in conditions of
innovative transformation of education. Of course, that full integration into
the world educational space requires raising of the education system at the
international level.
Higher
education of the Republic of Kazakhstan today fulfills one of the main
priorities identified by the President.. Nazarbayev in the country's
development Strategy "Kazakhstan - 2030". It should ensure the
survival of Kazakhstan through a cultural, integrating the mission, through
quality, globalization and humanization of knowledge [1].
The current
situation in training specialists for the sphere of education dictates an
increasing need for a high level of professional competence of a psychologist.
Which is essentially a school psychologists, psychologists in education,
psychologists are active subjects of educational activities, they must be
creative individuals who master the latest achievements of human Sciences and
innovative psychological and pedagogical technologies, they must be not only
psychologists, but also educators-professionals, focused on personal
development of each child, having a sufficiently well-formed professional
diagnostic competence.
The problem
of development of diagnostic competence of future specialists complex and
multidimensional. In our opinion, it is necessary to consider this problem in
the context of the concept competence-based approach, which received a
sufficiently deep justification in the scientific works of V. A. Bolotov, I. A.
Winter, A. K. Markova, L. M. Mitina, Yu. a. Petrov, John. Raven, I. D. Frumkin,
V. D. Shadrikova etc.
The term
"diagnosis" attitude toward education began to be used in foreign
literature and studies the post-Soviet period recently. And so the concept
of"diagnosis in education (in training)" is not yet established in
science. Our analysis of the literature shows that most detailed questions of
diagnosis were considered in psychological and pedagogical works by Anastasi
A., B. P. Bespalko, Yu Z. Gilboa, K. M. Gurevich, V. N. Druzhinina, L. V.
Zagrekova, K. Ingenkamp, I. P. Podlesovo, V. P. Simonov, E., Stoney, etc.
According to them the essence of diagnosis as any other cognitive process, is
the reflection of the teacher objectively existing psychological and
pedagogical facts and laws, they emphasize the specificity of the pedagogical
diagnostics is its direct way to the practical activity of a specialist. In
this regard, we believe that an important component of professional competence
of future teacher-psychologist is the diagnostic competence, the study of which
is reflected in this article.
Refer to the conceptual content of the field on this
issue. If in the Russian explanatory dictionary by S. I. Ozhegov the concept of
"competent" has several meanings: knowing, knowledgeable, and
respected in any field, with competence; the term "competence" is
interpreted as the range of issues in which someone is knowledgeable or as the
circle of someone's powers, rights [2, p. 288].
In the modern dictionary of foreign words the concept
of "competent" means "competent - the terms of office of any
Agency, entity or range of cases, issues to be someone else's doing. At the
same time it has a second meaning: a circle of questions in which the person
has knowledge, experience. The word "соmpetere"from the French language means - to demand, to fit, to be
suitable; Latin "competens"means "suitable, able," and
English "сompetence"is translated as "ability or
competence" [3, p. 468].
If you look at the history of the term, in the 70-ies
of XX century the notion "competence" is widely used in the United
States and several European countries in connection with the problem of
individualization of education. Then the idea was very simple: don't be limited
to learning the basic Sciences and relevant teaching methods and try to develop
all levels of interpersonal relationships, atmosphere in the class, etc.
Approach does not go beyond the educational process in the school.
In this regard, we can say that such a different
interpretation of this concept in the literature has influenced a wide
variation in the use of his interpretation, and that the concept of
"competence" and "competence" in pedagogical science is
insufficiently established so far.
The concept
of competence-based approach was born and received a deep Foundation in the
scientific works of V. A. Bolotov, I. A. Winter, A. K. Markova, L. M. Mitina,
Yu. a. Petrov, John. Raven, I. D. Frumkin, V. D. Shadrikova etc. the
researchers I. A. Winter, N. B. Lavrenteva, O. M. Kuzevanov, Z. I. Kolycheva,
V. A. Bodrov, V. D. Shadrikov noted the idea of integrity when dealing with the
"competence" and "competence" and are United in the opinion
that "competence" is broader than "competence" [4,5].
In General,
competence-based approach is defined as a methodological reference point of
modernization of modern education defining new methods and techniques of
teaching that promote the development of independence, initiative, creativity,
critical thinking of the trainees and orienting them to specific effective
result (V. A. Bodrov [6]).
The problem
of formation of professional competence of future specialists in the sphere of
education rises in the writings of scholars – representatives of all CIS
countries for the past 10 years: B. S. Aliyeva, F. N. Aliphanov, A. D.
Washedaway, G. M. Gadzhiev, Sh. T Tubeway, G. A. Karahanova, L. A. Kravtsova,
D. M. Mallewa, A. N. Nugumanova etc.
The concept
of "professional competence" in relation to the teacher is relatively
young, it is actively included in the pedagogical terminology since the 90-ies
of XX century, the term is Often used as a synonym of concepts
"professionalism", "teaching skills", but is seen as a
complex unity, an alloy or a structure of General and professional knowledge,
practical skills, professionally important personal qualities that ensure
successful activity specialistas the professional field.
As the
willingness and ability of the specialist to make effective decisions in the
exercise of professional activities understands the category of
"professional competence" K. V. Shaposhnikov [7]. However, competence
as "an individual characteristic of the degree of compliance with the
requirements of the profession as a mental condition to act independently and
responsibly and as the possession of person ability and ability to perform
certain labor functions" defines A. K. Markova [8].
According to
many authors, the notion "competence" is broader than the system of
"knowledge", "skills" and "skills" because it
includes not only cognitive (knowledge) and operational technology (skills)
components but also motivational, ethical (value orientation), social and
behavioral. The acquisition of expertise requires mental discipline, a
considerable intellectual development: abstract thinking, self-reflection,
identify their own position, self-evaluation, critical thinking. We can say
that the concept of "competence" includes, along with cognitive, more
motivational, "relational" and regulatory components (Lavrent'ev N.
B., Kuzevanova O. M. [5]).
At the same
time, according to the Kazakh researchers Tubeway sh. T,Mynbaeva A. K.,
Sadvakasova Z. M. competence is the goal, and competence - these are the
results [9, 10].
For future
teachers, regardless of the profile of specialty, diagnostic competence was
formulated by O. I. Dorofeeva as the unity of theoretical and practical
readiness of teachers to implementation of diagnostic activities for solving
professional problems and tasks that arise in real situations of professional
pedagogical activity [11, 12]. This researcher notes that the availability of
diagnostic expertise will help professionals competently, professionally, to
identify issues of personal development of pupils, gaps in knowledge and their
causes, to reasonably select the content and methods of teaching, i.e., to
effectively carry out professional activities in the new organizational and
pedagogical conditions [12].
Consider the
concept of diagnostic competence, the ov Vechkanova for future social teachers
readiness, which results in the synthesis of a positive attitude of future
social pedagogues to the diagnosis, psychological and pedagogical knowledge and
skills to apply them in the course of studying the students and school teams in
terms of practical pedagogical activity [13, p. 75].
According to
E. P. Ivoting [14] the diagnostic competence of future teachers -a means to
improve the professional activity of a teacher. Based on these basic concepts
and research V. N. Kosyreva [15], a young researcher A. V. Furletova defines
criteria, indicators and levels of development of diagnostic competence of
social pedagogue. Integrating all the modern formulation of this concept (N. V.
Kutovoi [16], E. N. Artemenok [17], N. A. Pronyaeva [18], etc.) it offers the
author's definition of diagnostic competence as the unity of theoretical and
practical readiness for the implementation of diagnostic activities: integrated
property of the individual, including skills of diagnosis, extension of
diagnostic hypotheses, solve problems and tasks arising in real situations of
psychological-pedagogical activity, to make appropriate adjustments in their
activities [19].
At the same time, some authors consider diagnostic
competence as a part of research competence of future specialists (S. S.
Seitenova, S. A. Muhangalieva [20], etc.).
In our opinion, a very
important component of the model of diagnostic competence should be diagnostic
thinking. Here we rely on the idea of the Russian researcher A. S. Belkin,
which analysed features of the diagnostic thinking of the teacher and was
characterized by various diagnostic approaches plan: stage, system-integrated,
inversion and predictive [23]. They also attempted from the standpoint of
pedagogy to determine the diagnostic study of personality (objective,
systematic and complexity, the study of personality in activity, team work and
raising tuition). For the formation of such thinking, it seems necessary
understanding of the diagnostic problems of the educational process of the
school (the object of activity of the future pedagogue-psychologist).
Highlight the required list of
diagnostic tasks that are low for the profession of school psychologist (it is
adapted by the Kazakh researchers to the realities of Kazakhstani society
[24]):
- determine the level of
mastery of predominantly specific knowledge, skills and abilities on a
particular subject, acquired in different educational institutions;
- study of various aspects of
educational achievements, training and learning of students to rapidly identify
learning outcomes, possible deviations and their correction;
- identify gaps in students '
knowledge on a particular subject or study a separate topic within a specific
subject
- identifying and measuring
the composition and structure of attitudes of the individual;
- the study of the stability
of habits, stereotypes of behavior;
- the definition of a measure
of learning personality cultural potential of humanity.
- the establishment of a
variety of manifestations(and deviations from generally accepted standards)
education of students as an integrative result of a deliberate pedagogical
efforts and sociogenic impacts;
- the establishment of the
educational opportunities of all participants (including the subjects of
education) and factors of the educational process;
- determination of the level
of education students by selected criteria, in this particular case
- definition of features
individual development of children;
- identification of deviations
in development; identify factors affecting the personality development of the
child;
- the ground of results of
development of personality in the educational process.
Also important will be the
role of diagnostic skills of the future teacher-psychologist. In the works of
N. Yu. Bocharova, E. K. Osipova, N. G. Khakimova and others Noted the paramount
importance of diagnostic skills for professional activities of teachers,
reveals their essence[25, 26, 27].
Exploring the nature of
diagnostic skills, L. Yu., proposes to consider them as a set of mental and
practical actions and operations corresponding to the logic of the diagnostic
process, ensuring the successful study of the personality and activities of children
using specific methods and techniques [29]. Researcher N.. Kuzmin notes that
diagnostic skills should be valuable for the teacher-subject teachers of any
specialty. Proving that they are an attribute of all components of the
pedagogical activity, N.. Kuzmina described the levels of formation of the
complex pedagogical and diagnostic skills [29].
As you can see, all the
mentioned authors agree that the diagnostic skills provide the opportunity to
ensure the effectiveness of receiving feedback in the process of training and
education, and a pedagogical process and to manage it. And unless these
functions are crucial to the success of the future specialist psychologist in
the field of education. Yes, and in our opinion, diagnostic skills, as a means
of information support of pedagogical process, provide the relationship between
the separate groups of professional and pedagogical skills.
Conclusion
Thus, we have proved that for
the successful execution of increasingly complex tasks of the modern school and
the educational psychologist today requires deliberate reconstruction of their
future professional activity, namely the formation of diagnostic competence,
personal and professional improvement of future specialists in the University
environment, as in a kind of educational field where theory and practice,
teaching and research activities go together ("hand in hand").
However, simulating the process of development of diagnostic competence of
future teacher-psychologist of education in the University environment, we have
identified two main aspects that in our opinion, should be formed in terms of
the educational environment. This diagnostic reasoning and diagnostic skills.
From them we will start in creating the structurally-substantial model of
formation of the diagnostic competence of future teachers-psychologists. In
this regard, we will revise the training programme of the specialty
"Pedagogics and psychology", and, if necessary will make adjustments
due to the need to change instrumentation diagnostic teaching of disciplines of
profile character.
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