The success of the teacher as a component of his
professional activity
Tlenbayeva Aisha Akmurzayevna,
candidate of the pedagogical science, docent KazNAU
Amanbayeva
Elmira Amangeldiyevna,
candidate of the pedagogical science, docent KazNAU
Keywords:
professional success, teaching activities, the structure of success.
The
success, competitiveness and prosperity of any country are directly dependent
on the professionalism of education personnel. By professionalism we mean a
special quality of people systematically, effectively and reliably perform
complicated activities under variety of conditions
Creating
a situation of success begins with a relationship to the trainee as an
individual, which provides the opportunity and the ability to put you in the
position of a student.
Referring
to the etymology of the word «success», it is considered in three meanings: as
luck in achieving something, like public recognition and as good results in
work, school.
You
cannot deny the fact that successful adult raising the successful child. We
think that the grounds for the evaluation of the teacher as
successful, is the harmonious relationship of internal and external success (1)
Professional success of the teacher is complex and is manifested:
a) The positive results of the teacher;
b) appears as the optimal ratio between the expected and actual teaching
results;
c) It is accompanied by a state of satisfaction from the fact that the
real result of the activity coincides with the expected. Professional-pedagogical
activity of the teacher is characterized by identifying the pedagogical results
achieved with the expectation and correction on this basis of their actions
(2).
The structure
of the professional-pedagogical success includes three components: cognitive
(knowledge, awareness), behavioral (skills, abilities, activities, and
operations with teaching facilities); motivational (motives, needs, attitudes,
professional position).
The problem of professional and pedagogical success of
the teacher in modern pedagogical science has not found complete and
comprehensive coverage. This is due to the fact that until recently the
professional-pedagogical success used in scientific usage on everyday level,
through identification with the effectiveness of the teacher (3).
A number of studies examined the concepts that are close in content and
are closely related to the professional and educational success: professional
competence (Vardanyan Y.V., Kulyutkin Y.N., Markova À.Ê., Pavlyutenkov Å.Ì. Slastenin V.À.); professional science (Bolyaeva I.B., Gonobolin F.N., Matyash N.V.,
Zyazyun I.A.,Kuzmina N.V., Sherbakov A.I.); pedagogical thinking (Demeneva
N.N., Kulyutkin Y.N., Orlov A.A., Osinova E.K., Sorokina T.M., Suhobskaya
G.S.).
The problems of efficiency and quality of the
educational process discusses in the
works of Babanskiy Y.A., Kraevskiy V.V., Lerner I.Ya., Meshkov N.I., Skatkin
M.N., Yakunin V.A., etc.
The individual properties of professional-pedagogical success of the
teacher presented in the works of Ginetsinskiy V.I., Tamarina V.E., Osuhova
N.G., Milrud R.N., Ovchinnikova R.N., Asmolova A.G., Markova A.K., Rogova E.I.,
Lyeontyeva A.N., Grishanova Z.I., Ronzina D.V., etc.
Some
studies reveal difficulties of pedagogical activity of the teacher (Kuzmin
N.V., Babanskiy Y.K), the essence of
the pedagogical success (Belkin A.S., Rodina O.N.).
Our study was conducted in
Almaty multidisciplinary college
of Almaty. In college trained 958
students. Training is conducted in two languages.
Talking about the success of pedagogical activity, first of all, we’ve
set certain criteria that reveal the success of the teacher.
During
the study, we selected three groups of criteria:
1. Pedagogical
2.
Need, requirement
3.
Subjective.
Pedagogical criteria of success
of the teacher
1.
Level of learning.
2. Level of
all-educational skills.
Such
skills as:
•
Information skills;
•
Structural and logical skills;
•
Managerial skills
2. The
state of research and work on self-education.
3.
Enhancing professional skills.
4.
Ability to self-analysis.
Necessity criteria of the success
of the teacher
1. Interest and motivation.
2. Understanding the system of
«learning – learner».
3. Accounting individual
characteristics of students. Subjective criteria of the success of the teacher.
1. Emotionality.
2. Expressive speech.
3. Creative beginning of the
personality.
4. Organizational skills.
For a more detailed analysis,
there was conducted questioning among teachers
who teach technical subjects. Questioning includes
the following questions:
1.
Ability to set goals and objectives of the lesson;
2.
Ability to choose optimal forms and methods of the organization of classes;
3.
Ability to select the optimal teaching material classes;
4.
Ability to choose and make rational use of active forms of work with pupils;
5.
Ability to determine the optimal amount of individual work of students in
class;
6.
Possession of modern methods of diagnosing the level of student learning;
7.
Ability to create a favorable psychological climate, organize communication
students;
8.
Ability to develop the cognitive students' interest in the subject;
9.
Possession of methods of motivation and stimulation of students;
10.
Possession of activation methods of pupils' attention;
11.
Ability to engage all students in work during the lesson;
12.
Ability to exercise self-examination exercises;
13.
Ability to use non-traditional forms of study.
Ten teachers were interviewed, including several young professionals who
do not have sufficient experience in the field of teaching.
The estimates from 3,5 to 5,5 points were received on interviews of
teachers in an age category from 25 to 30 years.
The estimates from 6,5 to 8,5 points were received on interviews of
teachers in an age category from 50 to 55 years.
According to the results of this questioning, this result was obtained
among teachers of this educational institution prevail estimates from 6 to 9.
According to the above, the teachers of this educational institution
have a significant number of gaps in the preparation for working with the
trained staff.
When conducting a questioning among teachers of the age group from 25 to
30 years there were found difficulties in choosing the optimal forms and
methods of a class, the rational use of active forms of work with students, as
long as the ability to create a favorable psychological climate and to organize
the communication of pupils, difficulty in possession of methods of motivation
and incentives for the students in terms of attraction of all students into
work during lectures, implement self-analysis as well as use non-traditional
forms of lectures.
As a result of questioning the analysis was made for teachers in age
categories from 25 to 30 years that they should be involved in researches,
self-education, self-improvement, conduct self-analysis regularly after each
lesson, as well as to increase student motivation and work on themselves and learn
modern educational technology methodology for their use in the classroom, only
then the teacher can engage and involve students interest in their studies.
One should be confident in educational thought, goodwill response to
stimulation, as well as to create a favorable psychological atmosphere, possess
a sense of humor. In this regard, a significant help in improving skills and
the accumulation of invaluable experience among faculty members is what they
need to have, it is necessary to frequently consult with colleagues and
experienced teachers.
When conducting the survey with teachers of the age of 30 - 45 years
there were no special difficulties identified, some partial difficulties were
found in possession of modern methods of diagnosing the level of education of a
student and the ability to use non-traditional forms of lessons. These teachers
must learn more and implement in their professional activity modern educational
technologies.
The age group of 45 to 55 years old is friendly, fairly strong, confident,
willing to generalize the experience of each questioning, make the alignment,
but some have said little about the use of modern educational technologies.
When writing micro essays teachers of age group
of 25-30 years were having difficulties in preparing new topic for the lecture
without typical operation, thus they themselves cannot prepare a new topic
having not forget their student years, and they cannot give errorless
characteristics to the students they work with, in different situations they lack
decision-making ability, having difficiculties in avoiding conflicts with
children and college administration, they lack time for effective work.
Age group of 30-45 years of teachers without any
difficulties prepare a new topic without typical operation, easily refusing
from impact on students that they had before as they are using new methods, in
different life situations they can solve problems, can give errorless
characteristic to the students, easily avoid conflicts with children and
college administration, effectively use time, encourage and punish different
students in different ways.
To
sum up, we can say that it is a long way to achieve educational success. The
path that requires a lot of productive work, which includes the development of
pedagogical, psychological and personal criteria.
References:
1. Druzhilov S.A. « Professional competence and professionalism of the
teacher: a psychological approach» // Druzhilov S.A.- Scientific-journalistic
miscellany: IPC, Novokuznetsk, 2005 (Issue 8), page 72.
2. Isaeva.S.Zh. «Teacher in the modern world»// High school, Kazakhstan,
Almaty, ¹8, 2003, page 230.
3. Kusainov A.K. «The professionalism of the modern
teacher». Almaty, LLC «Ronda baspasy», 2006, p.195.