Педагогические науки / 2.
Проблемы подготовки специалистов
Romanov V.A., Egorov A.I.
Elaboration of Students’ Professional Training Components
in
Pedagogical University
The main distinctive
feature of present-day situation in Higher Education system and, in particular in
teachers training system, lies in the fact that various social groups feel somewhat
disappointed in its results and clearly realize the necessity to revise its aims,
tasks, content and curricula. The central point of this problem is the ways and
means of elaboration of students professional training. Being important didactical
factors, they are determined by the objective requirements of present-day
Higher Education.
The way can
be defined as the direction of activity, development, pattern of conduct. By the
ways of professional training elaboration we understand the analysis of
cognitive process by the element, consideration of training process, designing
of educational process with desired characteristics and practical realization
of the process in study under present-day conditions.
The means is
understood as a technique or type of action aimed at achieving preset goals in
teachers training. To the means we refer pedagogical prevention (search for optimum
pedagogical systems, including means and forms for training intensification,
new educational technologies, problem-based teaching, computerization),
pedagogical diagnostics (systematic control and evaluation of training results,
analysis of students training results and consideration of failures),
pedagogical “therapy” (measures to prevent educational retardation: extra
classes, additional courses, etc).
Pedagogical
analysis of the issues under consideration leads to the necessity to view
pedagogical activity by the element: in terms of pedagogical experiment, expert
assessment, methods of student and staff psycho diagnosis, and finally assemble all these observations
and insights into a complex picture of educational process, when the utmost
importance is placed not on the external peculiarities of pedagogical process
but on the generative mechanisms, essential interconnections of educational
components, moving forces of student’s personal
development and social relations, etc.
Training in
The restricted
volume of the article makes it impossible to present the Principal Educational Programme, Discipline Steering Programmes, disciplines course schedules of the Basic Component and
Elective Component with corresponding commentaries.
Analysis of the
Discipline Steering Programmes and structure of disciplines
course schedules as well as current educational practice show that neither
the Principal Educational Programme
nor the Discipline Steering Programmes completely take
into account special requirements to the quality and contents of professional training,
though they are oriented to the integration of professional disciplines of the graduate
chair and general scientific disciplines of Pedagogical University.
Unfortunately they do not possess the mechanism for practical realization of the choice of students professional training
content with due account for their individual abilities and demands. And, finally,
study of the disciplines in basic and elective components is not always based on
modern educational technologies with orientation to intensification of students
cognitive activity, their independence, their search for the personal respect
in education.
A necessary condition
for successful training of a teacher of the 21 century is the specification of
the content of a particular type of activity for which the student is prepared by University and the graduate
chair.
Perfection of teachers professional training, increasing quality of University and school technical facilities require new approaches to solving the problem of training teachers for primary school and for different subjects in secondary school. That task is impossible without scientifically, methodically, pedagogically, sociologically and psycho-physiologically based analysis of teacher’s professional activity and teachers training system.
Authors’ analysis of shortcomings
in teachers theoretical and practical training in Leo Tolstoy TSPU, revealing
of correlations of these shortcomings with different aspects of their training,
determination of actual reasons of these shortcomings gives a certain model-forming
information of teachers functions in professional sphere and helps to establish
the ways for further improvements of their professional training in the process
of adoption of educational programme in the
University.
Recent directive documents
of the Ministry of Education and Science point out that teachers training level
still does not meet regulatory requirements and social demands. The main
shortcomings are related to low-leveled practical skills in organization of
classes and extracurricular activity, which results in inability to creatively
apply theoretical knowledge in actual
psychological and pedagogical situation and condition, to carry out a practical
educational event as well as interaction with children and their parents.
We should also mention underestimation
in developing teachers’ organizational qualities as, low level of their
professional and psychological training as a result of poor usage of
pedagogical and psychological background and progressive methods and forms of
instruction.
Our teaching experience supports
experimental data earlier obtained in the University: students retain 70% of
previously acquired complex skills in a week’s time, and only 40% in a month’s
time.
Analyzing these data and
taking into account the practically-proven fact that the further work can be
successfully carried out if the students retain at least 50% of skills we can recommend the
efficient timing for conducting classes (unsupervised work) with homogeneous
tasks – 50% will be retained if the time gap between classes does not exceed 3
weeks (21 days).
The attempts are made to
bridge the gap between the quality of teachers training and the demands of
rapidly developing society for which the teachers are prepared with the use of
outdated forms and methods of education, heading along the way of formalization
and simplification. We have to admit that current teachers training practice unfortunately
lacks a balanced system, very often it is replaced by the simple coaching for
examinations and credits.
The results of recent term, graduation and state examinations as well as the analysis of the educational activity of graduate chairs show that teachers’ professional competence level does not meet present day requirements to the full extent. Not all the students get high results at examinations and credits, though they succeed quite well at the graduate and university wide chairs.
Literature
1. Глузман Н.А. Категория
профессионализма в подготовке будущего педагога / Н.А. Глузман // International Research Journal (Международный
научно-исследовательский журнал). 2017. №
11 (65) Часть 2. – С. 170-172.
2. Глузман Н.А.
Профессиональное образование в инновационном обществе / Н.А. Глузман //
Гуманитарные науки (г. Ялта), 2016. – №
3 (35) – С.11-18.
3.
Егоров А.И. Формирование
межкультурной компетенции в свете требований ФГОС ВО к подготовке бакалавров по
профилю «иностранный язык / А.И. Егоров // Совершенствование организационной и
методической работы университета для повышения качества подготовки по
программам высшего образования: Материалы XLIV учебно-методической
конференции профессорско-преподавательского состава, аспирантов, магистрантов,
соискателей ТГПУ им. Л. Н. Толстого, 2017. Издательство: Тульский государственный
педагогический университет им. Л.Н. Толстого (Тула). – С. 130-132.
4.
Егоров А.И., Егорова Ю.А. Разработка методов
формирования социокультурной компетенции на уроках иностранного языка в рамках
национальной концепции иноязычного образования / А.И. Егоров, Ю.А. Егорова // Вестник
московского финансово-юридического университета: Изд-во Московского
финансово-юридического университета МФЮА (Москва) ISSN: 2224-669X.
– С.
287-293.
5. Ефлютина
И.А., Митрохина С.В., Орлова Л.А., Панина Ю.В., Романов В.А., Сон М.В. Учитель
начальных классов: готовим профессионала к реализации ФГОС: Монография. Книга 3
/ Под общей ред. проф. Романова В.А. –
Тула: Изд-во Тульский полиграфист,
2015. – 122 с.
6.
Модель и моделирование в педагогике
профессионального образования: коллективная монография / Н.А. Глузман, Д.П. Алимасова, Л.С. Анисимова, О.Ю. Горячук, Н.В. Давкуш,
Ю.К. Картавая, Н.Н. Колосова, В.Н. Раскалинос,
А.В. Хитрова, Г.Р. Шпиталевская; под общей
ред. Н.А. Глузман. – Симферополь : АРИАЛ, 2016. – 302 с.
7. Привалов А.Н.
Профессиональная подготовка учителя начальных классов к работе со средствами
электронных образовательных технологий /
А.Н. Привалов, В.А. Романов // Информатика и образование. – 2013. – № 2. – С. 89-92.
8. Романов В.А. Педагогическое проектирование как
средство повышения
профессиональных качеств преподавателя вуза /
В.А. Романов // Сборник материалов ІV Всероссийской научно-практической
конференции «Реализация компетентностного подхода в системе профессионального
образования педагога», 26-27 мая 2017 года, ЕИСН (филиал) ФГАОУ ВО «КФУ имени
В.И. Вернадского», г. Евпатория, 2017. –
Симферополь : ИТ «АРИАЛ», 2017. – С. 98-102.
9. Романов В.А. Проблемы
качества подготовки будущих преподавателей: интеграция учебной и научной
деятельности // Известия ТулГУ Серия «Гуманитарные науки» Выпуск 3. Часть 2.
-Тула: Изд-во Тул. гос. ун-та, 2013. –
С. 285-290.
10.
Романов В.А. Психолого-педагогические условия
успешности обучения бакалавров в вузе / В.А. Романов // International Research Journal
(Международный научно-исследовательский журнал). 2014. № 8(27) Часть
2. – С. 90-91.