pedagogical sciences/ professional education
PhD doctoral
candidate Konakbaeva Ulzhamal
Doctor of pedagogical sciences
Saipov Amangeldi Baidullaevich
Candidate of pedagogical sciences
Abasheva Perizat
M.Auezov South-Kazakhstan State
university, Kazakhstan
Modern approaches to vocational training of the
future teachers
It is known transition of comprehensive
schools of Republic of Kazakhstan to 12
year education is caused by a number of factors.
1.
Integration into world educational space.
2.
Orientation of the maintenance of education on competitive the approach.
3. Creation
of national system of education quality, an education system supporting
competitive level in the international space.
Also
transition of Kazakhstan to 12 year education system assumes:
- System
changes in structure and the secondary education maintenance, orientation of
education structure content on competitive approach;
- Transition
to new system of educational achievements estimation of pupils;
- Use of
innovative technologies of training and education;
- The
organization of health saving teaching and educational process;
- An
orientation of educational process on self-realization of schoolboys;
- Change of
the maintenance in training specialists of technical and professional,
post-secondary and higher education.
That is why comprehensive schools
objectively demand teachers of new type - professional, citizen, and carrier of
universal and national culture, humanistic values pedagogical activities. As it
is known, carried out reforms of national education in our republic for last
5-7 years have yielded certain results. In particular, the national model of
education representing system of multilevel continuous education is created.
New State obligatory standards of education, considering social and economic
aspects of development of the country, transition of high schools of republic
to credit system of training are developed and introduced, etc.
However despite constant
changes in structure of curricula and programs, methods and norms of the
organization of study, there is a contradiction between the creative nature of
pedagogical activity and in large quantities-reproductive character of training
teacher's shots at the higher pedagogical schools of the country. Especially it
concerns activity of the private pedagogical high schools which, unfortunately,
are increasing in number by years. Real preconditions for elimination of noted
disadvantages concludes in development of the basic theoretical and practical
approaches to vocational training of pedagogical shots in the conditions of
modernization of the higher pedagogical education. Today process of
professional-pedagogical training of the future teacher should be built on the
basis of the complete approach which gives the chance to consider all phenomena
in system, i.e. coherences of structurally functional correlation of elements
of the whole.
The project of the
qualifying characteristic of the pedagogical worker on educational levels is
characterized by following features: [1, p 3,4].
- First, personality of the teacher is put in its basis as complete
dynamic formation, which the logic center and basis is motivational sphere
making his/her social and professional position;
- Secondly, in the qualifying characteristic substantial and
personal-professional aspects are connected with the technology of teacher's
work, ability of the teacher to see the general and private in
organizational-functional activity;
- Thirdly, the teacher is presented as the organizer of
educative-informative activity of pupils in case of permanent self-education;
- Fourthly, among a complex of professional-pedagogical abilities
necessary for the modern teacher (organizing, communicative, analytical,
constructive, gnostic abilities), in the qualifying characteristic on the first
place are put abilities to analyze the pedagogical phenomena, situations,
facts, to establish relationships of cause and effect and dependences between
us, and on this basis to achieve flexibility of pedagogical thinking, to
correlate the general with concrete, independently to depart from the learned
sample;
- Fifthly, the qualifying characteristic is built taking into account
modern theoretical position of teachers - the schoolboy from object of
influence should become the subject of activity;
- Sixthly, it is considered that the modern teacher works with new
generation of pupils («new children») which demands updating of the maintenance
and a technique of teaching and educational process at school, workings out and
introductions of nonconventional, innovative approaches in domestic pedagogical
education;
- Seventhly, the qualifying characteristic unites elements of
knowledge-centered and competence of models of professionally - pedagogical
training of the modern teacher.
Proceeding from the
specified features training of the future pedagogical shots for 12 year system
of the general education are considered in three interconnected aspects -
personal, substantial and procedural. I.e. what
personal qualities should have the future teacher in order knowledge and
abilities yielded the maximum result; secondly, what is obliged to know a
specialist in conformity with the list of functions; thirdly, how will he/she
apply this knowledge in the professional work.
1. Personal - focused orientation of training promotes formation of the
personality of the future teacher to 12 year education system [2, p. 5-13],
This considers:
- Conformity of the education content to the paradigm of personal-
focused education and to the basic directions of the modern educational policy.
- Maintenance subject, socially - legal, communicative and information
competence.
- Formation
of ability to successful socialization in a society
- Realization
of intellectual and creative potentiality at maintenance of the academic
achievements
-
Representation of possibility of an individual education trajectory formation.
2. The
substantial orientation of the person, allowing opening the maintenance and structure
of got knowledge and ability of the future teacher [3, p. 1-3],
This
considers:
-
Introduction of change and additions into the content of working curricula of
specialties from components for choice special courses on 12 year system of the
general education
- Modern
approaches to designing and rationing the maintenance 12 year systems of the
training which is based on the basic conceptual positions, a national education
system.
- Basic key
competence, corresponding to three steps of the general secondary education at
national level
- Work
strengthening on maintenance of communications with schools and national
education departments
- Creation educational
and scientific production
complex and the resource centers with professional persons
3. A procedural
orientation opening ways of behavior self-control and use of got knowledge and
abilities;
This considers:
-
Development of independence and ability of pupils to solve creative problems of
designing and constructing.
- Mastering
basic concepts of market economy, management and marketing and ability to apply
them at realization of own production and services:
- Formation
of polytechnic knowledge of the most widespread perspective technologies and
system of intellectual, sensor and motor actions
- Control of
methodical maintenance of educational process on the disciplines, directed on
training of the teacher in case of transition to 12 year education.
Thus, training of the teacher focused on
12 year system of training is characterized by integrity of pedagogical process
and includes following components: properties and characteristics defining
professionally - pedagogical and informative orientation of the teacher’s
personality; requirements to his/her pedagogical training level; volume and structure
of special level; the maintenance of methodical preparation on a specialty.
Bibliography
1.
The concept of a 12-year Secondary Education of the Republic of Kazakhstan,
Astana, - 2010 -p.3, 4, 19, 20
2. Qualification characteristics of the pedagogical
worker according to the level of education (Project). Astana,
- 2011 -p.5-13
3. Professional competence of 12 years
of school teachers in Astana. – 2007
p. 1-2