"Pedagogical Sciences"/
2. Problems of training specialists
Kurtas S.A.
Glukhov National
Pedagogical University of Alexander Dovzhenko, Ukraine
EXPERIENCE OF STUDYING OF THE
CONDITION OF FORMATION OF EVALUATED COMPETENCE OF FUTURE TEACHERS OF THE HIGH
SCHOOL
The
modern educational system needs the highly qualified teachers capable not only
to transfer to pupils and students subject knowledge, but also to carry out
high-quality diagnostic, correctional, developing, advisory and estimated
activity. It demands appropriate level of master preparation and high
responsibility for results of the professional activity.
One of priority requirements to the modern teacher
is high level of formation of the evaluated competence, which essence, such
russian researchers of this problem as. Akhmadieva and Sytnikova, see in
"evaluated activity and readiness for use of rational ways of
evaluation" [1] and "to a measure of competence of future teacher in
the solving of professional evaluated tasks on the basis of methodological,
analytical, activity, axiological, predictive, evaluated and resultant
knowledge, abilities, professional and pedagogical experience" [3].
The
concept "evaluated competence" is considered, by us, as "the
condition, being characterized existence by the acquired personality of set of
knowledge, abilities, skills and personal experience which allows it to be
effective in realization of process of evaluation of students’ educational
achievements; ability to use rational ways of an assessment and correctly and
objectively to evaluate knowledge; ability to implement the control and an
assessment taking into account specific features and opportunities of
students" [2]. Existence at the teacher of these qualities allows
evaluating effectively educational achievements of pupils and students.
For the
formation at future teacher of evaluated competence preliminary explanation of
level of its readiness for implementation of evaluated activity is important.
The
stating stage of pedagogical experiment, in which 280 undergraduates took part
of Glukhov national pedagogical university of A. Dovzhenko, the Municipal
institution of the Sumy regional institute of postgraduate pedagogical
education and the Sumy state pedagogical university of A.S. Makarenko, was
carried out for this purpose.
In the
definition of a condition of formation of evaluated competence of future
teacher of the high school the testing method was used.
The
stating stage of pedagogical experiment allowed finding out, how operating
system of professional training of future teachers of the high school
influences formation of their evaluated competence. For this purpose, blocks of
test tasks on motivational valuable, cognitive and activity components of
evaluated competence of future teachers of high education institutions,
masters, were developed.
Test
tasks of the motivational and valuable block were directed on: identification
of understanding by future teachers and current graduate students of a role and
value of evaluated activity for work in high education institution;
identification of level of interest to evaluated activity; studying of
experience of evaluated activity of future teacher. The cognitive block of test
tasks was directed on detection of completeness, depth, systematicity and
awareness of knowledge of future teachers about types, functions, the
principles, methods and forms of evaluation of students’ educational
achievements. The activity block of test tasks promoted the identification of
durability, sensibleness by future teachers of the higher school of evaluated
abilities, ability to transfer them to new non-standard conditions.
The
evaluation of answers of undergraduates on test questions of motivational and
valuable, cognitive and activity components of evaluated competence of future
teacher was carried out according to high, average and low levels.
To a high level of a motivational and valuable
component of evaluated competence of the undergraduate at a stating stage are
inherent deep understanding by the student of a role of evaluated activity in
professional activity of the teacher of higher education institution; steady
interest to evaluated activity generally and its methods in particular; rich
practical experience of evaluated activity; to average – weak understanding of
a role of an evaluated component of professional activity; situational interest
to evaluated activity and methods of its realization; incidental initiative in evaluated
activity; limited experience of evaluated activity; to the low –
misunderstanding of a role of an evaluated component of professional activity;
amorphous interest to evaluated activity, lack of initiative in evaluated
activity; advantage of reproductive forms of activity, lack of students'
experience of evaluated activity.
To a high level of cognitive component of evaluated
competence of the undergraduate at a stating stage are inherent the system of
student's knowledge in the field of evaluation, establishing deep
interrelations between types of evaluated activity, understanding of their
essence; knowledge of functions, the principles, methods and forms of
evaluation of students' educational achievements, teachers' readiness to carry
out evaluated activity; to average - separate knowledge of the student about
evaluated activity, students' knowledge of types of evaluated activity; weak
understanding of their essence and interrelations between them; not accuracy in
definition of functions, principles, methods and forms of evaluation of
educational achievements of students; incidental readiness to carry out
evaluated activity; to the low – scattered information of the student about
evaluated activity; misunderstanding of depth of interrelations between its
types; ignorance by the student of functions, principles, methods and forms of
evaluation of students' educational achievements and lack of readiness to carry
it out.
To a high level of an activity component of evaluated
competence of the undergraduate at a stating stage are inherent formation in
full evaluated abilities of the student; their free transfer in new,
non-standard situations; perfect possession of a technique of evaluation of
educational achievements; to average – formation in the sufficient volume of
evaluated student's abilities; confidence when using in familiar situations;
complications when transferring into new situations; certain difficulties in
using of various evaluated technologies, need for the incidental advisory help
of the teacher; to the low – formation of separate evaluated abilities of the
student, their application at the level of reproduction with certain
difficulties; considerable difficulties when using in new situations, lack of
abilities to apply methods and technologies of an evaluation, need for the
constant advisory help of the teacher.
Results
of test poll of undergraduates, future teachers of the high school, showed that
their vast majority understands a role of evaluated activity; shows
considerable interest to it, however uses incidentally. Sufficient
completeness, depth, sensibleness of knowledge of logic, structure, functions
of evaluated activity are inherent in future teachers, but some shortcomings of
systematicity of its understanding are observed. The analysis of tasks of test
poll on an activity component of evaluated competence of teachers showed that
the majority of undergraduates doesn’t possess tools and methodology of
evaluation of knowledge, but, at the same time, insists on importance of
evaluated activity. The majority of undergraduates has no additional source of
knowledge and incidentally owns the principles of the organization of evaluated
work.
The
results of answers to the test tasks are the following: high level of a
motivational and valuable component at 163 (58,2 %) interrogated respondents,
average – at 111 (39,6 %), low – 6 (2,1 %); high level of a cognitive component
at 29 (10,3 %) undergraduates, average – at 163 (58,2 %), low – 88 (31,4 %)
respondents; high level of an activity component at 34 (12,1 %) respondents,
average – at 150 (53,5 %), low – 96 (34,2 %).
On the
basis of the analysis of undergraduates' answers, we drew a conclusion, that
low and average levels of evaluated competence have the majority of
respondents: at considerable number of respondents lack of steady interest to
evaluated activity is observed, though they point to its obligation; not all of
them are able to carry out the evaluation of educational achievements of
pupils; a significant amount of future teachers only incidentally possesses
evaluated skills and abilities, accurately don't realize their value for
further professional activity.
Thus,
the analysis of test poll of undergraduates showed that today there is a
problem as in adequacy of understanding of an essence of "evaluated
competence", and of disclosure of features of its formation at future
teachers of the high school.
Literature
1. Akhmadieva
ZH.K. Development of estimated competences of future teachers in the conditions
of informatization of education [Text] / Zh.K. Akhmadieva// Humanities. – 2005
. – No. 4. – Page 249 - 254.
2. Kurtas
S.A. Evaluated competence of the teacher of the high school: tutorial / S.A.
Kurtas – Sumy: EPD: SRIPPE, 2012. – 100 pages.
3.
Sytnikova A.V. Essence of evaluated competence
in the context of competence-based approach / [Electronic resource]. – Access
mode to journal. : http://genproedu.com/paper/2009-01/full_067-070.pdf