Scientific and methodological support to
the training of professional activities in of preschool education system of
Republic of Kazakhstan
Salieva Aigul Zhanaevna
candidate of pedagogical sciences
Associate Professor,
Zhumabekova Fatima Niyazbekovna
candidate of pedagogical sciences
Associate Professor,
Meirkulova Aida
MS student
Eurasian National University named after
LN Gumilev,
Astana, Kazakhstan
Originating
in the Republic of Kazakhstan for the past decade, the rapid changes of the
humanization and democratization, with the transformations in the economy,
change the place and role of education in social development. These changes
suggest a response to them on the part of one of the most important elements of
the educational system - comprehensive school.
The
State Program of Education Development in the Republic of Kazakhstan for
2011-2020 sets targets forming intellectually, physically and spiritually
mature citizen of the Republic of Kazakhstan, to meet their needs in education,
socialization, and help them to live and work successfully in the rapidly
changing world.
Fundamental
public documents in this regard are the provisions: the Strategic Development
Plan of the Republic of Kazakhstan till 2020 February 1, 2010 ¹ 922; state
program of development of education of Kazakhstan for 2011 - 2020 of December
7, 2010 ¹ 1118, President's message to the people of Kazakhstan January 28,
2011, "Building the Future Together", the state compulsory standards
pre-school education (2008) program to provide children with preschool
education and education "Balapan" in 2010-2014
In the
educational sphere of innovation are changing the strategy of training,
including future teachers of pre-school education. Special attention is paid to
modern researchers trained professionals able to creatively realize their
pedagogical skills in the new conditions of life, in situations of rapid
change. Therefore, in modern domestic pedagogy are contradictory processes
associated with changes in its content characteristics. One of the
distinguishing features of these processes is that under revision and
rethinking content of professional preparedness of high school teachers in
general and pre-school teacher education in particular.
In the
educational sphere of innovation are changing the strategy of training,
including future teachers of pre-school education. Special attention is paid to
modern researchers trained professionals able to creatively realize their
pedagogical skills in the new conditions of life, in situations of rapid
change. Therefore, in modern domestic pedagogy are contradictory processes
associated with changes in its content characteristics. One of the
distinguishing features of these processes is that under revision and rethinking
content of professional preparedness of high school teachers in general and
pre-school teacher education in particular.
Problems
of improving the training of professionals in higher education devoted to
pedagogical research VI Andreev, AV Mudrik, VA Slastenin, VG Yarkova, AV
Yastrebova etc.
Methodological
foundations of simulation specialist training is reflected in the works of (AA
Kirsanov, AK Markova, ES Smirnov, NF Talyzina etc.), the theoretical basis of
pedagogical innovation (K. Angelovski, VI Zagvyazinsky, M. Clarin, VJ Liaudis,
PS Podymova, MN Potashnik, VA Slastenin, OG Khomeriki Yusufbekova NR, etc.).
Of
occupational skills training and modeling the process to their growth and
development in preschool education professionals engaged E.B.Belaya,
L.M.Volobueva, O.V.Dragunova, L.A.Nenasheva, AV. Nikolaeva, . N.Perminov,
L.I.Pavlova, L.V.Pozdnyak, L.VLopova, R.S.Bure, L.G.Semushina, L.P.Stupnikova,
A.N.Troyan, I.A.Fadeeva , V.IYadeshko etc.
In
studies of Kazakh scientists (Zh.A.Ismailova, B.O.Arzanbaeva, Zhumabekova FN
A.S.Amirova, B.B.Baymuratova, T.A.Levchenko, A.K.Menzhanova, G.ZH .
Menlibekova, N.D.Hrapchenkova, T.I.Imanbekov, M.S.Satimbekova, etc.) the most
complete the methodological, theoretical and conceptual bases of problems in
supporting early childhood education, analysis of pre-school education,
concepts, ideas, trends and becoming improvement training of pre-school
education.
Analysis
of existing research has shown that the issues of specialist training for
professional careers in early childhood education require additional study.
Particularly
relevant is the problem of providing pre-school educational institutions
professionally competent teachers, able to effectively manage the educational
process and to facilitate the successful socialization of children of preschool
age. Therefore, the professional education has an important task to form in the
future teachers of pre-school education both personally and professionally
relevant competencies that define their professional commitment to work with
children of preschool age.
Modern
dynamic world presents qualitatively new requirements for the training of
specialists in the field of early childhood education. From a specialist is
required high professionalism and competence, mobility, ability to adapt to the
professional, continuous learning, knowledge of information technology and
knowledge in the field of economics and management.
Forming
a competence model of preschool education specialist, perhaps, the most given
to the circumstances of his professional activities and to formulate a list of
specific teaching competencies needed to successfully carry out their
professional activities in early childhood education.
Higher
education policy is determined by the need to ensure the terms of the training
of competent and competitive professionals for all sectors of the economy,
strengthen the intellectual capacity and the practice-oriented activities of
higher education, the integration of science and production, alignment with
international educational standards.
Graduate
School of Kazakhstan should seek to achieve a world-class education and to join
the unified educational space.
At present, 22 institutions in the republic
are trained specialists in this profile. Effect of state educational standards
of higher education of the Republic of Kazakhstan in the specialty "Early
Childhood Care and Education" provides students with cultural level and
professional training. It identified the following areas of high school
teachers in the formation of professional competence of students: the use of
educational technology in the teaching of subject disciplines of a
comprehensive program of training students for professional work, organization
and practical research.
Pedagogical
faculties feeling the shortage of specialized national literature, especially
for managing pre-school education, training to new forms of pre-school,
pre-school teaching.
Study of
the experience of training preschool professional shows that it is
characterized by a number of as yet unsolved problems:
1. In the
presence of various concepts of preschool education, their comparative value
and methodological analysis did not become a matter of professional training of
students;
2. In the
implemented educational training programs often lack a systematic approach to
the educational process, which creates difficulties for students to develop an
integrated conceptual state of updating the content of pre-school education;
3. Preparing
students for professional work involves the development of its scientific
methods and psycho-pedagogical support, while the support is not always
provided for educational programs of higher education students in innovative preschool
institutions.
4. Insufficient
attention is given to personal and professional readiness of students to an
established competencies.
Modernization
of the system of higher pedagogical education is directly related to the
increased demands on the level of competence Bachelor of preschool education
and upbringing. Given the fact that the expert must possess both general and
private competencies within the professional activity, the model of the future
teacher should contain general professional and special expertise.
Therefore,
based on the qualifying characteristics of a specialist pre-school education, a
state educational standards, should be allocated special competence,
willingness to characterize the expert in a narrow field of professional
activity, that is, activities in the field of preschool education.
All
structural components of professional competence aimed at practical activities
of teacher of preschool education in the form of ability to solve specific
teaching situation. Professional readiness of the teacher, that is, its ability
to mobilize the general state of knowledge, experience, and personal and social
skills and values that are acquired in the process the
educational activities and constitute the professional competence of future
teachers.
Competence
model demonstrates the specificity of the teacher-organizer of preschool
education, upon the establishment of the conditions for safe and creative
preschool employee organizations to improve children's health, their education
and development in accordance with the requirements of modern society.
Therefore, forming a competence model of future teachers of pre-school
education should be specific to his professional activities and to formulate a
list of special pedagogical competencies required for successful implementation
of their professional activities in early childhood education.
Thus, a
holistic view of the structure of the pedagogical activity of preschool
specialist profile, description of its content can create professional
competence of future teachers of pre-school education: organizational,
management, education, research and development.
On the
basis of the competence approach is modeled the image of the modern teacher of
preschool education, defining it as the level of professional competence and
professional knowledge to make the right decision in a particular teaching
situation in order to promote successful development of children in preschool
education. And the above competencies constitute occupationally preschool
teacher profile on the basis of which it performs its educational function and
meet the challenges it professional tasks.
For
scientific and methodological support training specialists in the modernization
of pre-school education to develop a model of formation of readiness specialist
in pre-school education based on the principles of integrity, systemic, open,
dynamic, self-actualization, multi-functionality focused on students'
adaptation to the realities of modern education and innovative professional .
The
importance of scientific and methodological support is that technology in
organizations making the readiness of preschool education specialist in the
study of elective courses, "Pedagogical bases of updating the content of
pre-school education", "Innovative technologies in preschool
institutions", "psychological and educational research and ICT"
"The development of moral and spiritual values of future
professionals" will be introduced in the educational process to specialty
"Pre-school education and training" higher educational institutions;
- Will be offered to the direction of foreign
experience in the training of specialists of pre-school education.
In order
to further the development of areas of training for professional activities and
academic support necessary to take the following measures:
1. Study,
analysis and systematization of the state of theoretical and methodological
foundations of early childhood education.
2. Development
the concept of professional training of specialists in early childhood
development.
3. Scientific
and theoretical, educational and
methodical support of training specialists of preschool education.
4. Development
and implementation of a theoretical model professional training of specialists
of preschool education in the higher educational institutions
5. Development
and implementation of elective courses, containing issues of modernization the
system of preschool education, management in preschool education.
6. To
provide scientific and methodological support in preschool institutions.
7. Cooperation
with national and municipal scientific, educational institutions (Ministry of
Education and Science of Kazakhstan, a research institute named after
Y.Altynsarin, Kazakh State Women's Pedagogical University, Kazakh National
Pedagogical University named after Abai, etc.).
8. Organization
and conducting conferences, seminars and round tables on problems and prospects
of training of specialists for professional careers in early childhood
development.
Training of professional personnel will be a
constructive factor in the development of professional social status in society
and in the development of the education sector of independent Kazakhstan.
Concrete scientific methodical recommendations will ensure higher efficiency of
education and the level training of specialists for professional careers in the
specialty and pre-school education in higher education institutions.
References:
1. State Program of Education Development of
Kazakhstan for 2011 - 2020, approved by the Decree of the President of the
Republic of Kazakhstan dated December 7, 2010 ¹ 1118.
2. President's message to people of Kazakhstan on
January 28, 2011 "Building the future together."
3. Program is to provide children with early childhood
care and education "Balapan" in 2010-2014.
4. K. Belaya. Innovation activity in the DOW. Manual.
M.: Creativity Center "Sphere", 2004.
5. Selevko GK .Modern Educational Technology: Manual.
M., 1998.
6. Zhumabekova FN. Interactive methods in the training
of future specialists of preschool education. International Scientific and
Practical Conference. Astana, 2007. 8-14 p.
7. Mirza NV. The preparation of future teachers of
pre-school education to professional communication activities. - M., 2004. -
220 p.
8. Bicheva IB. Development of professional competence
of teachers of pre-school educational institutions. - M., 2003. - 180 p.
9. Problems of preschool education on the modern
stage: Issue 5 / with. OV Dybina, OA Enik. - Togliatti Tomsk State University,
2007. - 116 p.