ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ
ПЕДАГОГА В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
ҮЗДІҚСІЗ БІЛІМ ЖҮЙЕГІНДЕ ПЕДАГОГТІҢ КӘСІБИ ҚҰЗЫРЕТТІЛІГІН
ҚАЛЫПТАСТЫРУ
TEACHER’S PROFESSIONAL COMPETENCE
FORMATION IN
A SYSTEM OF CONTINUING EDUCATION
Салмагамбетова Савле Сапарбаевна,
преподаватель
английского языка,
Костанайский
строительно-технический
колледж
РЕЗЮМЕ
Сегодня
нужны педагоги, включающиеся в процессы
обновления образо-вания,
владеющие компетентностью в информационной,
исследовательс-
кой, проектной деятельности, осознающие
и понимающие инициативы и новшества.
ТҮЙІН
Бүгінгі таңда бастамалық пен жаңалықтарды ұгынатын, ақпараттық,
зерттеушілік, жобалық іс-әрекеттегі құзыреттілікке ие, білімге жанарту үрдісін
енгізе билетін педагогтар қажетті.
RESUME
Nowadays there is a need
for teachers taking part in the
processes of education renovation, having a
competence in information, research and
project activities and understanding the initiatives
and innovations .
The field of education is increasingly
perceived as the sphere of services related to the formation of the human
person in society. Accordingly, approaches to
ensuring the quality of education should be the same as that used in the world
in various fields. First of all, qualified personnel, organized susceptible to
initiatives and innovations that can participate in the processes of
transformation that is having professional competences.
Teaching teachers - improving the quality
of the learning process - the high efficiency of education - the quality of the
growth of the student's education.
The educational process will be
effective if the professional competence of the teacher is seen as a system, a
multi-component concept indicating the requirements for professional knowledge,
necessary skills and personal qualities of the individual teacher. According to
the system of continuous education, professional competence should be seen as
the unity of theory, a widely practical and
motivational readiness for the implementation of educational activities. [1. p.
91].
Ready for innovative pedagogical
activity - individual personal condition, which involves the presence of
teacher motivation for professional work, the desire to learn effective ways
and means of achieving their goals [2. p.159].
Also requires creativity and reflection. Timely and objective clarification of
the current level of readiness of the concrete teacher to innovative activity
gives the opportunity to plan the work for the development of its innovative
potential, which is necessary and an important component of
professional competence.
Continuous improvement of the level of
professional competence, which occurs directly in a single working team, a
positive effect on the formation of the personality of the teacher, on the
creation of conditions for self-affirmation. Implementing
a system of continuous professional education, teachers enjoy not only on the
result of the professional activity, but also on the work process.
Self-reliance, supported by high levels of success of students allows teachers
to position themselves in a professional manner. [2.
p. 163 ].
Instead of learning based on
information broadcast at competent approach provides training based on the
analysis and processing of knowledge, rather than mechanical learning - a joint
activity of the teacher and the student to create a system of knowledge, rather
than only formal learning - the use of active learning methods, instead of the
end of the training a certain age stage - organization of continuous training
throughout their lives. Competence approach involves not studying the
development of the individual from each other knowledge and skills, and the
mastery of complex application in their professional activity, developed in the
course of training, knowledge, skills and experience to solve specific
problems. Thus, vocational education is reoriented on the formation of
competencies. Ability to apply knowledge, skills and practical experience in
the workplace - is the competence.
During the educational
process can not be master of labor practices in the profession for all
situations of professional activities, so the important task of education is to
help the student to master the key competencies aimed at self-development and
professional formation of the person, as well as master the working methods for
the most common situations of activities profession. The structure formed in
the course of vocational education includes general competencies and professional
competence. The general information include, socio-legal and communicative
competences necessary for human life and for their success in their
professional activities in a rapidly changing society. Formation of key
competences is not in an instant, as changing and information retrieval
technology and receive communicative communication requires a constant process
of refinement and adjustment of previously mastered competencies at each level
of education, and for each turn of the development of science, engineering and
technology.
Competence, including
professional, formed in the process of learning, not only in the educational
institution, but also under the influence of family, friends, professional
activities, politics, religion and culture.
Implementation depends on the competence
approach throughout the whole educational and cultural environment in which he
lives and develops people.
In the world of educational
practice, the concept of "competence" serves as a central concept
that affects all phases of the educational process as well as the competence of
the person:
1.unite a smart and practical component of
education;
2. In the concept of "competence" ideology lies the
interpretation of the content of education, which is formed from "results";
3.competent person has an integrative nature, since it incorporates
a number of similar and closely related knowledge, skills and practical
experience related to the broad area of culture and activities. The
competence of the person has a certain structure, components of which are
associated with a person's ability to solve various problems in their everyday,
professional or social life.
Competence approach requires a clear
focus on the future, which manifests itself in the possibility of building
their education, taking into account the success in personal and professional
activities, as well as competence manifested in the ability to make choices on
the basis of an adequate assessment of their capabilities in a particular
situation, and is associated with motivation to lifelong learning .
The constituent elements of
"professional competence" of the concept are:
1.knowledge (this set of facts,
scientific knowledge, reference materials are required to perform work in the
profession);
2.skills (possession
of the means and methods of performing a certain professional functions in
common is their specific skills);
3.practical experience (mastering the techniques of professional work in
specific situations of professional work in specific situations of professional
activity in the workplace);
4.abilities
(congenital predisposition to solve specific professional problems);
5.efforts (form the basis of the work ethic and
determined enough motivation of professional activity);
The structure of professional competence
is a basic and functional elements. Under the basic elements of the competence
are understood, reflecting the specificity of certain professional activities
within mastered the profession. Functional elements are a set of characteristics
of a particular professional activity and reflect the range of job functions
specific to the particular workplace. [3. p.
49].
Thus, key elements - the skills and
knowledge of professional competence can be called such, which must have mined
for every skill level to perform a specific professional function, which can be
used in a variety of situations. Functional elements of competence reflect the
specific performance of professional functions in a particular workplace, and
take into account regional peculiarities of work.
The
result will be the formation of a set of conventional educational outcomes with
the addition results in the formation and development of key competences and
functional elements.
The development of competencies - this addition to the usual
goals of education, aimed at continual building up
of the developed competences in the framework of selected levels of education,
and related to its increase.
The results of the Bologna
Process shows that one of the primary conditions for ensuring the quality of
education is the academic mobility. The Bologna Declaration respects the
preservation of languages and cultures, but the role of a common language to
improve the quality of education pushes English as the language of professional
communication and academic mobility.
The Lifelong Learning concept
emphasizes the time factor of continuing education that integrates it with the
concept of Lifewide Learning, which emphasized the diversity of the constant learning
process. These concepts initiated tandem for the study and use of professional
English language and information and communication technologies (ICT).
Lifelong learning may be broadly defined as learning that is
pursued throughout life: learning that is flexible, diverse and available at
different times and in different places. Lifelong learning crosses sectors,
promoting learning beyond traditional schooling and throughout adult life (the
post-compulsury education). This definition is based on four pillars of
education for the future.
-
Learning to know – mastering learning tools rather than
acquisition of structured knowledge.
-
Learning to do – equipping people for the types of work needed
now and in the future including innovation and adaptation of learning to future
work environment.
-
Learning to live together, and with others – discovering other
people and their cultures, fostering community capability, individual
competence and capacity, economic resilience, and social inclusion.
-
Learning to be – education contributing to a person’s complete
development: mind and body, intelligence, sensitivity, aesthetic appreciation
and spirituality.
This
is underlined by “Learning to Learn”.
Lifelong
learning can instil creativity, initiative and responsiveness in people thereby
enabling them to show adaptability in post-industrial society through enhancing
skills to:
-
Manage uncertainty.
-
Communicate across and within cultures, sub-cultures, families
and communities.
The
emphasis is on learning to learn and the ability to keep learning for a
lifetime. [4. c.224].
Relevant
factors for the study of professional English language with the use of
information and communication technologies are computer literacy, special
course on ICT hardware and methodical support of the educational material,
learning other languages, a special course "Information Culture". In
the process of learning professional English major is the living word, based on
the classical grammar. Information and communication technologies are a great
opportunity for the remote and home schooling, but for the quality of education
is also important psychological component, which is impossible to achieve with
human computer training.
I would like to emphasize
that educational technology and excellent language skills should not be a
substitute for the spiritual and moral education problem.
The modern education system in the
information society helps to shape the information culture. Under the
information culture refers to a set of real mechanisms and interaction of
different cultures. At the same time the focus is on improving personal
competencies such as self-development and continuous improvement of
professional knowledge and skills, the formation of a new type of professional
with knowledge of professional English.
In addition, many teachers understand
that the knowledge acquired even 5-7 years ago, is no longer sufficient for
quality training of students. The educator must himself be an extra, it must
also, as students, to learn and to focus on growth by professional competence.
Thus,
the basic concept of the success of any employee, including the teacher:
continuing education for life and continuing education through
life.
Bibliography:
1.Kaynova
E.B. Education Quality Criteria: main characteristics and methods of
measurement. Moscow, 2005.
2.Lipatova
N.O. Model of professional competence of the future teacher of a
foreign language // Psychological and psychological problems of modern education;
Coll. scientific. articles; Publishing house "Univers Group", 2005. -
P. 159-163.
3.
Evdokimov M.G. The system of teaching foreign languages, based on information
and communication technologies (technical college, English): Abstract. Dis. ...
Dr. ped.nauk.M .: Moscow State Linguistic University, 2007. – P.49
.
4.
Semenov A.L. Modern information technology and translation:
textbook.M, Academy, 2008. P. 224.
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.