Lifelong
education
Kremen Inna
Leonardovna
English and
Spanish teacher
"Secondary
school 47 "
The requirements of society are dynamic,
the interests of students change under the influence of many external and
personal reasons. In connection with the fact, a real teacher is always in a
creative search for new knowledge and new teaching methods, and the phrase of
K.D. Ushinsky "The teacher lives while studying" very accurately
reflects the main life credo of a professional teacher.
The term lifelong learning itself became
relevant in the 60-70s of the twentieth century in connection with the rapid
scientific and technological progress, against the background of which the
education and intellectual development of mankind became the main ones in the
world social and economic development It is distinguished from the concept of
continuing education in the sense that it has a broader scope. Unlike the
latter, which is oriented towards adult education developed for the needs of
schools and industries, this type of learning is concerned with the development
of human potential, recognizing each individual's capacity for it [ 1, p. 21].
Initially,
lifelong education was seen as one of the ways to develop a fair, democratic
society, which can be achieved by providing opportunities for its members to
learn new professions and ensure career growth in their chosen profession.
Today, the aim of lifelong education is to
provide each person with constant improvement and development and thereby
contribute to personal and social life. Professional development is not the
same as career growth, and success in the profession is determined by the
active position of the teacher in relation to his professional activity, its
assessment and reflection.
For some teachers, the new labor reality
is a cause stimulating professional development, becoming a source of growth
and the search for new meanings of pedagogical activity, and contributes to
professional self-realization. But for a significant number of teachers,
self-adaptation to changes s becomes a serious problem and
the issue of the activities of the methodological service in general education
organizations is particularly relevant.
The scientific and methodological work of
the teaching staff of the school is traditionally considered one of the main
ways of self-education and professional self-development of a teacher. There
are various approaches to determination of the essence of scientific and
methodological work. On the one hand, it is understood as a system of measures,
interrelated activities, actions of the teaching staff aimed at developing the
professional competence of teachers, it is part of a system of continuing
teacher education, and is considered as in-company advanced training. On the
other hand, scientific and methodological work is a means of managing the
educational process in a particular school, a way to ensure the quality of
education by improving the professional level of teachers. The fact that the
pace of development of educational practice is significantly ahead of the
scientific support for solving the problems of education allows us to state that
the demand for scientific and methodological support of the teaching staff in
modern conditions is significantly increasing. There is a need to find new
formats for organizing the methodological work of the school. [
2, p. 70-74].
The following features are characteristics
of a modern understanding of scientific and methodological work in
organizations of general education:
-
definition of goals, objectives, directions, functions, forms and methods of
organizing scientific and methodological work based on the problem areas of a
particular educational institution, taking into account all contexts that
determine real practice;
-
targeting and variability of methodological events conducted as part of the
scientific and methodological work, their organization on the basis of a
comprehensive study of pedagogical activity, identifying the achievements and
difficulties of the team, as well as focusing on teachers' requests.
-
providing teachers with the opportunity to choose the content, forms and
methods of methodological work, contributing to the development of their
professional competence;
-
ensuring the cooperation of practitioners and scientists studying the problems
of modern education in the search for truth in the real educational process;
-
informational openness of the results of scientific and methodological work,
the organization of advertising of pedagogical initiatives, the promotion of
successes, achievements of the teaching staff and individual teachers, the
formation of a positive image of the institution through the implementation of
practical research projects, cooperation between schools and universities
Among the forms and technologies of
scientific and methodological work that will be most productive in the
framework of the activity, the following can be distinguished:
-
scientific and methodological seminar,
-
round tables, professional discussions,
-
joint conduct of seminars and workshops with students and teachers,
-
scientific and practical conferences,
-
the creation of problem groups, the participants of which are teachers,
teachers and students,
-
remote interaction (network interaction, creating a database of electronic
educational resources, webinars).
To sum everything up, the system of
advanced training will ensure the susceptibility of education to external needs
of education, which will undoubtedly affect the labor market.
Bibliography:
1
Keith, Davies, W.; Norman, Longworth (2013). Lifelong Learning. Oxon:
Routledge. p. 21. ISBN 0749419725
2 Ширяева В.А. Непрерывное образование:
исторические аспекты и современное состояние проблемы // Ученые записки. Серия:
Психология. Педагогика. 2010. № 3 (11). С. 69–76.
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