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BLOCK DIAGRAMCOMPONENTSOFSCIENTIFICMETHODS OFTEACHERCOMPETENCEPHYSICISTSINPOSTGRADUATE EDUCATION

BLOCK DIAGRAMCOMPONENTSOFSCIENTIFICMETHODS OFTEACHERCOMPETENCEPHYSICISTSINPOSTGRADUATE EDUCATION
Vezetiu Ekaterina, postgraduate student

Crimean State Humanitarian University , Ukraine

Championship participant: the National Research Analytics Championship - "Ukraine";

УДК 371

The article deals the block diagram ofcomponents of scientific and technical competence of teachers, philologists, confirmed that the construction of models of scientific and technical competence of a teacher of philology, which is an integrated system at the functional level, should reflect the semantic basis for it was his professional activity.
Keywords: teacher, structure, development.

В статті розглянуто компоненти структурної схеми розвитку науково-методичної компетенції вчителів-філологів, підтверджено, що побудова моделі науково-методичної компетентності вчителя-філолога, яка являє собою інтегровану на функціональному рівні систему, має відображати змістову основу саме його професійної діяльності.
Ключові слова: учитель, структура, розвиток.

Встатье рассмотрены компоненты структурной схемы развития научно-методической компетенции учителей-филологов, подтверждено, что построение модели научно-методической компетентности учителя-филолога, которая представляет собой интегрированную на функциональном уровне систему, должноотражатьсодержательную основу именно его профессиональной деятельности.
Ключевые словаучитель, структура, развитие.

The analyses of the existing researches and unsolved as problem aspects. Scientific and methodical competence is a complex entity, whose model can be constructed after the development of deeper issues. Consider some of the components which „absorbs” the notion: knowledge, skills, teaching experience, academic achievement.[1].

If we consider thestructure ofscientific and technicalcompetence ofa teacherthe mostgeneralized, in its structurecan be divided intothe following components:

  • a) motivation - a set of needs, motives, interests, values, attitudes, goals and objectives appropriate educational activities, and integrative systems (cognitive needs and interests, humanistic orientation, love children, the desire to realize personality in pedagogical activity);
  • b) cognitive - a set of knowledge needed for teaching activities (subject knowledge, pedagogical, psychological, principles of organization and management of the educational process);
  • c) operational - a set of skills and abilities necessary for practical solutions to training and educational tasks (ability to establish interpersonal contact, interpersonal interaction to organize, organize, and share training information);
  • d) personal - a set of important educational activities for professional personal qualities (communicativeness, responsibility, empatiynist, readiness for reflection, introspection and the ability to self) [5].

Motivation component includes motives, needs, value orientation. This kind of indicator that lets you judge the attitude of teachers to learn new knowledge, commitment to education and vocational and personal development (mobility) (S. Vershlovskyy) [2].

Psychologists consider motivation as a driving force in the structure of individual behavior, indicating that this motif is the battery of personal experience, which serves as the internal regulator future human actions. A. Markov conditionally selects several groups of motives, aimed at different aspects of teacher behavior (professional, professional communication, professional identity):

a) motives appointment profession;

b) the motives of professional activity:

  • - activity-procedural reasons (focus on the process of professional activity);
  • - activity-effective motives (result-oriented professional activity);

c) the motives of professional communication:

  • - the motives of prestige of the profession in society;
  • - the motives of social cooperation in the profession;
  • - the motives of interpersonal communication in the profession;

d) identify the individual motifs in teaching profession:

  • - motive and self-development;
  • - the motives of identity [7, p. 74-75].

Summary of the basic material of the research. The combination of these motives creates an internal determination of professional conduct. It also depends on a number of reasons that are in the process of professional teacher constantly changing and have their own semantic and dynamic features.

The essential elements of the internal structure of personality, embodied life experiences of the individual, the whole set of his experiences is value orientation. According to P. Gurevich, knowledge comes from the world and values create the world [4]. Studying the problem of values, D. Leontevallocated these core values that guide people: ethical values direct order (integrity, honesty, kindness, irreconcilability to shortcomings) values of interpersonal communication (manners, cheerfulness, sensitivity) values of self-realization (accuracy, efficiency for, strong will) individual values (independence, responsibility, conformity) [6, p. 13-14]. Thus, value consciousness and self-awarenessaffect the motivation of the teacher.

N. Kuzmina, N. Nikitina, V. Slastonin emphasize that procedural side (competencies and skills), teacher competence is a function of the level of teacher value orientations and motivational tsinnisne treatment educational activities are central to teacher preparedness to teaching profession [9, p. 66].

Value orientations, personal sense of the profession are crucial for the formation of individual style of pedagogical activity, determining its humane, democratic or authoritarian in nature. On the basis of values formed tsinnisne motivational attitude to teaching profession, goals and means of educational activities. This attitude toward educational activities ultimately reflected in the pedagogical guiding personality.

Cognitive component includes theoretical and methodological knowledge of subject matter, pedagogy and psychology, normative knowledge of teaching methods.

Knowledge considered as a system of scientific concepts and categories that allow a teacher to understand the deeper pedagogical reality comprehend most significant connections and relations in pedagogical interaction. The processes of assimilation, transformation and use of professional knowledge mediated the individual teacher, his attitude to their own activities. Knowledge are professional when they are converted and are built in for the practical solution of educational problems, when they get motivated and acquiring individual personal needs when they are the source of professional development.

An important component of scientific and technical competence of the teacher is the operational component, which is considered by us as a technological block that contains a set of teaching skills.

Any component structure of scientific and technical competence can not exist independently, it is always integrated with a large-scale systems. Thus, the motivational power of scientific and technical competence is part of the overall personal orientation, cognitive - the structure of belief. Operating the same component part of the broader aspects of educational activities - Procedure, which allows to consider the implementation of scientific and technical competence within the Activity and functional approaches.

This conclusion is based on a scientific approach V. Petrovsky to study the problem of activity. He examines it through to goal-setting activity. Party purposefulness (simultaneous analysis) is the point of activity, which implements certain needs and motives of man, and goal-setting (diachronic analysis) creates new needs and reflects its internal dynamics [10]. This component of the structure of scientific and technical competence include: methods of action (means, forms, methods, techniques pedagogical influence), formed at the level of skills or skills, tactics, personality-oriented behavior during interaction with students; manifestation of pedagogical tact, communication skills, the ability of conflict-free solving educational situations.

Personal component. Activity and human behavior motivated by internal needs, understanding their place in society and in particular team. But on what will be the personality of the teacher, the future of our school. The analysis of scientific approaches to study the contents of scientific and technical competence of teachers shows that personal qualities of teachers is a priority role in the structure of scientific and technical competence [3, p. 46]. Vocational and personal qualities are divided into:

  • - as required in practice, interaction with all participants of the educational process;
  • - qualities necessary for professional and personal growth teacher, his self-improvement;
  • - as a governing teacher behavior, including the ability to reflection [8, p. 107].

Reflection provides a teacher's own assessment of the strategy and its development. Through the educational process, the teacher must be sure to analyze it. This creates the possibility of feedback, finding ways to improve their activities and making adjustments, but this kind of teacher is often not enough exercise. However, he is the basis of scientific and technical competence.

Thus, the definition of „scientific and methodical competence”specification model (generalized) content and structure of scientific and technical competence of the teacher provides only a general consideration of the specifics of his professional activities, without specification of its attributes that are specific professional teacher philologist. Model building scientific and technical competence of a teacher of philology, which is an integrated system on a functional level, should reflect the same semantic basis of his professional activities.

Literature:

  • 1. Borzenkova O. Formation of methodical competence of future teachers of primary grades [Text] Abstract. dis. Candidate. ped. Science/O.Borzenkova. –Samara, 2007. –23 p.
  • 2. Vershlovsky S.G. General adult education: incentives and motivations. –M.:Education, 1987. –187.
  • 3. Vityuk V.  The development of professional and personal qualities Subject teachers in the system of postgraduate education: Dis. ... 13.00.04. –K., 2000. –196p.
  • 4. Gurevich S. Murmurs or soul plane: the moral paradoxes of the new education program? // Ethical Education. –2003. –№1. - P. 5-12.
  • 5. Gushchina T. N. Formation of methodical competence of teachers of institutions of additional education of children in the process of training [Text] dis. ... Candidate of Pedagogical Sciences / T. N. Gushchina. –Yaroslavl, 2001. –252.
  • 6. Leontiev D. A. Method of studying value orientations. –M.: Meaning, 1992. –17p.
  • 7. Markov A. K. Psychology of professionalism. –M., 1996. –308. (p. 74-75)
  • 8. Matvienko O. V.Distance learning as a student-oriented system // Philosophy of Education XXI Century: Problems and Prospects: Coll. of Sciences. works. Issue. 3. –K.: Knowledge, 2000. –P.304-307. (p. 107)
  • 9. Nikitina N. N. Development of value consciousness teacher // Pedagogy. –2000.–№6. –With.66. (p. 66)
  • 10. Petrovsky V. A. Psychology maladaptive activity. –M.:Too „Horse”, 1992. –49.
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Comments: 2

Glebova Marina

В статье процесс развития научно-методической компетенции учителя-филолога представлен в виде модели. Для целостного рассмотрения данного вопроса желательно более четко определить сущностные характеристики таких категорий как «научно-методическая компетенция», «развитие научно-методической компетенции», «научно-методическая работа». Отразить содержательную и процессуальную основу развития научно-методической компетенции учителя в системе взаимосвязанных блоков: целевого, содержательного, организационно-деятельностного, оценочно-результативного. Выделить этапы реализации модели. В современных условиях обновления образовательной практики развитие научно-методической компетенции учителя находится в ряду ключевых задач профессионального педагогического образования. Желаю автору успехов в научной и практической разработке данной проблемы.

Nyyazbekova Kulanda

Expert36 В статье рассматривается компетентность учителя-филолога. Мы полностью согласны с мнениями психологов, считающих, мотивации – движущей силой в структуре индивидуального поведения. Ценностные ориентации учителя, отношение к профессии имеют очень важные значения для формирования индивидуального стиля педагогической деятельности, которые определяют его характер (гуманного, демократического или авторитарного). Создается такое впечатление, что доклад незакончен. Ждем продолжение статьи. Спасибо, удачи вам!
Comments: 2

Glebova Marina

В статье процесс развития научно-методической компетенции учителя-филолога представлен в виде модели. Для целостного рассмотрения данного вопроса желательно более четко определить сущностные характеристики таких категорий как «научно-методическая компетенция», «развитие научно-методической компетенции», «научно-методическая работа». Отразить содержательную и процессуальную основу развития научно-методической компетенции учителя в системе взаимосвязанных блоков: целевого, содержательного, организационно-деятельностного, оценочно-результативного. Выделить этапы реализации модели. В современных условиях обновления образовательной практики развитие научно-методической компетенции учителя находится в ряду ключевых задач профессионального педагогического образования. Желаю автору успехов в научной и практической разработке данной проблемы.

Nyyazbekova Kulanda

Expert36 В статье рассматривается компетентность учителя-филолога. Мы полностью согласны с мнениями психологов, считающих, мотивации – движущей силой в структуре индивидуального поведения. Ценностные ориентации учителя, отношение к профессии имеют очень важные значения для формирования индивидуального стиля педагогической деятельности, которые определяют его характер (гуманного, демократического или авторитарного). Создается такое впечатление, что доклад незакончен. Ждем продолжение статьи. Спасибо, удачи вам!
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