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Crimean State Humanitarian University , Ukraine
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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 слова: учитель, 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..
If we consider thestructure ofscientific and technicalcompetence ofa teacherthe mostgeneralized, in its structurecan be divided intothe following components:
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) .
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:
c) the motives of professional communication:
d) identify the individual motifs in teaching profession:
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 . 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 . 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:
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.