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DEVELOPING METHODOLOGICAL COMPETENCE OF YOUNG TEACHERS IN THE POSTGRADUATE ADVANCED TRAINING SYSTEM
K. T. Umatalieva S. YI. Ashurova
This article discusses the difficulties the young teachers are facing in their professional work. In the process of training experience sharing with the colleagues the application of different methods allows coping with the difficulties.
Key words: young teacher training, experiences sharing, vocational training, methods, analogy.
A young teacher is a teacher aged under 35, who has taken a teaching job or a job in the respective area of activity immediately after graduating from an educational institution, and whose job tenure is less than 3 years. Often a young teacher who started his pedagogical career as a professional career finds him or herself at a loss. The volume of knowledge obtained at the higher educational institution is sufficient, but our surveys have shown that young teachers lack pedagogical experience. Even the level of preparation for teaching activity is sufficiently high, personal and professional adaptation may be protracted and complicated.
More often than not, young teachers encounter problems because of poor methodological training or insufficient mastering of teaching techniques and methods. When a young teacher prepares for a lesson, he cannot prioritize tasks and objectives, which reduces the efficiency of education.
An important factor in the professional development of a young specialist is informational support of his or her activity (consultations, participation in the work of colleges, seminars, methodological groups, participation in scientific conferences, undergoing advanced training courses attached to higher educational institutions). It is necessary to create a psychological atmosphere for a young teacher that will influence his or her shaping afterwards. The following things are necessary for shaping the competence of a higher professional education institution teacher: (a) psychologically comfortable conditions for his/her professional activities (b) rendering him/her tactful psychological aid in solving the problems that arise in the process of work; (c) psychological arrangement of conditions for shaping and development of methodological competence in the interests of the professional college and the requests, interests and needs of the young teacher him/herself; (d) enhancing the "strong points" of a teacher's activity and overcoming calmly the "problematic situations" arising in his/her professional activities.
The purpose of advanced training of young professional education teachers is to develop professional skills, professional culture, and to upgrade the teachers' theoretical and practical knowledge. The backbone idea and function of professional education teachers' advance training is to shape a teacher's striving for continuous professional and pedagogical self-development, proceeding along an individual path (the teacher determines the purpose, forms,
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means and time for professional improvement him/herself). In the process of advanced training of young teachers, we made a point of the following things: (a) self-education of young teachers after finishing the advanced training courses for further development of professionalism; (b) studying regulatory documents and materials, as well as the skills of working with them; (c) the development of one's own didactic training aids; (d) attending seminars and training sessions promoting the development of professional skills.
For attaining the goals and tasks considered above in the system of young teachers' advanced training courses attached to a higher educational institution, we recommend using various methods of training that are each focused on shaping methodological competence and improving the professional skills of a young teacher.
Translated from Russian by Znanije Central Translastions Bureas
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