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EXTRACURRICULAR TRAINING OF "PEDAGOGICAL CREATIVITY”
AS PROFESSIONAL AND PERSONAL IMPROVEMENT OF FUTURE ENGINEERING TEACHERS
V. V. Abduazizova
This article provides a plan of extracurricular training for future engineering teachers on teaching creativity and its implementation in practice. Professional and personal development is aimed at training future engineering teachers for creative activities and an expression of personal pedagogical creativity in training and educating young specialists.
Key words: professional and personal development, engineering teachers, extracurricular training, pedagogical creativity.
Continuous vocational training is an integral part of the system of a teacher’s pedagogical training. Vocational training gives the opportunity to increase the level of pedagogical culture, promotes optimizing solutions to training problems, and provides education and development of trainees. Professional and personal improvement of teachers means improvement, amelioration, and profound study of professional knowledge, acquisition of skills and abilities, and development of abilities, including professional and personal qualities. The future engineer-teacher requires improvement of theoretical knowledge of general and engineering pedagogics, psychology, techniques, didactics, and the theory and practice of allprofessional disciplines with active use of personal qualities and abilities.
Professional and personal improvement of future engineers-teachers in the course of extracurricular training for pedagogical creativity includes: (a) an ever-deeper understanding and belief in the professional and personal importance, necessity and need for creative and pedagogical preparation; (b) improvement of professional knowledge for the future profession of "engineer-teacher", as well as the individual’s qualities and abilities, make the basis of this pedagogical activity;
(c) professional, theoretical and practical readiness for successful and creative pedagogical work of the engineering teacher in the future; (d) professional improvement of creative and pedagogical knowledge, skills, abilities and capacities necessary in pedagogical activity; (e) an increase in one’s professional and pedagogical level: general and special educational; (e) improvement of the ability to use theoretical pedagogical knowledge in the practice of pedagogical activity; (g) improvement of creative and pedagogical shape in communicative and pedagogical activity at different levels of communication (business, educational, extra-curricular, etc.). Thus, parameters of professional and personal improvement correspond to the main criteria of training of engineering teachers for pedagogical creativity.
A major role in professional and pedagogical improvement is played by the abilities and capacities of verbal and nonverbal communication (what, when, for what purpose to speak, as well as when and why we use emotional and sign
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vehicles of communication and "body language"). Having acquired these rules, engineering teachers will be able to meet pupils, to prevent the emergence of conflicts, and to help them to approve themselves, their interests, and feelings. Thereby, the ability to get the maximum pedagogical effect from pedagogical communication is improved. Extra-curricular trainings for the course of "Pedagogical Creativity" (on the basis of the integrated program including psychology and pedagogical disciplines in the dominant role of the discipline "Educational Technologies") create all conditions (psychological, pedagogical, technological, methodical) for effective training of future engineers-teachers. These trainings open ample opportunities for the creative use of materials of popular-pedagogical, historical, cultural, national and traditional heritage, and activation of practical and creative preparation of pedagogical personnel.
In extra-curricular trainings, we consider their specifics, features and opportunities for profound study of a subject, and fusion of theory with practice. The subjects of the extra-curricular training plan "Pedagogical creativity" include:
(a) the introduction, opening fundamentals of the state educational policy in the field of preparation of pedagogical cadres, the essence of pedagogical creativity, reflection of the creative person in national pedagogics, the views of thinkers of the East about communication, personal properties of the mentor-tutor (Farabi, Ibn Sin, Navoi, etc.), purpose, tasks, contents and features of classes in pedagogical creativity; (b) pedagogical works of engineering teachers on the teaching and educational process, in pedagogical technologies, use of methods in teaching techniques; (c) pedagogical communication at the creative level: bases, system approach, technology, equipment, means and conditions of professional and pedagogical communication (verbal, nonverbal); (d) acquisition of experience and practice in pedagogical creativity, professional and communicative abilities of future engineers-teachers: training and rehearsal occupations, practical works; (e) self-observation, self-assessment and self-improvement of pedagogical and communicative creativity (relations); (f) pedagogical creativity, professional and creative communication as a factor of professional and personal improvement, their role in the management of the teaching and educational process; (g) lessons on consulting; (h) tests and creative pedagogical actions, including, social and communicative arrangements; (i) final lesson: summing up, manuals and recommendations for future engineers-teachers.
The operated professional and personal improvement happens generally at extra-curricular training devoted to communication in general, and to professional pedagogical communication in particular, including work on the intellectual and creative "production" in specific and targeted work on professional and personal improvement. Future engineers-teachers show an interest in various aspects of pedagogical creativity, such as philosophy, psychology, pedagogics, and didactics. At extra-curricular trainings, students are interested in creativity as the process of human activity, creating new materials and cultural wealth. The need for wider knowledge of the concept of “creativity” as the highest form of thinking is observed. Future engineers-teachers address the identity of the teacher, his/her qualities and abilities causing his creativity. In their works, students answer the following: “What
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qualities transform the teacher into a creative person?” and “What abilities should the creative teacher improve?” These include interest, enthusiasm, love of one’s profession, the chosen specialization, existence of profound knowledge, erudition, general culture, pedagogical intuition, intelligence, moral, and professional skills in various methods of training and education.
Thus, in the course of training of future engineers-teachers for pedagogical creativity, there is active, full professional and personal improvement.
Literature
1. Азизходжаева Н. Н. Педагогические технологии и педагогическое мастерство. -Ташкент: ТГПУ, 2003. - 198 с.
2. Буланова-Топоркова М. В., Столяренко Л. Д. Педагогика и психология высшей школы: учеб. пособие. - Ростов н/Д.: Феникс, 2002. - 544 с.
Кан-Калик В. А., Никандров Н. Д. Педагогическое творчество. - М., 1990. - 249 с.
Translated from Russian by Znanije Central Translastions Bureas
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