CC BY
20На основе проведенного исследования определены рекомендации по формированию общественно-значимых ценностей у детей-сирот и детей, оставшихся без попечения родителей:
1. Использование метода убеждения посредством беседы, направленной на привлечение детей-сирот и детей, оставшихся без попечения родителей, к оценке происходящих событий, совершаемых поступков, явлений жизни и формирование на их основе желаемого отношения к семье, выполнению семейных обязанностей, сохранению семейных традиций, уважения окружающих людей. В комплексную работу по формированию общественно-значимых ценностей необходимо включать беседы на темы:
- «Я - прошлое». Цель - формирование положительного представления о своей прошлой семье;
- «Я - будущее». Цель - мотивирование ребёнка на создание своей будущей семьи.
2. Организация деятельности и формирования опыта поведения в семейном окружении с использованием следующих методов: упражнения, приучения, педагогического требования, общественного мнения, поручения, воспитывающих ситуаций. В процесс формирования общественно-значимых ценностей можно включить следующие упражнения:
- «Моя роль в семье». Цель - формирование представления о социальных ролях, осуществляющих в семье. Во время упражнения необходимо определить права и обязанности, реализующиеся в семье: мужем, женой, ребёнком.
- «Скульптура семьи». Цель - формирование грамотного построения взаимоотношений между членами семьи. Каждый участник создаёт из присутствующих скульптуру счастливой семьи, сочиняет мини-рассказ о её членах.
3. Развитие рефлексии как необходимой составляющей самооценки собственных действий и поступков, личностного развития и коррекции поведения через использование методов стимулирования оценки и самооценки, включающей:
- «Самоанализ». Цель - поиск положительных и важных качеств, присущих своей личности. Педагогу, психологу необходимо корректировать, объяснять воспитаннику, какие личностные качества необходимы при взаимодействии с окружающими людьми;
- «Дневник достижений». Цель - формирование положительной самооценки. В дневнике указываются добрые дела, совершенные за день. Ребенок также должен указать, как совершенное дело может ему помочь выстроить взаимоотношения с окружающими людьми, создать крепкую семью.
СПИСОК ЛИТЕРАТУРЫ:
1. Дети в трудной жизненной ситуации: преодоление социальной исключенности детей-сирот / Фонд поддержки детей, находящихся в трудной жизненной ситуации - М.: ООО «Малый бизнес», 2012. - 80 с.
2. Ослон В.Н. Жизнеустройство детей-сирот: профессиональная замещающая семья / В.Н. Ослон. - М.: Изд-во «Генезис», 2006. - 368 с.
3. Философская энциклопедия / Под ред. Ф.В. Константинова. - М. «Советская энциклопедия», 1962. - 740с.
4. Магомедов А.А. Семья на Северном Кавказе / А.А. Магомедов. - Ставрополь: Изд-во СГУ, 1999. - 247с.
5. Сержантов В.Ф. Человек, его природа и смысл бытия / В.Ф. Сержантов. - М.: ЛГУ, 1990. -360 с.
6. Всемирная энциклопедия: Философия / Главн. науч. ред. и сост. А.А. Грицанов. - М.: ACT, Мн.: Харвест, Современный литератор, 2001. -1312 с.
7. Рокич М. Ценностные ориентации [Электронный ресурс] / М. Рокич / - Режим доступа: http ://psycabi.net/testy/320-metodika-rokicha-tsennostnye-orientatsii-test-miltona-rokicha-issledovanie-tsennostnykh-orientatsij-m-rokicha-oprosnik-tsennosti-po-rokichu. - (дата обращения: 12.03.2018).
УДК 371.13(16)
"FORMATION OF FUTURE TEACHERS' PROFESSIONAL COMPETENCE IN THE CONDITIONS
OF GLOBALIZATION"
Orazbayeva K.
Doctor PhD, Sh. Ualikhanov Kokshetau State University
«ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ ПЕДАГОГОВ
В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ».
Оразбаева К.О.
Доктор философии PhD, Кокшетауский государственный университет
им. Ш.Ш. Уалиханова
Abstract
Firstly, the current process of modernization in the field of education is bringing up the XXI century individual personality and the role and place of national and transnational educational spaces for the preparation of teachers is based on the readiness of their interaction which is dealt with in accordance with the international context of globalization.
Аннотация
В статье рассматриваются процессы модернизации в современном образовании ведутся с точки зрения подготовки, в первую очередь личности XXI века и педагогов, занимающихся его воспитанием к позиции и роли в национальных и транснациональных образовательных пространствах, международному взаимодействию в условиях глобализации.
Keywords: globalization, global competence, problem of competence formation, professional competence, knowledge, skills, techniques.
Ключевые слова: глобализация, глобальная компетентность, образование, профессиональная компетентность, педагог, знаний, процесс, проблема, формирования.
Thus, the teacher of modern times is faced with the task of conscious citizen and a citizen of the world with such a wide range of intellectuals with the universal democratic and humanistic values. This type of personality has to be formed on the basis of his knowledge, bright sense, deep way of thinking, his wishes to learn, devotion to one's country, competitiveness in promotion of the culture and economy of the country. One has to be formed as a mobile potential of the country.
In our terms, the term 'globalization' in different forms as: globalization, globalized, globalization means not only the process of procedure, activity or cultural-social phenomenon which is connected with only one nation, people, culture, civilization or continent, but also this notion has a sense of the whole planet, the whole world, and on the level of universal society.
Globalization is a process, which is taking place and is not finished yet which is an incomplete activity. "Globalization" means spreading out all over the world and to follow the formation of the countries of the world as a single human culture.
The Bologna system which our country joined in aims at the professional preparation of teachers in this process. In this regard, all the contents of education has been reconsidered and teaching technologies have been updated, which proves that it is the best way organizing the education system towards the quality and gaining better results. In this connection, the formation of future professionals' global competences which are the results of higher education is one of the urgent issues.
The issue of globalization and the need for global education organization have been discussed and considered by European scientists (A.Gabezwdo, F.Gal-bartshlager, H. Christidis)[1], American scientists (J.Cohen, M.Melinda, E.Mory, F.Raymers, D.Devlin-Foltz)[2,3], Canadian scientists (D.Brown, D.Praysverk, M.Sand, I.Stokko and A.Young)[4], Russian scientists (I.Alexashina, G. Shaydulina)[5,6].
Competence-based education was founded in 1996 in "The project of European curriculum". And it was accepted as paradigmatic idea of all documents in organization of education system of our country.
The issue of the preparation of future teachers has been widely discussed in pedagogics and psychology.
The works defined during the research can be classified into the following groups:
- The formation of students' professional activity and development and
formation of structural models of life-ling learning education (C.I. Apxangelskiy; A.A.Verbitsky; V.A. Slastenin and etc.)[7,8,9];
- Pedagogic-psychological basis of the preparation of future professionals,
content of the speciality. And its characteristic features and functions and modern approaches of self-education and individual knowledge formation (Yu.K. Babanskiy; N.V. Kuzmina; N.D. Khmel; and etc.)[10,11,12,]
- Students' cognitive, communicative types of actions and activation issues
(S.M.Jakhipov; J.I.Namazbaeva;
A.R.Ermentaeva, etc.)[13,14,15];
- Formation of the creative potentials of future teachers' professional
competence (B.A. Turgymbayeva;
G.J.Menlibekova, and etc.)[16,17];
The XXI century student education should be capable of future competition and shouldn't remain without attention of all education spheres. In this regard, only when the teacher is a scientist-researcher, a psychologist, hardworking, the soul of the team, a master, a profound expert, a humanist, an active patriot who knows about global problems, who can do his work at the level of solving global problems, we can educate a qualified, cultural, comprehensively developed, creative personality.
Globalization is a complex multidimensional phenomenon. One of the important aspects of globalization is the "gradual formation of universal humanitarian: cultural, ideological, moral and ethical foundations, through which nations and peoples of civilization, history, tradition and culture converge". In the conditions of globalization, or rather, in the conditions of the humanitarian foundations formation, it is necessary to use the cultural heritage of all civilizational directions of mankind. This will enrich each people and the world community [18].
Figure 1. - Directions of the globalization process
At the same time, one must recognize that globalization is a new qualitative stage of internationalization which does not involve the violation of national borders. It is the reason for the double-sided influence of the modern scientific and technological revolution results in the modern world system.
Quick development of the scientific and production complex provides an opportunity to improve cooperation between states in all areas of human activity. It helps to receive the necessary information anywhere, at any time through the construction of global information and communication networks even that it can lead humanity to environmental crises, the emergence global problems.
In studies devoted to the education development analysis and globalization in education, the goals of the globalization process is considered as the construction of a single world space. The world educational space can be considered as an association of educational national systems of different peoples. Global education is not only the unification of several national educational spaces, but it also implements the goals of national and world educational policy. It is a special megasystem that performs a special communicational function between states and educational systems aimed at expanding the opportunities for personal development.
Global education is compulsory means for obtaining a better education. In modern times - this is one of the ways that means of training a person.
The specialist's professional competence is a complex multi-faceted category. This category is studied in philosophy, psychology, pedagogy, sociology, theory of vocational training and methods of acmeology, andragogy, labour psychology and other humanities. Regardless of the specialty, professional competence is an essential structural component of human professionalism. Modern trends and interpretations of professional competence are different. Currently, all definitions of professional competence, considered in foreign literature, are translated into the native language and used as "deep
knowledge", "adequate performance of set tasks" and " professional ability to perform".
However, we believe that these definitions do not explain the content of this concept fully and specifically.
We refer to the definition of the scientist B.T. Kenzhebekov: "Professional competence is the unity of the ability and theoretical, practical readiness of the individual personality who is ready to perform professional activity" [19]. Meanwhile, it is known that the set of competencies related to the various activities of the teacher is multi-faceted. We offer a new direction in the study of the teacher's competencies in the context of globalization, which has not been considered in the works of other scientists.
In modern society, the promotion of the problem on the universal specialist formation is the main reason for the new formation of teacher training:
1) knowledge, which is the basis for focusing on global problems within the taught subject;
2) the ability to prepare students for life of a multicultural environment;
3) pedagogical skills aimed at teaching students to analyze world information;
4) young people should be able to develop responsibility before themselves, the family, the surrounding, the whole society.
1. Knowledge as a basis for directing the taught subject on global problems.
Nowadays, a new formation of teachers is required who is ready to teach the subject in the second or third language and both in his native language. The knowledge that is the basis for sending the subject to global problems which is the teachers' knowledge about the dynamic changes in the world, involving the direction of scientific achievements, update processes and events that help to implement them within the taught subject and for learners' self-development. It is considered in connection with global problems within the framework the subject content and the trends in their development.
2. Intercultural communication competence. In our opinion, the teacher with the formed intercultural
communication skills should be qualified with certain professional knowledge and behavioural skills. Such teachers can lead to the proper channel in dialogues of communication with representatives of different cultures. They respect the difference among members of society and this is brought up by the younger generation. Such qualities as: tolerance, brightness, propensity to cognition, respect for diversity, empathy, motivation are a manifestation of intercultural competence and the basis for performing the professional function and the effective communication.
3. Informational qualifications are qualifications related to the search for a teacher of various information by using the full potentials of information and communication technologies. Its assessment should be from the standpoint of critical thinking, perception, preservation, which are integral components of professional competence, which manifest themselves in the process of application and can be qualitative indicators on information aspects of scientific activity.
Another important quality necessary for a person in the global world is responsibility.
The ability of individuals to realize regional and global responsibility is the moral quality of a person which is manifested in the process of implementing an entrusted task, a specific task, the ability to control one's duty in accordance with the sense of duty, legal norms and rules accepted in society. Basically to achieve the goals, successful execution of the case should be directly related to the person's awareness of
responsibility. Teaching a responsible person is an actual goal of the modern world. Among the competences related to life-long learning takes an important place which is occupied by a sense of responsibility of the individual personality, in one's family, surroundings, country and the universe. Teaching responsibility begins with the presentation of a requirement for a quality performance of the assigned task, a responsible attitude to further education, recognition of responsibility for parents, relatives and friends. A person with the above qualities form a sense of his own involvement in global problems.
Summarizing the new directions in understanding the future teacher's professional competence, we understand that the qualities recommended by Jacques Delors are important. Because, being a true representative of one's culture, having mastered multilingualism, a person with a formed intercultural competence without difficulties lives with other people.
For young people who have learned the analysis of world information, there are more opportunities for understanding the world around. Such young people help to correctly analyze their ways of living, as it will develop competence related to regional and global responsibility. And all this is realized as a result of teaching one's subject, supplementing its content with world materials. In connection with the foregoing aims, we represent a drawing of the future teachers' professional competencies in the context of globalization.
In our understanding, the future teachers' professional competence in the context of globalization is an indicator of the teacher's professional readiness, manifested as a result of pedagogical activity in the changing world educational space. This indicator is characterized by the idea of a new way of life, knowledge of the diversity of cultures, the ability to interact with the global environment effectively as information literacy, as a quality associated with a sense of responsibility and the fulfillment of civic duty to society. Methods and tests were selected in accordance with the direction of research work, indicators of components of professional competence. As a result, scientifically-based methods were used: "Motivation of teaching at the university", "Determination of the level of self-development", investigation of the locus of control by J.Rotter, author's questionnaires.
An elective course on the topic "The basics of forming future teachers' professional competence in the context of globalization" was developed.During the elective course, interactive methods, psychological trainings, coaching, and debates have been used.
Thus, organized lectures contributed to studens' research activity and subjective improvement. Most important of all, knowledge had an impact of globalization and global problems on their educational system The students realized the need for the necessary qualities formation and high level of professional
preparedness. After the lectures the learners were determined with the help of analysis of feedback sheets.
Participants of the training course took part in joint activities with the teacher actively and expanded their own experience. Through this training, students were given the opportunity to form their own pedagogical mobility, to assimilate the requirements for the teaching personality, ready for work in the global educational space, to solve the problems and difficulties encountered in pedagogical activity.
This pedagogical method intensifies the students' activity, makes it possible to consider the research problem in connection with the content of the subject taught, professional activity, consider the components of the notion of "responsibility", which made it possible to draw attention to the fact that each person must have competence. Each student felt the need for this quality through the disclosure of the consequences of "responsibility". Thus, the task set before us has found its solution.
The coaching facilitated the students' understanding of the content, the function of the intercultural competence required in the context of global education. Also the students realized the need to form this competence in their future teaching activities. It also promoted the development of such qualities as helping and respecting each other, perceiving the opinions of others, skills work together, work with information.
Table 1
Results of methods in accordance with components of professional competence
Components Levels The group of experiment The group under observation The group of experiment The group under observation
Before the experiment After experiment
Motivational low 12, 40% 13,43% 8, 27% 12, 40%
mid 9, 30% 8, 27% 12,40% 10, 33%
high 9, 30% 9, 30% 10, 33% 8, 27%
Cognitive low 11,37% 10,33% 6,20% 9,30%
mid 12,40% 12,40% 11,37% 11,37%
high 7, 23% 8,27% 13,43% 10, 33%
Activity low 11,37% 12,33% 7,24% 10,33%
mid 11,37% 11,37% 13,43% 12, 40%
high 8,27% 7,27% 10,33% 8, 27%
Figure 3
The results of the parameters on the control and experimental groups after the experimental
formation
After the experimental formation we can observe an increase in the level of development of the components of the experimental group on the diagram. According to the results of the completed tasks of independent work, it was revealed that the future teachers professional competence has been formed in the context of globalization. The content of the disputes and stories that have been conducted during the experiment has influenced the increase in the level of professional competence.
In conclusion, we are convinced that the role of the developed methodology in improving the professional skills, theoretical knowledge associated with the formation of the professional competence of future teachers in the context of globalization is high. This shows the reality of the scientific hypothesis of the research, the fulfillment of its goal.
Conclusion:
The necessity of the ability of future teachers was proved to formulate ideas about globalization and theoretically to formulate knowledge about global changes in the world, the solution of global problems as a fundamentally new phenomenon, the unification of diversity in the world, the unification of nations, states, technologies, the market, stage of industrial development, the progressive stage of general political, economic and other types of world development.
Future teachers professional competence in the context of globalization should have:
- the knowledge related to global problems within the framework of the
object;
- the intercultural communication (skills related to the student preparation for social life activities in a multicultural environment);
- the information skills (pedagogical skills associated with student training in the analysis of world information, different views and approaches);
- the definition of a professional competence has been justified and formulated as a complex integrative personal quality of the teacher's readiness necessary for the activity and practice, the realization of universal cognitive means in the educational space of a changing world, consisting of abilities (the ability to form the responsibility of young people before themselves, the family surrounding them, as a whole, in front of society) associated with regional and global responsibility.
Formation of future teachers' professional competencies is an extensive and complex problem in the context of globalization. Due to the fact that this problem is being investigated for the first time, it is impossible to cover all its aspects in one research. In the future, research in this direction should find its continuation in the improvement of integration processes for the future teachers preparation from the perspective of studying the psychological aspects of educating the citizens of the world.
REFERENCES:
1. Global Education Guidelines: A Handbook for Educators to understand
and implement Global Education / ed.Miguel Carvalho da Silva. The North-South Centre of the Council of Europe. Lisbon, 2008. - P. 20 //http://lib.iitta.gov.ua/2315/1Apdf.
2. Avshenyuk H.H. Training of teachers for professional activities in the
context of transnational higher education: foreign experience. // http://lib.iitta. gov.ua/2320/1/.pdf
3. D.Devlin-Foltz, S. Mcllvaine Teacher Preparation for the Global Age:
the imperative for Change / - Longview Foundation for Education inWorld Affaires and International Understanding, 2008. - 40 p.
4. Brown, D. Prieswerk M., Sand I., Stocco, A. Young Teachers'
Global Education Resource Needs with Strategies and Supports / Ontario. Council for International Cooperation, 2005. - 37 p. // http://lib.iitta.gov.ua/2315/1/.pdf.
5. Alexashina I.Yu. Global education: ideas, concepts, perspectives. - St.
Petersburg, 1995. 144s. // http: //www.disser-cat.com/content/formirovanie-globalnoi-kompetent-nosti-budushchego-uchitelya
6. Shaydullina G.F. Formation of future teachers' global competence at
primary schools: the author's abstract. ... cand. ped. Sciences: 13.00.08. - Birsk, 2006.//http://www.dissercat.com/content/formirovanie -globalnoi-kompetentnosti-budushchego-uchitelya-nachalnykh
7. Arkhangelsky S.I. The educational process in higher education, its regular
principles and methods. - M .: Higher education. School, 1980. - 368 p.
8. Verbitsky A.A.., Bakshayeva N.A. Psychology of students motivation: a
study guide. M .: Publishing house - Logos, 2006. - 184 p.
9. Slastenin V.A. Pedagogy of creativity / / Soviet pedagogy. 1991. - No. 1.- P.
147-149.
10. Babansky Yu. K. Optimization of teaching and educational process:
methodological basis. - Moscow: Education, 1982.-192 p.
11. Kuzmina N.V. The subject of acmeology. -PSP .: Polytechnic, 2002. -189 p.
12. Khmel N.D. Theoretical bases of vocational teacher training. - Almaty,
1998. - 320 p.
13. Namazbaeva Zh.I. General psychology. -Almaty; 2005. - 293 p.
14. Jakupov S.M. The psychological structure of the learning process. 2 ed. - Almaty: Cossack University, 2009. - 308 p.
15. Ermentayeva A.R. Fundamentals of students psychological preparation- Ust-
Kamenogorsk, 2007. - 37 p.
16. Turgynbaeva B.A. Development of potential of future teachers: professional
creative way .- Almaty: Polygraphy-service K°, 2012. - 316 p.
17. Menlibekova G.Zh. Training of primary school teachers on scientific-
pedagogical bases of the formation of professional and didactic competence: Ph.D. thesis- Astana, 2003. -50 p.
18. Globalism as a phenomenon and world view / The world of psychology.
1999, - №3.- 21-24pp.
19. Kenzhebekov B.T. The future of specialists' professional competence in
higher education formation: candidate's dissertation thesis of ped. sciences, 13.00.08. -Karaganda, 2005. - 267 p.
POSSIBILITIES OF PROFESSIONAL-EDUCATIONAL ADAPTATION OF STUDENTS OF
TECHNICAL HIGHER EDUCATION
Kologriva I.,
associate Professor of the Department of transportation and transport safety, Far Eastern state University of railway engineering,
Sitnikov C.
associate Professor of the Department of building constructions, buildings and structures,
the candidate of pedagogical. Sciences, associate Professor, Far Eastern state University of railway engineering
ВОЗМОЖНОСТИ ПРОФЕССИОНАЛЬНО-ОБРАЗОВАТЕЛЬНОЙ АДАПТАЦИИ СТУДЕНТОВ
ТЕХНИЧЕСКОГО ВУЗА
Кологривая И.Е.
доцент кафедры организации перевозок и безопасности на транспорте, Дальневосточный государственный университет путей сообщения
Ситникова С.Ю.
доцент кафедры строительных конструкций, зданий и сооружений,
кандидат педагогических. наук, доцент, Дальневосточный государственный университет путей сообщения
Abstract
The article highlights the problems of vocational and educational adaptation of students of technical universities. The goals, objectives and stages of professional adaptation of students of technical higher education are defined.
Аннотация
В статье освещены проблемы профессионально-образовательной адаптации студентов технических вузов. Определены цели, задачи и этапы профессиональной адаптации студентов технического вуза.
Keywords: professional adaptation; professional educational environment; adaptation to the educational environment of the University.
Ключевые слова: профессиональная адаптация; профессиональная образовательная среда; адаптация к образовательной среде вуза.
Проблема профессионально-образовательной адаптации студентов технического вуза нашла свое отражение в исследованиях ученых Позднякова В.А., Исаченко Ю.С., Левченко М.В., Маклакова А.Г., Меерсона Ф.З. и других.
Понятие «адаптация» является одним из ключевых в педагогической науке, так как успешность процесса адаптации к образовательной деятельности существенно влияет на успешность педагогической деятельности.
Преподавательская практика образовательной деятельности в железнодорожном вузе, направленная на реализацию Федерального государственного образовательного стандарта по направлению подготовки «Эксплуатация железных дорог» позволяет
авторам говорить о существующей проблеме адаптации студентов к профессионально-образовательному процессу.
Основными проблемами, которые возникают у студентов вуза, являются:
- различие в системе образования средней школы и вуза: в организации образовательного процесса, в системе подготовки и проведении занятий, в большом (до 50%) времени на самостоятельную работу студентов, в большем объеме материала для изучения, в отличных от школьных методик оценивания результатов учебной деятельности;
различие в мотивации к образовательному процессу: основой мотивации становятся не просто
