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15DOI 10.24411/2076-1503-2020-10440 РОМАНОВ Владимир Алексеевич,
доктор педагогических наук, профессор кафедры педагогики, дисциплин и методик начального образования Тульского государственного педагогического университета им. Л.Н. Толстого [email protected]
ЕГОРОВ Александр Иванович,
кандидат филологических наук, доцент кафедры английского языка Тульского государственного педагогического университета им. Л.Н. Толстого alexego52@gmail. com
ПЕДАГОГИЧЕСКАЯ ПОДДЕРЖКА ЯЗЫКОВОГО ОБРАЗОВАНИЯ СТУДЕНТОВ В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ
Аннотация. В статье рассматривается проблематика, связанная со сложным и многогранным процессом педагогической поддержки развития готовности будущих учителей к образовательной деятельности в ходе получения высшего образования. Авторы доказывают необходимость психолого-педагогической поддержки как составной части лингвистического образования студентов, описывают структуру, формы и способы реализации такой поддержки.
Ключевые слова: Федеральный государственный образовательный стандарт высшего образования (ФГОС ВО), лингвистическая компетенция, общая психолого-педагогическая поддержка, междисциплинарное явление, формирование и развитие личности, готовность к профессиональной педагогической деятельности, образовательная среда, когнитивная составляющая.
ROMANOV Vladimir Alekseevich,
Doctor of Pedagogy,
Professor of chair of pedagogy and methods of primary education of Tula State Leo Tolstoy Pedagogical University
EGOROV Alexander Ivanovich,
candidate of philology, associate Professor of chair of the English language of Tula State Leo Tolstoy Pedagogical University
PEDAGOGIC SUPPORT OF STUDENTS' LINGUISTIC EDUCATION IN UNIVERSITY INSTRUCTIONAL PROCESS
Annotation. The article deals with the problem of complex and multifaceted process of the development of would-be teachers' readiness for educative activity by means of pedagogic support in University instruction course. The authors prove the necessity of a psychological and pedagogic support as a constituent part of students' linguistic education; describe its structure and forms as well as ways of its realization. Along with the acquisition of communicative competence pedagogic support is considered to be the principal aim in the Federal State Education Standards for Higher Education.
Key words: Federal State Education Standards for Higher Education (FSES HE), linguistic competence, general psychological and pedagogic support, an interdisciplinary phenomenon, formation and development of personality, readiness for professional educational activity, educational environment, cognitive component.
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Efficient training of specialists in all fields of administrative and economic activity demands constant search for new possibilities in the sphere of higher professional education. It is more so in the present day conditions of cross-cultural dialogue and permanently increasing volume of scientific exchange in a foreign language. Command of a foreign language will definitely increase the level of the graduates' living standard and open for them a wide range of new possibilities.
Federal Educational Standard for Higher Educational Institutions defines the graduates' principle universal competence as their ability "to carry out business communication in oral and written forms in the official language of the Russian Federation and in a foreign language(s)" [19].
It is evident that success in training specialists with high level of linguistic competence greatly depends upon the qualifications of the educators who are responsible for that training and who are immediately involved in the teaching process. Apart from professional instruction in language skills would-be teachers of English might need general pedagogic support which will encourage them to chose a teaching carrier rather than apply their command of a foreign language in other spheres of professional activity: translating and interpreting, secretarial, consulting, etc. Considering this side of training of would-be teachers of a foreign language we can come to an obvious conclusion that pedagogic support is by no means less important than linguistic instruction.
Modern pedagogical science considers support to be an interdisciplinary phenomenon, it is defined by the research scientists (P.I. Egorova, O.V. Svinari-ova, V.A. Shishkina and others) as a purposeful pedagogic activity in the field of individual or group support, professional assistance and responsive attentive attitude to the students [4; 14; 15]. Support as a specific type of human organizational and pedagogical activity has been regularly applied in pedagogy and psychology, though it has been rightly criticized by, for example, D.I. Feldstein. The Dictionary of the Russian Language derives the noun 'support'from the verb 'to support', which also has some similar meanings, for example, 'accompany someone, 'be a supplement to something'[8]. Pedagogic support is not a replacement of a specific professional instruction but rather a complementary contribution to such instruction, the other side of graduates' formation.
The purpose of this paper is to consider the problem of a complex and multifaceted process of the development of would-be teachers' competence for educative activity in terms of the Federal Educational Standard for Higher Educational Institutions in the course of pedagogic support in University instructional process.
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Previous life experience vividly shows that self-sufficiency acquired by people during their personal and team activity cannot guarantee the riddance of the situations in which they might need some assistance, support and forwarding from the people around for achieving a certain result. While recent findings prove the intelligence is mainly inherited we cannot underestimate the important role of a social factor in the personality and professional development [16].
Considering the definition of the notion of support we cannot fail to notice that it presupposes constant interaction of different subjects; in pedagogy these subjects are teachers, students and psychologists. Present day educational institutions have corresponding organizational structures responsible for this special kind of activity, which are united under a generic term of 'support' (psychological, methodical and social services).
In pedagogical practice the term 'support' is used to characterize different types of activities with successive evaluation. Thus, scientists E.F. Zeer and D.P. Zavodchikov in their work "Innovations in professional education" understand 'support' as a seamless process of study, formation, development, control and correction of a person's behavior, as well as their socialization. In this case 'support' is viewed as the assistance provided to individuals in their understanding and acquisition of some area of substantive work. It can also be viewed as the support of formation and development of personality, as creation of pedagogical conditions for efficient development of readiness for professional educational activity, and, finally, as an external control of a person's activity. In such a case, realization of priority on the inner reserves of students' personality, on their right to their independent decision making and taking responsibility for this, forms the leading characteristic of such an understanding of the notion of 'support' [5].
Pedagogic support of the development of would-be teachers' competence for educative activity assumes not only mutual activity of students and the staff but also professional cooperation in the course of which the participants establish a business relationship with definite roles, tasks and functions of these participants, for example, a supporter and a supported. Each of these counterparts can be realized by the University staff, study group curators, teachers responsible for a definite part of educational activity, as well as students themselves.
Literature route shows that the idea of pedagogic support goes back to works of A.V. Petrovskiy and M.G. Yaroshenko and is based on the theory of mutually developing interaction of education subjects [2; 3; and others].
The concept of pedagogic support has various understanding and definitions with different scholars.
In the works of I.A. Lipskiy and G.V. Pichuguina the idea of 'pedagogic support' is viewed as a special kind of pedagogue's activity which proves the importance of the controlling side of pedagogical process and contributes to the development of the professional status of the supported within the system of pedagogical relationships and interaction with colleagues and students. It is obvious that the idea of 'support' is closely connected to the idea of mentoring, to the organization of tutorship and external control, which have personality oriented character [7; 9].
While studying the phenomenon of 'pedagogic support' we paid attention to the related categories and notions, such as 'concern', 'correction', 'prevention', 'assistance', 'guidance' and others. Related notions, according to philologists, are not always synonyms, though they may denote some common temporary characteristics of interaction. Thus, the concept of 'support' denotes a certain guidance of someone when the events are already in the past and some external aid is needed, 'assistance' - when a person faces a problem and has some difficulty, whereas 'guidance' is aimed at the future, at the realization of a person's potential. Though not absolutely synonymous, the term 'support' overlaps the ideas of 'assistance' and 'guidance', thus it relates mutual activities to present, past and future.
Ya.L. Gorshenina in a number of her psychological and pedagogical works studies the items related to the structural components of support [3], and pays attention to the 'enrichment' of pedagogical activity with new content and founded necessity to establish the stages of support organization. E.A Aleksandrova in her 'Pedagogic support of senior schoolchildren's identity formation' [1] shows that pedagogic support consists of motivational-evaluative, sense-directed, operationally active, content operational, analytical and estimative components. Ya.L. Gorshenina, V.A. Shishkina and others in their works consider the notion of 'pedagogic support' to be a basic pedagogic category, a type of activity which provides practical humanistic assistance for the students in their development, self-development, independent actions, and which is carried out by the tutors in pedagogic cooperation with other participants of pedagogical processes [3; 14; 15]. In all these works the stages of support organization are viewed differently. We, in our turn, agree with the author who distinguishes theoretical, methodological, informational-analytical, content-technological and managing components.
Considering the problems of pedagogic support in the University educational sphere, it is necessary to state that it is very important for the national pedagogical theory and practice, though it has not been studied well enough, that is why the attention and interest to the problem must lead to the significant pedagogical results.
It is starkly obvious that the success of pedagogic support of the future teachers' readiness for educative activity in educational institutions is determined by the preparedness of the system itself for organization of this complex type of activity and the ability to engage the whole pedagogical staff in this process as the subjects of present day education.
The results of the scientific research dedicated to the study of different aspects of the support for the development of readiness for professional activity (L.V. Bogomolova, I.A. Lipskiy, O.V. Svinariova and others) make it possible to single out a certain complex of structural components, included within the pedagogic support of the development of future teachers' readiness for educational activity in educational institution: motivational, estimation-based, cognitive, actional and practical components.
According to Russian educators, motivational and evaluative spheres of a would be teacher, preparing for the educational work or involved in this work, present a clear-cut hierarchically interconnected complex of personal requirements , motives, life goals which encourages, directs and, definitely, regulates this activity for achieving positive educational results.
The contents of a cognitive component for the would-be teachers'readiness for educational activity comprises the sum total of theoretical knowledge, social (everyday, academic and professional) experience, which the teachers acquired in the process of their professional pedagogical training. That is why we can confirm that would-be teachers must possess a sum total of necessary knowledge, information technology competence [18] which will enable them to perform a successful pedagogical activity [11-13].
Speaking of cognitive component we should realize that this component of pedagogic support of the development of future teachers' readiness to educational activity in educational institutions comprises knowledge of laws and consistent patterns of a person's development, principles of upbringing, specific characteristics of activity and communication in their self-perfection, knowledge of regularities and trends in the process of adaptation to the conditions of pedagogical institution and pedagogical work, knowledge of present day educational techniques for pedagogic support, guidance and assistance of teachers as well as the particulars of building up and development of pedagogical collective.
Actional and practical components have the leading position in the structure of pedagogic support of the development of future teachers' readiness to educational activity in educational institutions because according to the opinion of present day educators (L.V. Bogomolova, V.A. Romanova, G.V. Pichuguina, E.V. Yakovlev, N.O. Yakovleva and others) the efficient development of readiness for educa-
ОБРАЗОВАНИЕ И ПРАВО № 4 • 2020
tional activity (and, respectively, for further development of future teachers' readiness for this activity in educational institutions) requires not only professional and pedagogical knowledge, but also practical skills and competences [17]. The educational component includes a set of professional competences and skills which are needed not only for setting up educational tasks and goals, but which ensures the ability to plan the activity to fulfill these tasks, the ability to forecast and substantiate possible results of the proposed actions, the ability to organize the work of colleagues and the students in order to cope with the tasks, the ability to carry out and analyze the process which includes all the persons concerned.
Thus, we can definitely state that 'pedagogic support' of the development of future teachers' readiness to educational activity presents interaction of a subject and an object directed to the solving of a professional task to train an advanced teacher by means of innovative educational techniques in the University [6; 10]. If viewed in relation to a separate student, 'pedagogic support' presents a purposeful impact, support, encouragement, assistance, etc., which enables this student to form and develop their own pedagogic experience to be lately used in the process of practical educational work in an educational institution. It is in such a process where both internal and external components are displayed in their organic relationship and interdependence.
As it is clear from our personal experience the enhancement of students' training process requires - in the framework of pedagogic support - the development of a special complex of scientifically proven methods (devises, techniques), forms and means which will cultivate students' creative activity and self-sufficiency in acquisition of knowledge, formation of competence, skills and facilities, as well as the ability to apply this complex in their future practical activity.
Handling the tasks of would-be teachers' professional training lays special significance on development and implementation in educational process certain psychological and pedagogical environment. Taking into account our own practical experience as well as experience of other modern educationalists in this field we may state that "psychological and pedagogical environment could be understood as the content-oriented characteristics of the components constituting the educational system" to which we can add from our experience "and development of the educational process that is aimed at realization of certain didactic tasks in the framework of multilayer system of qualifications "bachelor - specialist - master"".
Some of the main elements of the psychological and pedagogical environment may be specified as following:
ОБРАЗОВАНИЕ И ПРАВО № 4 • 2020
Evaluation of essential level of bachelors' professional training in different academic subjects as the necessary basis for successful acquisition of the level of knowledge and its integration in general and special disciplines of the course; interdisciplinary connections are determined on the basis of structural and logical schemes and network planning;
Student-centred organization of content knowledge with due regard to the University profile and determination of the basic social and professional factors of a graduate;
Development and application of the pattern of student's professional training and future activity by the University's profile departments;
Specification of scientifically proven norms of time consumption for academic assignments and the choice of forms and methods of instruction with account of the course of training, type of educational institution and the conditions of professional training;
Intensification of the pedagogical process at the profile departments on the basis of the complex application of the intensive systems of training;
Determination of the optimal amount of assignments and exercises aimed at the development of competence, acquisition of special skills and techniques in accordance with the perspective professional activity and the development of the students' cognitive interests in the system of multilayer training, etc.
The enhancement of teaching and learning process cannot be realized without theoretical foundation of psychological and pedagogical environment, because the definition of content knowledge in educational institutions, to our mind, can be based only on the methodological foundations developed for modern school by pedagogical science, with due regard to the fact that the definition of content knowledge in Higher Professional Institutions is a multisi-ded and multilayer process.
Taking all the aforesaid into consideration we may come to the following conclusion: definition of the psychological and pedagogical environment for students' training needs scientific proved pedagogic support, which, eventually, will guarantee the success of the training and will provide necessary professional qualification for intended purpose. Introduction of the proper psychological and pedagogical support will ensure the students' inoffensive revitalizing of learning activity that will result in their successful achievement of the required goals in the system of multilayer professional training.
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