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RAXIOLOGICAL FOUNDATIONS OF FUTURE TEACHERS’ PROFESSIONAL COMPETENCE DEVELOPMENT
Sh. Z. Taylanova
The article deals with the issue of the appropriateness using the axiological approach to studying the problem of development of ethno pedagogical competence of future teachers. It describes the main aspects of projecting the axiological approach on professional training of a future teacher in the context of the research problem.
Key words: axiology, competence, ethno pedagogical competence, axiological approach, ethno pedagogical values.
The main goals of today’s higher professional education become increasingly focused on the preparation of a competent professional who is not only competitive in the labor market, but, first of all, able to responsibly carry out professional activities, relying not only on highly specialized knowledge, but also on the experience of a value-based relation to employment and occupation. One of the main tasks that determine the changes taking place in the system of professional education is to increase the level of professionalism of graduates of professional training institutions on the basis of formation of specific professional competencies. In the psycho-pedagogical science and practice, new approaches and methods of solving this problem are being developed. Some of them are based on the use of new information technologies in the training of qualified specialists, other - on update of the content of training, whereas other - on strengthening its practical orientation, etc. However, the problem of improving the quality of training of specialists cannot be solved without considering value-motivational components of professional activity.
In a broad sense the axiological components of professional competence are the set of behavioral norms, values, ideas and concepts determined by the specific character of professional activity that are inherent to all members of professional society [3]. The future teacher, in the process of studying at a higher educational institution, becomes a subject and an object of professional socialization and adaptation one way or another, during which he/she learns the basic elements of a professional outlook and the values of the professional community [6]. Thus, the developed axiological components of professional competence enable us to satisfy the interests of a future expert at self-realization and self-development in professional activity not only through increments of knowledge, skills, and competencies, but also by the formation of values and norms of behavior in the educational environment, in which he/she will work after graduation.
Professional competence can be defined as a complex characteristic of the individual, and is considered by us to be the ability to update the accumulated knowledge and skills at the right time and to use them in the process of fulfillment of one’s professional functions. It manifests itself and is acquired through activities. It is stressed that professional competence: (a) is an integral characteristic of a professional as a subject of activity; (b) is a systemic manifestation of knowledge,
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skills, experience, abilities and personal qualities making it possible to successfully solve the professional tasks that constitute the essence of professional activity (c) is developed in the course of professional preparation; (d) is used to describe the final result of learning; (e) characterizes an already developed personal quality (set of qualities), including also the minimum experience in relation to the professional activities in a given field, associated with motivational, cognitive and value-based, personality-based and activity-based areas [1].
Values are understood to be special meanings constituting a hierarchical system in the personality structure that defines the subjective importance of the object, relative to other objects, based on the actual needs of the individual. Value orientations are a relatively stable, socially conditioned focus of the person on these or other purposes that are of vital importance for the person, that are manifested in the form of certain personality qualities, and behavior patterns, and are relatively independent of the available situations. Forming the highest level of the dispositional hierarchy in the structure of the personality, value orientations are the basis for evaluations of reality, and dictate one’s predisposition to a particular social activity, that is, the concept of “value” is common in relation to the concept of “value orientation” [5]. In today’s psychology and pedagogy, statement that values are certain meanings acting as beliefs that define the direction of behavior and activities of the individual is used as a methodological platform. Thus, values mean everything which has some general meaning. Thus, value means maximum generalized social experience derived by the individual in ontogenesis. In the mind of the individual, values are presented in the form of concepts capable of stimulating the expression of various feelings, judgments and attitudes encouraging the activities [4].
The traditional type of education that focuses on training of narrowly focused specialists, that up to-date has been typical for technical colleges, does not meet the social needs, which is reflected in the fact that only people with a type of consciousness based on individual responsibility for their actions and the fate of the civilization, capable of personal self-development and personal selfactualization, can be successful social builders, the subjects of the information culture [9]. Today’s educational standards, determined on the basis of the state concept of modernization of education, and constructed based on the methodology of the competence-based approach, contain the invariant value paradigms that future professionals must develop in the process of studying at higher educational institutions.
As our analysis shows, the following axiological competences can be highlighted, that are, in one way or another, represented in the governmental regulatory documents re: higher professional education issued for professions of an educational profile: (a) competence and value-sense orientation (understanding of the value of culture, science, production, sustainable consumption; awareness of the social significance of one’s future profession; high motivation to perform professional activities); (b) competences and self-development (awareness of the need, desire and ability to learn; striving for self-development, improving one’s skills and expertise, the ability to critically evaluate one’s strengths and weaknesses, to propose ways and choose the means to develop the strengths and remove the weaknesses; the ability to critically rethink the gained experience,
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change, if necessary, the profile of one’s professional activities); (c) competences of social interaction (the ability to use emotional and volitional features of the person’s psychology, willingness to cooperate, national, religious tolerance, the ability to settle conflicts, readiness for social adaptation, skills of communication, tolerance); (d) competence of self-organization (the ability to organize one’s work in order to achieve goals; willingness to use innovative ideas; the ability to work independently, to make decisions within the scope of one’s authorities of professional activities).
The above axiological competences are covered in the specially developed course “Psychology and pedagogy of professional development”. We can say that after completion of study of this special course, future teachers qualitatively changed the value-meaning sphere of their personality - the values of achievement of a goal were internalized with the help of a high level of education, breadth of knowledge, developed common culture, and the value of mental and physical activity.
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Translated from Russian by Znanije Central Translastions Bureas
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