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Формирование профессиональной компетентности современного учителя

Рихтер Татьяна Васильевна
Педагогический факультет, Соликамский государственный педагогический институт (филиал) федерального государственного бюджетного образовательного учреждения высшего профессионального образования «Пермский государственный национальный исследователь-ский университет» Соликамск, Россия
Аннотация: В статье рассматриваются особенности процесса формирования профессиональной компетентности современного учителя; дается характеристика основных компонентов профессиональной компетентности будущего педагога, таких как когнитивный, проектировочный, прогнозирующий, организационный, информационно-технологический, дидактический, исследовательский, коммуникативный.
Ключевые слова: профессиональная компетентность, учитель, школьник, педагогическая деятельность
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The process of modernization of higher pedagogical education is the act of a pressing issue in modern society, characterized by changes in the basis-basic approaches and principles of learning, searching for new content and innovative technologies relevant to modern science.

The fundamental principles of the educational process in the school are focusing on development of student's personality, the implementation of its educational needs, educational interests and future professional queries, which indicates the necessity of teacher training with the generated philosophical and pedagogical positions, methodological, educational, communication and other skills. Working on the GEF, the teacher should be able to make the transition from traditional technologies to developing technologies, differentiated and personality-oriented training to use competency-based approach, project and research activities, information and communication tools, interactive methods and active learning [3, c. 204].

The requirements for the implementation of the Federal state educational standard of the present system of standards and regulations, differentiated by types of resources, each of which solves the problem of providing educational activities of the students, the professional activity of teachers and management administrators. The Concept of modernization of Russian education stresses the importance of training competitive specialists, able to work effectively at the level of world standards, ready for continuous personal growth, social and professional mobility. Developing society needs educated, competent, moral, industrious people who can make responsible decisions in situations of choice, predicting their possible consequences, able to cooperate with different dynamis-IOM, constructivism, developed sense of responsibility. The Russian education system should be focused on the formation of a specialist needs continuous replenishment and update knowledge, improve skills, consolidate and transform them into competence.

According to the Bologna agreement, all of the educational programs of the participating countries should be uniform requirements to the level of formation of professional competence, a common understanding of their content.

In the Federal state educational standard defines the basic group of professional and pedagogical competence [4, c. 5]:

- cultural, including the ability to generalize, information perception, goal setting and choice of the ways of achieving them, the understanding of the importance of culture as a form of human existence, using knowledge of the scientific picture of the world in educational and professional activities, the ability to analyze the ideological, social and personal important philosophical problems, willingness to work in a team;

- General involving student awareness of the social importance of their future profession, the ability to use a systematic theoretical knowledge of humanitarian, social and economic Sciences at solving social and professional tasks, knowledge of modern communication means;

- professional competence, including the ability to implement educational programs, to apply modern technologies and methods of training and education;

- competence in the field of cultural and educational activities, including the ability to interact with members of cultural and educational activities, the use of domestic and foreign experience of organization of cultural and educational activities. We give the definition of professional competence of a teacher, generalizing the well-known approaches to the essence of this notion.

Professional competence of the teachers is a set of professional competencies, including knowledge, work and life experience, orientation of the personality, abilities to act in a particular psychology-hopeakoski and communicative situations, to solve professional tasks of different level of complexity and uncertainty, its commitment to achieving high quality results of their work, attitude towards the profession as values. It is the result of self-development and self-improvement of the future specialist [2, c. 84].

Analysis of the literature devoted to the problem of formation of professional competence, allowed us to identify the following groups within it competencies [1, c. 114]:

- as a baseline, based on knowledge, skills, abilities and manifested in professional activity;

- key reflecting the spiritual world personalities and senses of its activities (use of information, the manifestation of socio-legal behavior, skills of communication, manifestation of civil qualities);

- special, specific teaching areas (discover the manifestation of the first two groups of competencies).

Developing a meaningful model of professional competence of the modern teacher, we were guided by the following basic competence as a system of pedagogical knowledge and skills: ability to build individual educational route students, to create conditions for the formation of their core competencies, to create and use educational environment, interact with the participants of the educational process, that is, those professional skills that are adequate to the structure and contents of the pedagogical activity of the teacher.

Let us characterize the main components of professional competence of future teachers.

1. Cognitive aims at mastery of pedagogical knowledge that form the basis of professional adaptation of a future teacher.

2. The design includes ideas about the tasks of training and education, strategies and ways of their achievement, provides an informed transition teachers from the abstract awareness of the trajectory to the result, and from the description of specific actions to achieve.

3. Prediction is focused on clearly presented in the consciousness of the teacher as the subject of control the end result. Professional forecasting carried out at the scientific and methodological basis, based on the knowledge of the essence and logic of the pedagogical process, the patterns of age and individual development of pupils.

4. Organizational aims at the management of the educational process, is the intentional interaction between all parties designed to achieve learning outcomes, and provides creation of a teacher's own activity, the activity of the students, the inclusion of subjects of educational process in different types of joint activities.

5. Information technology refers to the level of information literacy of teachers, which consists in the possession of adequate means of influencing students information flows.

6. Didactic caused by possession of the following skills, which are necessary for realization of educational activity: mastery of subject content, organization, private and educational-cognitive activity of students, activation and motivation of the individual student

7. Communication is associated with structural and organizational work, the peculiarities of the communicative activities of the teacher, the specificity of its interaction with colleagues, parents, students. Communication-the competent teacher understands and produces speech corresponding to a specific sociolinguistic context of the learning situation; conveys to students the information, focusing on their thesaurus; owns relevant information level of knowledge, different approaches to their interpretation for educational purposes.

8. Research suggests: possession of a master the basics of research culture, a certain system of values, knowledge, skills, traditional and innovative approaches; the ability to develop personal and professional qualities.

Thus, the process of formation of professional competence of students of pedagogical universities should be directed to the development of ways of thinking, the presentation of their views and positions, preparing ourselves for problem situations that require teacher mobility, originality of thinking and professionalism.

List of literature

1. Elagina, V.S. the Development of pedagogical competence of students of pedagogical universities // Modern high technologies. - 2010. №. 10. - P. 113-116.

2. Richter, T.V. Model of distance learning computer science in the system of teacher training for professional activity // proceedings of the SWorld. Materials of international scientific-practical conference "Modern problems and ways of their solution in science, transport, production and education 2011". Edition 4. 12. - Odessa: the black sea, 2011. - P. 83-85.

3. Richter, T.V. Model system of didactic provide distance learning computer science students of pedagogical higher education institutions // the Collection "the possibilities of the educational field "Mathematics and Informatics" to implement the competence approach in school and University Solikamsk. - 2012. - P. 200-207.

4. Federal state educational standard of higher professional education in the direction of 050100 Pedagogical education. Approved by the Ministry of education and science of the Russian Federation of December 22, 2009 No. 788 [Text]. - M., 2009. - 25 P.