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Model of formation of professional and pedagogical mobility of the future lecturer

In document MODERN HIGHER EDUCATION IN THE CONTEXT OF EUROPEAN (сторінка 67-74)

should be noted at once that such an interpretation of the lecturer’s success corresponds to the structure of our proposed model for the formation of professional and pedagogical mobility but is somewhat arbitrary.

2. Model of formation of professional and pedagogical mobility of the future lecturer.

The implementation of the author’s concept of the study envisaged the following stages of the study: theoretical-target, organizational-methodical, control and productive.

Formation of professional and pedagogical mobility of the future lecturer requires constructing the appropriate model.

Pedagogical simulation of the professional activity of future lecturers, as pointed out by A. Teplytska, takes place in the following sequence: «putting forward ideas, formulating assumptions about the expected results; selection of the main directions

4 Професійна освіта : словник : навч. посіб. для учнів і пед. працівників проф.–техн. навч.

закл./ за ред. Н. Г. Ничкало АПН України, Ін–т педагогіки і психології проф. освіти. – К.:

Вища шк., 2000. С. 194 [381 с.]

5 Сушенцева Л. Вплив професійної мобільності на конкурентоздатність фахівця на сучасному ринку праці. Молодий вчений. 2016. №4(31). С. 570 [С. 568 – 572].

6 Каплина С. Е. Концептуальные и технологические основы формирования профессиональной мобильности будущих инженеров в процессе изучения гуманитарных дисциплин : автореф. дис. … д-ра пед. наук : 13.00.08. Чебоксары, 2008. C. 3 [48 с.]

Professional and pedagogical mobility of a future…

of system modeling based on the analysis of previous educational models;

construction of the model in accordance with the leading ideas and values of the personally oriented learning paradigm; structuring «subject / object of research»

(generalized by us – О. І.); definition of the main components of the methodical system of formation «subject / object of research» (generalized by us – О. І.);

specification of the main components in accordance with the criteria of the expected result; implementation of the stages of the methodical system for continuous diagnostics, analysis and correction of the modeling pedagogical process»7.

Depending on the provisions of the author's concepts, the researchers identify the various stages of the formation of professional mobility (and its types):

«motivational-adaptive, professional-oriented, professional-activating, transformational-practical»8, «motivational-adaptive, content-cognitive, practical- productive»9, «initial, practical, integration, system-generalization)»10 etc.

The model of the formation of professional and pedagogical mobility is structurally functional and can be conditionally attributed to the institutional (block).

Structural-functional model of formation of professional and pedagogical mobility – Fig. 1, reflects the interconnection and interdependence of such blocks:

purposeful, methodological-procedural, substantive-procedural, effective.

Consider this block in detail.

1. The purpose of the model is the formation of the professional and pedagogical mobility of a future lecturer in a master’s degree (target block).

2. The methodological and procedural block contains information on the principles / approaches used for the formation of professional and pedagogical mobility (its components).

Thus, according to the results of our research, the formation of the personal component of professional and pedagogical mobility is associated with the use of such principles: consciousness of learning; activity and independence; the unity of educational, developmental and educational functions of teaching (general didactic), humanization of education and acmeology (specific).

Formation of the activity component is due to the use of such principles:

accessibility; thoroughness; systematic and consistent; communication studies with practical activities (general-didactic), continuity of education; modules of learning content (specific). Formation of two components of professional and pedagogical

7 Теплицька А. О. Модель і моделювання в професійній освіті майбутніх учителів.

Духовність особистості: методологія, теорія і практика. 2015. Вип. 6. С. 186. [С. 181-191].

URL: http://nbuv.gov.ua/UJRN/domtp_2015_6_22 (дата звернення: 17.05.2019)

8 Гордєєва Т. Є. Педагогічні умови формування професійної мобільності майбутніх соціальних працівників : автореф. дис. к. пед. наук : 13.00.04. Переяслав-Хмельницький, 2015. С. 8 [20 с.]

9 Мерзлякова Н.С. Формирование профессиональной мобильности будущего инженера средствами поликультурного образования: автореф. дис.... к. пед. н. : 13.00.08. Оренбург, 2012. С. 11 [23 с.]

10 Cачук Ю. Є. Формування соціально-професійної мобільності майбутніх викладачів інформатики у процесі магістерської підготовки : автореф. дис. к. пед. наук : 13.00.04.

Дніпро, 2017. С. 10 [20 с.]

Oleksandr Iyevlyev

mobility is connected with the use of the principles of visibility (general-didactic) and mobility and coevolution (specific).

Therefore, it is necessary to use personal-activity, competence, event, synergetic, systemic, axiological, humanistic-oriented (humanistic) approaches.

3. In the content-process unit are described: a) the structure of professional and pedagogical mobility; b) forms / methods / means / contents of methodical work;

c) innovative technologies for the formation of professional and pedagogical mobility; d) Pedagogical conditions determined by the author that allow forming professional and pedagogical mobility.

a) According to the results of our research, the structure of professional and pedagogical mobility is a flat and personal component. Activity component (AC) is determined by professional, pedagogical, design and psychological competencies.

Personal component (PC) is determined by motivational, reflexive, adaptive and creative competencies11. We have analyzed the essence of these competencies and investigated their structure.

Based on the research conducted, it has been determined that the identified competencies consist of such competencies:

• pedagogical competence (PC):

- knowledge, abilities, skills to organize own professional activities, - knowledge, abilities, skills to organize educational activity of students,

• professional competence (PC):

- a set of special knowledge, which is determined predominantly by basic education, skills and abilities to use them in professional activities,

• design competence (DC):

- knowledge, abilities, skills in designing own professional and pedagogical activities,

- knowledge, abilities, skills in designing educational and cognitive activity of students,

• psychological competence (PC):

- to know the laws of mental processes and states of personality, - be able to use this knowledge in the educational process,

• motivational competence (MC):

- installation for professional improvement,

- the ability to know own motivation for professional activity,

• reflexive competence (RC):

- be able to comprehend their own professional opportunities, - be able to comprehend their own personal capabilities,

• adaptive competence (AC):

- knowledge, abilities, skills to adapt to the conditions of professional activity, - abilities and self-development skills,

11 Іyevlyev O. Concept of forming professional and pedagogical mobility of the future lecturer in the master's degree. Обрії : наук.-пед. журнал. 2018. №2 (47). С. 35-36 [С. 33 – 36].

Professional and pedagogical mobility of a future…

integration of basic and psychological and pedagogical knowledge in the preparation of a future lecturer in a master’s degree

Active component

the introduction of innovative and interactive pedagogical technologies into the educational process (system of methodo- logical work) of the institution of higher

education Personal component

- general-didactic: consciousness of learning; activity and independence; the unity of educational, developmental and educational functions of education; accessibility;

thoroughness; systematic and consistent; communication learning with practical activities,

- specific: humanization of education and acmeology; continuity of education; modules of the content of training; mobility; coevolution.

Creative competence Professional competence

Pedagogical competence Psychological competence

Adaptive competence Reflexive competence

Motivational competence

Structure of professionaland pedagogical mobility of the future lecturer

Design Competence formation in the

participants of the educational process the ability to use methods of manipulative influence in the subject-subject interaction

high

medium

low

l e v e l s organization of methodical

work with the pedagogical team on the formation of psychological and pedagogical readiness of pedagogical workers to the formation of professional and pedagogical mobility

c r i t e r i a

PEDAGOGICALCONDITIONS

the orientation of the educational process to the formation of our identified competencies

personal

active

Kgen

Result: positive dynamics of the formation of the lecturer's professional and pedagogical mobility.

Innovative technologies of formation of professional and pedagogical mobility

Principles

Approaches

personality-activity, competence, event, synergetic, systemic, axiological, humanistic- oriented (humanistic)

T a r g e t b l o c k

M e t h o d o l o g i c a l – p r o c e d u r a l b l o c k THE AIM: formation of professional and pedagogical mobility of future lecturer

Forms / methods / means / content of methodical work

T h e c o n t e n t - p r o c e s s u n i t

E f f e c t i v e b l o c k

Fig.1. Model of formation of professional and pedagogical mobility of future leturer.

Oleksandr Iyevlyev

• creative competence (CC):

- creative attitude to professional activity, - be able to master the ways of creativity in it.

b) Formation of professional and pedagogical mobility is associated with the use:

- content of the methodical work: perspective pedagogical experience, suggestions and recommendations for raising the level of professional and pedagogical mobility, organization of mentoring, mutual assistance, etc.;

- forms of methodical work: pedagogical reading, pedagogical exhibitions, methodical and problem seminars, conducting of open classes, methodical weeks, round tables, conferences, etc.

- methods of methodical work: work in creative groups, coach sessions, training, methodical business games, methods of manipulative (pedagogically- manipulative) influence, etc.;

- means of methodical work: multifunctional printed hand-out material;

reference notes etc.

This is due to the use of innovative pedagogical technologies that are oriented towards the personality of the future lecturer.

c) Innovative technologies – is a purposeful system of sets of techniques, facilities for organizing learning activities, covering the entire learning process from goal definition to obtaining results. This system is based on internal learning conditions, which is why pedagogical technologies are connected with the ideas and experience of psychology, sociology, system analysis, etc. 12.

Let’s dwell on the main innovative pedagogical technologies, as should be used for the formation of the personal component of professional pedagogical mobility.

Thus, using forsite technology for mobility development allows students to acquire skills to predict their own future13. Creating a Foresight project «I am the future lecturer» and will help students to successfully adapt to the conditions of professional activity. Participation in the project allows the student to demonstrate their own individuality, to reveal creative abilities, to feel as a lecturer.

The technology of guided self-education is realized through the arrangements for group rallying, the development of the common goals of the educational community of the institution of higher education, individual assistance, openness, transparency, joint activity, exchange of opinions. The content of the study is determined by the program and corrected by the demands of the listeners14. According to L. Amirova, the advantage of technology, it is possible to reduce the use of the dependence of the

12 Гаргін В. В. Використання інтерактивних технологій навчання у проектно-технологічній діяльності. Вісник Чернігівського національного педагогічного університету. Серія : Педагогічні науки. Вип. 137, 2016. С. 213 [С. 213-216]. URL:

http://nbuv.gov.ua/UJRN/VchdpuP_2016_137_52 (дата звернення: 21.05.2019).

13 Вороновська Л. П. Формування професійної мобільності майбутніх фахівців комунального господарства: дис.... канд. пед. наук : 13.00.04. Дніпропетровськ, 2016. C. 97 [267 с.]

14 Амирова Л.А. Реализация технологии управляемого самообучения преподавателей вуза в дидактической системе последипломного образования. Известия Самарского научного центра Российской академии наук, т. 12, №3(2), 2010. С. 297 [С. 296 – 298].

Professional and pedagogical mobility of a future…

result of training on the level of professional skill of a particular listener in the

«subject-subject» interaction of participants in the educational process.

«Brainstorm» і «Саsе-method» («case-study») are most effective among the methods of collective-group education, which is conditioned by their influence on the personal and professional development of the future lecturer as it induces self- efficacy in intensive activities based on the identification of their own imagination, creativity, free expression of their thoughts15.

For the formation of the active component of professional and pedagogical mobility, it is advisable to use other innovative pedagogical technologies.

Technology of projective activity – is a system of learning that involves flexible organization of the educational process and, in the opinion of Yu. Biktuganov, ensures the professional and personal growth of the lecturer, increasing professional mobility16. Technology contributes to the development of autonomy, creativity and intellectual abilities.

At the same time, it is possible to highlight technologies, the use of which enables the formation of two components of professional and pedagogical mobility.

Thus, the use of training technologies implements an active model of learning that stimulates the independence of students, allows them to demonstrate non- standard thinking and creativity, increase adaptability and reflexivity.

At the same time, examples of training situations can be: role and problem situations of professional activity, situations related to the lecturer’s specialty, situations related to modeling and designing of pedagogical reality, conflict situations, etc.

An important technology that is expedient to use for the formation of professional and pedagogical mobility is the technology of using pedagogically- manipulative influences in the educational process.

Manipulative influence in the pedagogical process requires adequacy and self- evaluation, harmonization with certain generally accepted norms. The criterion for the morality of pedagogical manipulations is the ethical principles and moral norms, as well as the motives and goals that govern the subject of influence for the continuous improvement of the educational process 17.

The leading characteristic of this influence is the direction of its action on the stereotyped behavior (reaction) of participants in the educational process, which determines its effectiveness in the formation of pedagogical and pedagogical mobility.

When forming professional and pedagogical mobility, it is also advisable to use professionally-integrated (personally practical-oriented) innovation technology

15 Пріма Р. М. Теоретико-методологічні засади формування професійної мобільності майбутнього фахівця початкової освіти : автореф. дис.... д-ра пед. наук : 13.00.04. Одеса, 2010. С. 31 [48 с.]

16 Биктуганов Ю. И. Развитие профессиональной мобильности учителя средствами проектной деятельности в системе дополнительного образования : автореф. дис.... к. пед. н. : 13.00.08.Москва, 2013. С. 5 [22 с.]

17 Калінська О.П. Розвиток педагогічної майстерності викладача економічних дисциплін у вищому навчальному закладі : дис.... канд. пед. наук : 13.00.04. Львів, 2018. С. 154 [345 c.]

Oleksandr Iyevlyev

proposed by L. Sushentseva, which includes the goal of the formation of mobility (in our case, professional and pedagogical); specific features of the profession (professional qualification of a pedagogical worker); content of the subject; the presence of teaching and technical means of training (including distance education);

individual psychological peculiarities of students (pupils), their ability to independently acquire knowledge, abilities, skills, key and professional competences;

level of professional-pedagogical and methodical skills of the lecturer 18.

d) the author defined pedagogical conditions that allow forming professional and pedagogical mobility:

- integration of basic and psychological and pedagogical knowledge in the preparation of a future lecturer in a master’s degree;

- the introduction of innovative and interactive pedagogical technologies into the educational process (system of methodological work) of the institution of higher education;

- formation in the participants of the educational process the ability to use methods of manipulative influence in the subject-subject interaction;

- the orientation of the educational process to the formation of our identified competencies;

- organization of methodical work with the pedagogical team on the formation of psychological and pedagogical readiness of pedagogical workers to the formation of professional and pedagogical mobility.

4. The result block describes the criteria / levels of the formation of professional mobility.

To assess the formation of professional and pedagogical mobility, it is suggested to use levels that correspond to the scale of indistinct linguistic assessments: low, medium, high.

The criterion of the formation of professional and pedagogical mobility (kgen) takes into account the stage of formation of its personal and active components.

The result of the implementation of the model is the positive dynamics of the formation of the professional and pedagogical mobility of the future lecturer.

It should be added that the process of humanizing the content of education and training contributes to the formation of both the personal and the active component of professional and pedagogical mobility. The process of humanization involves the creation of an appropriate educational environment and the use of the above innovative pedagogical technologies. Implementation of ideas, humanization of the content of education and training affects the formation of the personality of the future lecturer (induces to self-realization, creativity, humanity etc.) and is directly related to the style of further professional activity of the lecturer.

18 Сушенцева Л.Л. Теоретико-методичні засади формування професійної мобільності майбутніх кваліфікованих робітників у професійно-технічних навчальних закладах : дис... д- ра пед. наук: 13.00.04. Київ, 2012. С. 322 [559 с.]

Professional and pedagogical mobility of a future…

3. The system of work of a higher education institution for the formation of

In document MODERN HIGHER EDUCATION IN THE CONTEXT OF EUROPEAN (сторінка 67-74)