Lecture 13. Pedagogical education system. Kazakhstan's teaching staff: the current situation and conditions.

"Current political, economic and social state of Kazakhstan's society, integration into the world educational space requires a modernization of the system of secondary education of the Republic of Kazakhstan, which leads to the need to review the objectives, structure and content of school education and increase the period of study." The transition to 12-year education in the Republic of Kazakhstan, calls for new organizational forms and methods of training and education. In this connection there is need to review the vocational training of students of pedagogical universities.

An important task of teacher education is to prepare teachers with the main directions of modernization of education, based on the requirements of a student-centered, system-activity and competence approaches. The process of formation of knowledge on the basics of pedagogical techniques in accordance with the practice-oriented approach is laid in high school, and is included in training in the Post Graduate step with increased focus on practical research, experimental work in the conditions of modernization of modern education.

The key to getting the readiness of the future teachers to innovative activity. It is necessary to decide on in the field of educational technology priorities based on the objectives of education, taking into account the interests of the individual.

Today marked the four most important approach of training and education: the activity, student-centered, competence, and health saving. Competence approach, which today permeates all parts of the educational system, involves the formation of the trainees have the required set of professional and personal qualities to ensure a successful social adaptation and professional competence. The implementation of competence-based approach requires the formation of teachers of different competences, including readiness for Educational Innovation. These developments are taken into account in the modern system of training teachers.

The "Concept of Higher Pedagogical Education of the Republic of Kazakhstan", as well as the "Concept of a continuous pedagogical education the teacher of the new formation of the Republic of Kazakhstan," noted the priority objectives - to promote the development of the teacher competency and its ability to solve professional problems due to the peculiarities of development of education system in the Republic of Kazakhstan at the present stage.

Among the key competencies of future teachers stand out: the ability to find original solutions in unusual situations, give personal color teaching, act independently in solving various professional tasks, to maximize the potential of students, to take into account in its activities the individual characteristics of students, to promote the free activity of their students, etc.. These skills are the essence of educational technologies, which are widely used in today's learning process.

Professor A.A.Verbitsky distinguishes object-technological competence of the teacher, which means the degree of ownership of the content of training and education, effective teaching technologies (traditional and new), contributing to the teaching of innovation, including the ability to conduct effective teaching in the field of technologies research and the implementation of their results in the practice.

Understanding of pedagogical technologies, the ability to creatively use them in their activities, the various processing methods vary depending on the individual characteristics of students, subject specificity - an indicator of teacher professionalism.

The question of the formation of readiness of the future teachers to use of innovations is one of the key in the process of training teachers. The main reason for unavailability of the implementation of educational technology is the lack of theoretical and practical training of future teachers, which should be carried out at the university, in the training of future teachers.

This issue is explored in the works of contemporary scholars from different angles. Didactic aspects of educational technology studied V.P.Bespalko, VA Buhvalov, MM Levine, M. Clarín and others.

The educational aspect of educational technologies has become an object of study in research VM Korotova, NE Beeater, VY Pityukova et al.

Pedagogical technology as a new academic discipline investigated N.E.Schurkova, AE Abylkasymova, MJ Zhadrino, SN Laktionova, A.K.Rysbaeva. Different approaches to the classification of advanced teaching technologies such as the researchers VG Gulchevskaya, VT Fomenko, TI Shamova, TM Davydenko, et al.

Preparing students for the use of educational technology, the result of which is the commitment to this type of professional activity carried out in the course of general training.

Currently, the pedagogical university educational process introduced courses, the content of which reflects emerging trends: "Modern educational technology", "Innovative technology training and education", "The new concept of education", etc. The process of learning and teaching technologies to prepare students for practical work is built in a certain sequence: goal orientation, teacher and student action system, the results and practical development. Students get acquainted with the history of technology, the range of educational problems that can be solved with the help of a technology, methodology, limitations of use, etc.

The existence of different interpretations, classifications, approaches to solving problems actualizes the need to clarify the terminological apparatus. The study of educational technology begins with a study of concepts such as "technology", "Educational Technology", "educational technology", "innovation". One of their famous classification program is TI Shamova and TM Davydenko, who offer the following classification of educational technology:

- Technology "traditional school".

- "School development" technology.

- "School socialization" technology.

According to this classification technology "school of socialization" (technology of "dialogue of cultures", the technology Montessori, gaming technology, focused on the socialization of the individual, technology workshops, humane-personal Sh Amonashvili technology Waldorf technology) more than any other match kompetentostnomu approach and are advanced. One of the basic principles of these technologies is the individualization of learning.

It should be noted that the students - future teachers - prefer the student-oriented technologies, which are based on health-saving aspects, anthropocentric, the idea of ​​free education of the child. School health approach in teaching methods is the selection of the system and forms of training in accordance with the characteristics of a particular class of student. All this is aimed at creating a favorable psycho-emotional climate in the assimilation of educational material on the decision of the harmonious development of tasks, the health of the individual and the formation of its physical training.

One of the key technologies of the 12-year school selected design and research method, which aims to develop students' thinking, self-analysis, initiative, so that they could choose to join in the debate, to defend their position, to give an adequate assessment of their actions. Project-based learning - is an integrated teaching method that allows you to personalize the learning process enables the learner to show independence in the planning, organization and control of their activities. Students will gain knowledge in the planning and implementation of practical tasks, projects. The main aim of the method is to give students the possibility of acquiring self-knowledge in solving practical problems, or problems that require the integration of knowledge from different subject areas.

Thus, studying modern technology, students are determined by comparing the preferred methods of theoretical knowledge with teaching practice and preparing for self-employment. Preliminary interview with pedagogical high school students showed that students show exceptional interest in the study of educational technology, according to the ability to use educational technology indicator of professional competence, but it turned out that the students are not adequately possess the theoretical knowledge, have narrowed idea of ​​pedagogical technology as a new teaching methods do not distinguish between traditional and innovative technology. However, in the course of teaching practice, faced with creative detail teachers, students noted the effectiveness of the various educational workshops, master classes, educational laboratories, the purpose of which is to familiarize teachers with pedagogical innovations and sharing best practices.

The implementation of competence-based approach suggests that the main result of educational activities should not be a system of knowledge, abilities and skills of the student, and a set of core competencies in intellectual, civil, communication, information and other spheres.

According to teachers and psychologists, competence-based approach helps to meet the needs of both students and teachers, to optimize the learning process, solving the problem of the so-called "doctrine without coercion." But, undoubtedly, a great role in the efficient performance belongs to the person of the teacher of technology depends on its pedagogical expertise. The authors of the various pedagogical innovations have always been teachers-innovators, which is driven by a love of children, pedagogical optimism, courage in pedagogical activities.

Modern school requires a teacher with a specific professional competence, which include not only cognitive and operatsionalnotehnologicheskuyu components, but also motivational, ethical, social, behavioral, design, as well as the learning outcomes (knowledge and skills), the system of value orientations, habits, etc.. It should be a professional who is capable of a high level to carry out the educational process, to raise students' spirituality and morality, conduct research, develop new technology and information systems.

Competence approach - a set of common principles determining the aims of education, the selection of the content of education, organization of educational process and evaluation of educational outcomes. The purpose of education is at the same time in the development of trainees' ability to independently solve problems in various fields and activities through the use of social experience, which is an element of our own experience of students; educational content is adapted didactic experience in solving problems; meaning the organization of the educational process is to create conditions for the formation of the trainees experience of independent solutions of cognitive, communicative, organizational, moral and other problems that make up the content of education; assessment of learning outcomes is based on an analysis of the level of education achieved by students at a certain stage of training.

As for the modern system of education is characterized by problematization of its initial targets and installations, the crisis of the traditional paradigms, finding new ways and strategies, it is necessary to develop such a model of specialist training, which would contain recommendations for teachers of high schools and where professional competence would be specified, which should be developed in students. Such a model should include a list of requirements, and the presentation by the appropriate teachers for the student is given specialty.

A number of researchers have noted that today the quality of training provided mainly by the impact of the pedagogical and psychological factors are considered inadequate, which has a significant impact on student self-development, development of its professionally important qualities. As a rule, all current technology, teaching methods aimed at the transfer of knowledge and almost do not provide active and independent cognitive activity of students, the development of their professional, creative abilities, ie formation of project competence.

In pedagogical literature as design competence understood as a set of design, constructive and reflexive knowledge and skills that provide the logic of the teacher activities in solving educational problems. "The project competence" - a person's ability to project its activities in addressing the educational, administrative problems caused by the dynamism, variability of educational systems.

This competence implies the development and improvement of project activities through the use of skills in the educational process of interactive educational technologies, which represent training based on active interaction with the subject of study. In other words, it is an educational process with a well-organized feedback, a two-way exchange of information between teacher and students. Interactive learning involves immersion in communication. And interactive technology is precisely designed to facilitate preparatory activities of each teacher and each student learning activities, to make learning feasible, fit, affordable and pleasurable.