Доклады казахской академии образования Ежеквартальный журнал издается с 2008 года
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KAO-3-2020
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- D.Y. SHUVALOVA teacher, M. Kozybaev North Kazakhstan University Annation
| УДК 378.048.2
THE ROLE OF INNOVATIVE TECHNOLOGIES IN PERSONAL AND PROFESSIONAL FORMATION OF YOUNG TEACHERS IN CONDITION OF A HIGHER SCHOOL G.I. CHEMODANOVA Candidate of Pedagogical Sciences, Associate professor, M. Kozybaev North Kazakhstan University S.V. VLASSENKO Candidate of Pedagogical Sciences, Kokshetau University named after A. Myrzakhmetov D.Y. SHUVALOVA teacher, M. Kozybaev North Kazakhstan University Annation In the article creation of organizationally-pedagogical terms of successful perfection of scientifically-pedagogical competences of a young teacher is examined in the conditions of a higher school. The special role is herein taken to the personality comprehension and acceptance by the young teacher of importance of educating and self-training during all the life. Key words: young teacher, organizational and pedagogical conditions, interactive forms and methods of teaching, critical thinking, collaborative environment, enhancing the development of the scientific and methodological potential of a young teacher. At the current stage of development of the higher education system, the research activities of a young teacher in the university are becoming increasingly important, becoming one of the main components of professional activity. Above all, this is due to the fact that the effectiveness of research activities is largely determined by the level of formation of methodological knowledge, research skills, the development of personal qualities, the hoarding of experience in creative research activities [1]. The scientific and pedagogical activity of a young teacher allows to most comprehensively demonstrate his or her individuality, creative abilities, readiness to self-actualization of the personality. In connection with this, a young teacher should have a steady motivation for the implementation of scientific and pedagogical activity, 118 which in turn, will allow to solve educational problems in conditions of university in the future. Even though, the issue of readiness for scientific and pedagogical activity has already been considered in pedagogical science, however, at the present stage of the development of society, it is necessary to rethink the existing pedagogical experience in order to identify new, optimal ways to improve the readiness of a young teacher for scientific and pedagogical activity, the ways that would work effectively in the modern socio-cultural situation. The need for continued scientific and pedagogical development, self- development and self-realization, unfortunately, is yet to become the norm of professional life. At the same time, the real conditions of postgraduate training of teachers at higher educational institutions, contributing to the harnessing of advanced experience, active interaction with colleagues and teachers of other educational institutions, strengthening their own initiatives in professional self-determination, the continuity of the process of scientific and pedagogical development and self-development, are not fully used. These circumstances raise a number of scientific, theoretical and practical issues related to understanding the scientific and pedagogical potential of a young university teacher as a pedagogical phenomenon and the peculiarities of the organization of its development in postgraduate training [2, 95 р]. This is also explained by the dynamics of changes taking place in a society that increasingly needs the people with a need for self-development and self- education skills. Training, self-development and self-realization of a university teacher should be ahead of schedule in relation to the trained future specialists. The crucial prerequisite for the realization of such self-development is the need of the young teachers themselves to improve their professional competence and the realization of this need in its varied options. In this regard, we have studied the individual plans of young teachers. Moreover, it should be noted that individual plans are prepared by teachers for each academic year and include 7 areas, we analyzed those ones that directly reflect the teacher’s work to improve professional competences, such as: 1. Educational and methodical work. Central to this area is the initiative and desire of the teacher to demonstrate and improve the methodological level through the development of educational and methodological documentation that ensures the effectiveness of the educational process; the development of training manuals. 119 2. Organizational and methodological work. This includes the жүктеу/скачать 2,64 Mb. Достарыңызбен бөлісу:
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