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KAO-3-2020

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, 


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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.


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2. Organizational and methodological work. This includes the 

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