І. Жансүгіров атындағы жму хабаршысы №3 / 2018
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| ISSN 2616-8901.
Математика және жаратылыстану-техникалық сериясы № 4 / 2018 техникалық ғылымдар» сериясы The motivational — valuable component is integrating one and takes central place. Components of a motivational - valuable component in structure of deontological readiness of future experts include values, interests, motives, requirements. The motivational and valuable component of future expert's deontological education is awareness of the importance of knowledge of deontological readiness for professional activity, having the positive motive to future activity, personal sense in future profession and satisfaction with the work. Interests will be constant, motives will be realized (motives — purposes) in case if they make a certain sense for the person and correspond to his values. The following component in structure of readiness considered by us is the substantial – operational component which includes the professional sphere competences: social, communicative, special and cognitive ones. Types of competences were defined by us proceeding from offered by International Commission of UNESCO on the XXI century education and the Council of Europe on classification of competences of educators and sciences [2]. Each component carries out a certain function in expert's professional activity: - the motivational — valuable component induces to activity; - substantially — operational component creates base for its implementation; - the emotional and strong-willed component provides its finishing, The expert’s deontological readiness is characterized: 1. by theoretical knowledge on general education and specific disciplines as well as corresponding knowledge of a professional duty. Knowledge is a fundamental aspect of formation of future expert’s deontological readiness I; 2. the ability to turn saved-up information and knowledge into consciousness, belief, credo and professional behavior habits; 3. readiness to work, being guided by the above described knowledges and beliefs, i.e. to act according to his professional duty: to use the competences, ZUNs, to fulfill duties, to observe rules of due in his actions, to observe the rules of communication psychohygiene. The methodological approaches, the principles of deontological education in system of professional education: - The following methodological approaches are considered by us as the basis of deontological education in system of professional education: akmeological, axiological, culturological, personal — activity and integral ones. - Akmeological approach creates conditions for the maximum development of future expert’s creative abilities and helps him to achieve the tops in professional field of work. - Axiological approach is based on search and formation of future expert’s valuable orientations as steady norms of moral consciousness and behavior. - Culturological approach is based on formation of student’s identity culture regulation in the course of his development of professional activity ways in practice and vice versa. - The principles of deontological education in system of professional education. - Process of education of deontological consciousness is based on realization of the following principles of the required readiness formation: - principle of scientific character of the content and methods of formation of future experts’ deontological readiness; - principle of originality and influence novelty: - principle of measure; - the principle of systematicity and sequence in mastering of science achievements and professional activity experience; - the principle of consciousness, creative activity and students’ independence in the course of deontological readiness formation; - the principle of durability of the results reached by students in the course of deontological readiness formation. - Let’s give their short description. |