Рівні професіоналізму викладача вищого навчального закладу
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Дата
2015
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Анотація
У статті розглядається проблема дослідження рівнів професіоналізму викладача вищого навчального закладу. Розкрито та проаналізовано різні підходи до визначення рівнів професіоналізму викладача; охарактеризовано репродуктивний (мінімальний), адаптивний (номінальний), локально-моделюючий знання (середній), системно-моделю¬ючий знання (високий), системно-моделююча діяльність (вищий) рівні професіоналізму викладача вищого навчального закладу та окреслено подальші шляхи наукового пошуку.
The problem of research of the levels of professionalism of the teacher of higher educational establishment is examined in the article. Different approaches to defining the levels of professionalism of the teacher of higher educational establishment are revealed and analyzed. The professionalism of the teacher of higher education institution is not only the achievement of high professional results, but certainly the presence of psychological components – the inner relationship of a person to labor, the state of his mental qualities. Therefore, in the analysis of professionalism there are the two aspects: a) the state of the motivational sphere of professionalism of the teacher of higher education institution (what is the point in his life and professional activity of a teacher, what goals he/she seeks to achieve personally, how he/she is satisfied with his/her activity, motivation to different types of training, etc.); b) the operating status of the sphere of professional activity of the teacher (what techniques are used to reach the goal, what technologies are used, what resources– knowledge, mental operations, ability – are applied). Professionalism of the teacher of higher education institutions includes the following indicators of pedagogical skills: value approach to the design of learning content, interdisciplinary connections and practical significance of each theme; periodic updating of lecture courses and introduction of amendments and additions to the course work, practical tasks; the ability to interest the students, the need for constant search of new information on specific issues; development of special courses, especially for the optional intelligent choice; mapping of material at the lesson with the perspective plan of material study in the whole issue; anticipating possible deviations from the lesson plan and its reorientation in a situation; the ability to define the limits and conditions for the use of educational information, the appropriateness of other options, demonstration applied to each topic and, accordingly, the direction of cognitive activity of students; writing training manuals for some sections of the course or the whole course for which there is a deficiency or absence of the textbooks.
The problem of research of the levels of professionalism of the teacher of higher educational establishment is examined in the article. Different approaches to defining the levels of professionalism of the teacher of higher educational establishment are revealed and analyzed. The professionalism of the teacher of higher education institution is not only the achievement of high professional results, but certainly the presence of psychological components – the inner relationship of a person to labor, the state of his mental qualities. Therefore, in the analysis of professionalism there are the two aspects: a) the state of the motivational sphere of professionalism of the teacher of higher education institution (what is the point in his life and professional activity of a teacher, what goals he/she seeks to achieve personally, how he/she is satisfied with his/her activity, motivation to different types of training, etc.); b) the operating status of the sphere of professional activity of the teacher (what techniques are used to reach the goal, what technologies are used, what resources– knowledge, mental operations, ability – are applied). Professionalism of the teacher of higher education institutions includes the following indicators of pedagogical skills: value approach to the design of learning content, interdisciplinary connections and practical significance of each theme; periodic updating of lecture courses and introduction of amendments and additions to the course work, practical tasks; the ability to interest the students, the need for constant search of new information on specific issues; development of special courses, especially for the optional intelligent choice; mapping of material at the lesson with the perspective plan of material study in the whole issue; anticipating possible deviations from the lesson plan and its reorientation in a situation; the ability to define the limits and conditions for the use of educational information, the appropriateness of other options, demonstration applied to each topic and, accordingly, the direction of cognitive activity of students; writing training manuals for some sections of the course or the whole course for which there is a deficiency or absence of the textbooks.
Опис
Ключові слова
професіоналізм, викладач, вищий навчальний заклад, рівень професіоналізму, викладач вищого навчального закладу, самооцінювання, самопроектування, прогнозування, professionalism, teacher, higher educational establishment, level of professionalism, teacher of higher educational establishment, evaluation, planning, prognostication
Бібліографічний опис
Васильєва-Халатникова, М. О. Рівні професіоналізму викладача вищого навчального закладу [Текст] / М. О. Васильєва-Халатникова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 9 (53). – С. 173–182.