Dubakov Artyom Viktorovich, Candidate of Pedagogical Sciences, Associate Professor of the Department of English and Methods of its Teaching, Shadrinsk State Pedagogical Institute, Shadrinsk [email protected]

Formation of methodological competence

future teacher of a foreign language: content and organizational and technological aspects

Annotation. The article is devoted to the analysis of the process of formation of the methodological competence of a foreign language teacher. The author considers various definitions of the methodological competence of a future foreign language teacher, specifies the structural components of the phenomenon, focuses on the possible organizational and technological aspects of the purposeful formation of this competence in a university environment. Key words: professional competence of a foreign language teacher, methodological competence, professional and methodological training of future foreign language teachers.

Links to sources1. Igna O.N. The structure and content of the methodological competence of a foreign language teacher // Yaroslavl Pedagogical Bulletin. –2010. No. 1. –P.90 –94.2. Makeeva S.N. Competence-based approach to methodological training of a foreign language teacher // Bulletin of the Buryat State University. –2010. No. 15. -P.201 -205.3. Nikitina E.Yu., Afanas'eva O.Yu., Fedotova M.G. Methodological competence of the future teacher of a foreign language // Bulletin of the Chelyabinsk State Pedagogical University. -2013. -No. 12. –S.54 –65.4. Yazykova N.V. Workshop on the methodology of teaching foreign languages. -M.: Enlightenment, 2012. -240 p.5. Igna O.N. The structure and content of the methodological competence of a foreign language teacher // Yaroslavl Pedagogical Bulletin. –2010. No. 1. -P.90 -94.6. Makeeva S.N. Competence-based approach to methodological training of a foreign language teacher // Bulletin of the Buryat State University. –2010. No. 15. -P.201 -205.7. Nikitina E.Yu., Afanas'eva O.Yu., Fedotova M.G. Methodological competence of the future teacher of a foreign language // Bulletin of the Chelyabinsk State Pedagogical University. -2013. -No. 12. – P.54 –65.8. Dubakov A.V., Khilchenko T.V. Formation of methodological competitiveness of future teachers of a foreign language in the conditions of modernization of higher education // Actual problems of the humanities and natural sciences. –2014. No. 10. –S.336 –341.

The mechanism of formation of methodological competence of school teachers in the organization of design and research activities is described. The project tries to resolve the contradiction between the relevance of the formation of design and research competencies among students and the lack of theoretical knowledge and practical skills for their implementation among teachers.

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Project:

"Formation of methodological competence of teachers in the organization of design and research activities

Relevance. Radical changes are taking place in the field of education in Russia. They are connected, first of all, with socio-economic changes in society. The national educational initiative “Our New School” declares that “…the main result of school education should be its compliance with the goals of advanced development. This means that it is necessary to study in schools not only the achievements of the past, but also those methods and technologies that will be useful in the future. Children should be involved in research projects, creative activities, sports events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities.” Therefore, taking into account the state strategy for the development of education and systematizing the social expectations of parents, students and teachers, the Program for the Development of the Educational Institution "Project and Research Activities as the Basis for Self-Realization of Students" for 2010-2015 was developed. Every year more and more teachers are involved in the organization of project and research activities. But not always their methodological competence allows them to competently and correctly guide students in these types of educational activities. All this requires an active search for new reserves of teacher training capable of meeting the requirements.

The contradiction lies between the relevance of the formation of design and research competencies among students and the lack of theoretical knowledge and practical skills for their implementation among teachers.

We proceed from the assumption that the level of formation of the teacher's methodological competence will increase if an "innovative field" is created, which includes:

the creation of appropriate organizational and pedagogical structures that ensure the deployment of creative searches related to the formation of one's own "I" and the inclusion of teachers in research activities (creative laboratories, schools of advanced pedagogical experience, pedagogical workshops, temporary creative groups, etc.);

providing teachers with the necessary scientific and methodological assistance related to improving their theoretical level and professional skills.

In the light of the modernization of Russian education, a teacher must be competent in organizing project, research and creative activities with students in order to form and plan the development of their basic competencies: informational, communicative, self-organization and self-education.

The novelty of the project lies in the fact that teachers will act not as an object, but as a subject of learning. During the trainings, developing various mini-projects, teachers will be immersed in the atmosphere of design and research activities. Learning will take place in the course of joint activities.

theoretical sourcesof this project is:

student-centered learning Ya.A. Yakimanskaya

research technology A.V. Leontovich

competence-based approach to the construction and study of educational processes (A.V. Khutorskoy, E.S. Zair-Bek, A.P. Tryapitsyna)

theory of developmental education V.V.Davydova

Target: To form methodological competence in the organization of design and research activities among school teachers

Tasks:

Determine the essence and content of the methodological competence of teachers in the organization of design and research activities.

To develop criteria, indicators and levels of methodological competence of teachers in the organization of design and research activities.

Expected results:

Raising the qualifications of teachers.

Normative and methodological support of design and research activities of students.

Creation of conditions for the development and implementation of creative, educational and research abilities of students and teachers.

Organization of information and productive space for innovative activities of teachers.

Structural and meaningful streamlining of work, strengthening the system of intra-school interaction between teachers and students.

The creation of an innovative field is associated with the organization of activities in two directions:

Organization of methodological assistance.It will include:

Diagnostics reflecting the attitude of teachers to research activities

A cycle of methodological seminars-trainings, both within the VTG and for the entire teaching staff

Special course for teachers-leaders of students' research work

Individual counseling

Increasing the methodological competence of the teacher is provided by a system of continuous training. At the initial stage, teachers should receive methodological recommendations for structuring this activity. As part of creative teams, they will take an active part in the development of these recommendations and their testing, undergo training on formulating hypotheses, master the methods and techniques for organizing: research motivation; posing problems; collection of practical material; systematization and analysis of the received material; putting forward a hypothesis; hypothesis testing; proof or refutation of hypotheses; presentation of results.

Tasks	Working methods
Determine the essence and content of the design and research competence of teachers.	Study of methodological literature, best practices of other educational institutions Questionnaire "Personal motivation of the leader of the research activities of students"
Develop criteria, indicators and levels of design and research competence of teachers	Group work of VTG participants Diagnostics of teachers "Development of design and research competence of teachers"
To improve the qualifications of school teachers on the organization of design and research activities.	Organization of seminars, trainings Course preparation Individual consultations self-education
Create methodological structures that ensure the inclusion of teachers in design and research activities.	Creation of VTG "Head of design and research activities" Creation of pedagogical workshops Establishment of the School of Excellence in Pedagogical Experience
	Scheme of analysis and introspection of the lesson from the point of view of the organization of design and research activities

Achievement of the goals will take place in 4 stages:
Temporary boundaries	primary goal	Expected Results
2011-2012	Creation of organizational, pedagogical and psychological conditions for the development of cognitive independence of teachers at the initial stage of introducing research methods into the practice of teaching and education.	1. Structural and content streamlining of work, strengthening the system of intra-school interaction between teachers and students. 2. Getting an idea of ​​the current state of affairs, detailed planning of general and individual work for the year and for the near future. 3. Acquaintance with new technologies of research work with students in the classroom and outside of school hours.
2012-2013	Organizational and content support of systematic research work of teachers	1. Increased indicators of the quality of students' knowledge, an increase in the number of participants in district, city, regional and Russian competitions. 2. Expanding the range of teacher's methodological tools used in the classroom, during extracurricular time and in self-educational work. 3. An organized system for monitoring the innovation process in the school, promptly identifying progress and difficulties in order to correct general and particular areas of work.
2013-2014	Organizational and content support for systematic research work of teachers; managing the development of their research culture.	1. Quantitative and qualitative indicators of the level of knowledge of students, an increase in the number of those who are actively and constantly engaged in design and research activities 2. Development, approbation and implementation of the author's methodological tools of teachers, which are used in the classroom, after school hours and in self-educational work.
2014-2015	Ensuring the intellectual, personal and social development of students in the context of the introduction of research methods into the system of educational work of the school.	Inclusion of research work in the system of everyday professional work of a teacher. Generalization of the experience of teachers who introduce project-research teaching technologies into the educational process.

Main activities for its implementation

		Timing	Responsible executors	Expected resource
	1. Scientific and methodological support of the program.
	Development of algorithms for the teacher's activities to support projects and students' research.	2011-2012 academic year	creative team teachers
	Development of algorithms for the formation of a research culture in the classroom.	2011-2012 academic year	creative team teachers
	Development of criteria for evaluating the project activities of teachers	2011-2012 academic year	creative team teachers	Regulatory framework of the program
	Creation of a data bank on scientific and methodological literature on the design and research activities of students and teachers.	2011-2015	Deputy director tora on water resources management, SHMO chairmen, librarian	Catalog of scientific and methodological literature
	Development and description of the content of seminars within the framework of intra-school coursework for teachers	2011-2013		Coursework Program
	Development of organizational forms for conducting experimental classes and methods for conducting experimental lessons for the formation of design and research UN.	2011-2014	Deputy directors for water resources management, teachers-experimenters	Working materials
	Consulting teachers working on the implementation of project-based learning technology.	2011-2015	Deputy director for water resources management	Group and individual consultations
	Preparing and conducting an interim and year-end self-analysis of teachers working on the implementation of project-based learning technology.	2011-2015	Deputy director for water resources management	Materials of self-analysis.
	Methodical description of tested projects.	As you create	teachers	Methodical materials
	Analysis of the results and progress of training projects	As implementation	deputy directors for OIA, teachers	Reference materials
	Creation of a cyclogram for the management of project and research activities of students.	September 2011	Deputy director for water resources management	Cyclogram
	2. Organizational and active support of the program
	Diagnostics of design and research competence of teachers	September 2011	Administration	Analytical materials
	Organization of training of the teaching staff in the technology of project-based research training.	2011-2013	Deputy Director for WRM	Knowledge and skills in the field of project-based learning technology.
	Formation of creative groups of teachers, creative laboratories	October 2011	Deputy director for water resources management	Creative groups
	Exchange of work experience through a system of mutual attendance of lessons, extracurricular and extracurricular activities.	2011-2015	Administration	Knowledge and skills in the field of project-based learning technology
	Classes within the framework of the ShMO "Preparing students for project and research activities of students"	2011	SHMO Chairs
	Generalization and introduction into practice of best practices in the application of project-based learning technology.	2013-2015	Administration
	Organization of workshops, master classes for supervisors of design and research work of students.	2011-2013	Administration	Methodological and didactic materials
	Round tables: "Project and research activities of younger students: results, problems, ways to solve them"; "Project and research activities of students in grades 5 - 11: results, problems, ways to solve them."	annually	Deputy director for water resources management
	Preparation of reporting materials	At the end of each year	Deputy director for water resources management	Reporting materials
	Monitoring the progress of innovation work.	annually	Deputy director for water resources management	Materials within the school control methodological work
	Organization of the project week	2012-2013	WTG
	3. Psychological support of the program.
	Psychologist's consultations "Removal of stressful situations from participants of conferences and competitions of design and research works."	annually	Psychologist
	Conducting psychological trainings aimed at developing the skills of confident behavior of participants in competitions, conferences.	annually	Psychologist	Training developments
	4. Motivational support of the program
	Methodological day for course participants during vacation time	2011-2015	Director
	Cabinet Priority Logistics	2011-2015	Director
	Generalization of advanced pedagogical experience of teachers	2011-2015	Director
	Financial incentives in the form of bonuses, allowances, grants	2011-2015	Director

Conclusion: We assume that in the course of training in project and research activities, team members will acquire the skills necessary for personal improvement and for working to improve the achievements of the entire team, because the success of an organization consists of the achievements of each person. In the course of project activities, the main tasks will be implemented through the creation of a project as a product of the thinking and actions of the teaching staff. Participation in the design of the development of the team increases the responsibility of people, encourages research activities to improve their own project, there will be an opportunity for creative and business growth for everyone, and as a result, the hidden personnel potential of the team for promotion will be revealed. The created situation of reflective analysis and discussion in the course of project activities will allow the team to move forward, learn to see and understand the problem, analyze various forms of solving the problem.

Thus, the professional development of teachers is carried out in the process of educational projects, as a result of joint activities, through the definition of a common vision of the prospects of an educational institution.

Practical significancelies in the fact that the developed criteria, indicators and levels of formation of the methodological competence of the teacher will contribute to the differentiated inclusion of the teacher in the design and research activities.

The developed model of the "innovation field", aimed at creating conditions for the formation of a teacher-researcher, ensures a constant growth of professionalism and leads to the enrichment of his project-research culture.

Work resultscan find their application in the organization of research work with teachers, in the system of training and advanced training of teaching staff, in the innovative activities of an educational institution.

Forms of implementation of the results of the Project in the practice of an educational institution

Scenarios of seminars, trainings

Intermediate results

Timing	Events
October 2011	VTG "Head of design and research activities" was formed
October 2011	The topics of seminars, trainings for the academic year have been developed
September 2011	A program for analyzing the lesson from the point of view of organizing design and research activities has been developed
October 2011	A seminar "Creative activity of a teacher-facilitator" was held

Bibliography

Berkaliev T.N., Zair-Bek E.S., Tryapitsyna A.P. // Development of education: the experience of reforms and evaluation of the progress of the school; 2007. KARO

Vasiliev V. Design and research technology: the development of motivation // National education. -2000. - No. 9 -S.177-180

Davydov V.V. The theory of developmental learning. - M., 1996

Lebedev O.E. Competence-based approach in education // School technologies. - 2004. - No. 5. - S. 3-12.

Leontovich A.V. Training for the preparation of supervisors of research work for schoolchildren // Library of the journal "Research work of schoolchildren". - 2006.

Savenkov A.I. Psychological foundations of the research approach to learning. M.., -2005.

Savenkov A.I. Preparation of a teacher for work in conditions of research education // Research work of schoolchildren. - 2007. - No. 3. - P. 4-8.

Khutorskoy A.V. Methodology of personality-oriented learning. How to train everyone differently?// A guide for the teacher. – M.: Vlados, 2005.

Chechel I.D. Research projects in school practice // Management of research activity of a teacher and a student in a modern school. - M.: September, 1998. - S.83-128

Yakimanskaya I.S. Technology of personality-oriented education // Library of the journal "Director of School". M., 2000.

Methodological competence of the teacher

The main change in society that affects the situation in the field of education is the acceleration of the pace of development of society. As a result, the school must prepare its students for a life about which the school itself knows little. Children who entered first grade in 2004 will continue to work until around 2060. What the world will be like in the middle of the 21st century is hard to imagine not only for school teachers, but also for futurologists. Therefore, the school must prepare its students for change, developing in them such qualities as mobility, dynamism, and constructiveness. In other words, the main direct result of educational activity is the formation of key competencies of schoolchildren.

What is competence? Competence is the ability to act in a situation of uncertainty. The level of education of a person is the higher, the wider the scope of activity and the higher the degree of uncertainty of situations in which he is able to act independently, the wider the range of possible ways of activity he owns, the more thorough the choice of one of these methods.

Realization of the needs of modern society in the education system is impossible without high-quality training of qualified specialists, primarily teachers with professional competence. Let us turn to the structure of the teacher's professional competence, which includes the following components:

scientific and theoretical competence (possession of knowledge, skills and abilities necessary for the implementation of professional activities);

methodological competence (possession of methods and ways of organizing the pedagogical process);

psychological and pedagogical competence (knowledge and consideration of the psychological and age characteristics of students);

professional position of the teacher (interest in the effectiveness of their professional activities).

Let us dwell in more detail on the concept of “methodological competence”, which has recently become increasingly relevant in connection with the desire to raise a generation capable of understanding a huge flow of various kinds of information. To make it easier to assimilate the content of the concept, we will break it into separate components. So, methodological competence - this is, firstly, a type of professional competence, secondly, this type of competence includes a system of knowledge, skills and abilities necessary for the effective implementation of the professional activities of a teacher, and, finally, the third component, the optimal combination of methods of operating with pedagogical objects .

There are 4 levels in the structure of methodological competence:

methodological awareness (education) - natural and acquired in the process of methodological preparation of the properties and qualities of the individual, manifested in standard situations;

methodological literacy - the willingness to perform professional activities in accordance with accepted standards and norms;

methodical creativity - the ability to solve professional problems in non-standard situations and in non-standard ways;

methodical art as the highest manifestation of competence. However, this level is achieved by few teachers and cannot be the goal of university education.

To achieve a higher level of methodological competence, it is necessary to create a number of conditions for teachers:

modern information educational environment of an educational institution;

modernization of the system of methodological work of the educational institution;

professional position of a teacher.

The concepts of "methodological competence" and "methodological mastery" are often equated. And this is not accidental, because these concepts are connected by semantic unity and both include motivational, cognitive, behavioral, value-semantic and emotional-volitional aspects.

For a more thorough study of the methodological competence of the teacher, we advise you to refer to the following studies:

Competences in education: design experience: Sat. scientific tr. / ed. A. V. Khutorsky.

Maslova IS Essence and levels of teacher's methodological competence.

Sokolova G. A. Methodological competence in the field of ways of forming knowledge and skills of students.

I would like to end my speech with the words of M. Gorky, who believed that "that teacher is bad who does not study or studies little." And it is difficult to disagree with him, because the profession of "teacher" implies constant self-improvement and self-development.

"Methodological competence is an effective tool for improving the quality of education"

Purpose: actualization of the development of the methodological competence of the teacher as a component of improving the quality of the educational process.

Tasks: to analyze the structure of methodological competence;

present the components of the methodological training of the teacher and correlate them with the levels of manifestation of methodological competence.

Seminar progress:

1. Information block.

The education system at the present stage of development of society is undergoing significant changes, but no matter what reforms take place in the education system, in the end, one way or another, they are closed on a specific performer - a school teacher. It is the teacher who is the main figure in the introduction of various innovations into practice, and for the successful implementation of the tasks assigned to him, he must have the necessary level of professional competence and professionalism.

Competence-based approach this is the creation of conditions for mastering a set of competencies aimed at forming a personality capable of adapting to the conditions of a socio-political, market-economic, information and communication saturated space. Simply put, the school should teach you to learn all your life and effectively use the acquired knowledge in practice, i.e. to develop the key competencies necessary in the future, the level of formation of which, of course, depends on the competence of the teacher. It is a competent teacher who provides positive and highly effective results in teaching, educating and developing students.

Professionalism - this is the achievement of high standards of implementation of several aspects of pedagogical work (activity, communication, personality of the teacher). Professionalism is understood as a special property of people to systematically, efficiently and reliably perform complex activities in a wide variety of conditions. Acquisition of professionalism requires appropriate abilities, desire and character, readiness to constantly learn and improve one's skills. A necessary component of human professionalism is professional competence.

Professional competence of the teacher - this is the ability of the teacher to turn the specialty, the bearer of which he is, into a means of shaping the personality of the student (Kuzmina N.V.). Also, we should not forget that a competent teacher is a manifest readiness for pedagogical activity, a certain set of psychological qualities. This is the desire for a new creative understanding of one's work, the ability to develop creative potential.

A competent teacher integrates a high level of professional, pedagogical, psychological, social qualities.

Professional and pedagogical competencies include:

• socio-psychological competence;

General pedagogical professional competence;

Subject competence;

managerial competence;

Reflective competence;

Information and communication competence;

Competence in the field of innovation;

Creative competence.

First of all, a competent teacher should be able to:

• successfully solve their life problems, showing initiative, independence and responsibility;

Navigate the labor market and understand what skills students will need to find a job in modern conditions and successfully move up the ladder of professional success;

To see and understand the real vital interests of their students;

Show respect for your students, for their judgments and questions;

Feel the problematic of the situations being studied;

Link the studied material with everyday life, with the interests of students;

To consolidate knowledge and skills in educational and extracurricular practice;

Plan a training session using the whole variety of forms and methods of educational work and, above all, all types of independent work, dialogic and project-research methods;

Set goals and evaluate the degree of their achievement together with students;

Perfectly master the method of "creating a situation of success";

Engage learners' past experiences, creating new experiences without wasting time;

attract experts and specialists to discuss those issues in which he himself is not sufficiently competent; to evaluate the achievements of students not only with a mark, but also with a joint characteristic;

evaluate not only substantive achievements, but also the development of physical qualities;

to see gaps not only in knowledge, but also in the willingness to live in >cyum.

The teacher must understand that:

• you need to be ready for constant change;

It is impossible to build today's and tomorrow's behavior on the basis of yesterday's knowledge and yesterday's experience;

The main task is to ensure maximum success and minimum failure in the future life of their students, therefore parents are the most faithful allies of the teacher;

Any human activity is beautiful and effective, and this idea should be passed on to students.

The teacher should beware of:

• out of habit, consider yourself the most important and only source of knowledge;

Pass on your life experience to students and educate them on the basis of how he himself was brought up;

Adhere to the notion that there are once and for all given ways of right and wrong solving various problems;

Follow petty rules and regulations.

Thus, teacher competence- this is a synthesis of professionalism (special, methodical, psychological and pedagogical training), creativity (creativity of relationships, the very process of learning, the optimal use of means, techniques, teaching methods) and art (acting and oratory). Today it becomes obvious that the traditional teacher (a monopolist in the transfer and interpretation of the necessary knowledge) is leaving the stage. A new image of the teacher is emerging: it is a researcher, educator, consultant, project manager.

What mechanisms are needed to organize the activities of teachers aimed at developing professional competence?

Identification of the level of professional competence of the teacher:

• diagnostics, testing;

Determination of ways to improve professional competence.

Mechanisms for the development of professional competence of a teacher:

• training in advanced training courses, including distance learning, etc.;

Work in the Moscow Region, creative groups, teacher workshops, master classes, subject decades;

Active participation in teachers' councils, seminars, conferences;

Participation in various competitions of professional skills;

Participation in research work, creation of own publications;

Generalization and dissemination of experience;

Certification;

Creative report;

The use of modern methods, forms, types, teaching aids and new technologies;

Self-education;

Development of a system for stimulating the activity of a teacher.

Analysis of the teacher's activity:

• generalization of experience;

Professional self-education, self-education and self-expression - these are the main conditions for the formation of the authority of the teacher. At all times in a school, the most responsible person for the quality of education is a teacher - a model of behavior, a role model for children, a master who is able to teach his wards to find the necessary knowledge in the boundless ocean of modern sciences, to gain experience in self-education. He must inspire his students to learn.

The modern teacher this is a person with an established positive outlook, aimed at constant self-development and professional growth, tolerant, with high moral authority, possessing sufficient information competence.

There was a wise man who knew everything. One person wanted to prove that the Sage does not know everything. Clutching the butterfly in his palms, he asked: "The Sage said, which butterfly is in my hands: dead or alive?" And he himself thinks: "If the living one says - I will kill her, if the dead one says - I will let her out." The wise man, thinking, replied: "Everything is in your hands."

It is in our hands to shape the personality:

inquisitive, interested, actively learning about the world;

able to learn, able to organize their own activities; respecting and accepting the values ​​of the family and society, the history and culture of each nation;

benevolent, able to listen and hear a partner, respecting her own and other people's opinion; I am ready to act independently and take responsibility for my actions.

2.Practical block.

"Brainstorm"

The participants are divided into groups. The facilitator proposes to determine the most important skills that make up the methodological competence of the teacher.

Presentation of the results of work in groups.

Business game "Levels of methodological competence and criteria for their achievement"

The screen presents the criteria that make up the methodological competence of the teacher. The facilitator invites the groups to determine which level each criterion belongs to.

Levels of methodological competence of the teacher and criteria for their achievement

First (empirical)

Second (constructive)

Third (creative)

* the teacher, based on the existing methodological recommendations,

developments, can analyze the proposed solutions on a theoretical basis and consciously choose the sequence of application of pedagogical tools;

* the teacher has a certain amount of knowledge, but in his practical activity he is guided by ready-made developments, recommendations, not being able to analyze and design the educational process on his own, to find a theoretically justified, and not empirically, solution to the pedagogical problem ;

* the teacher carries out on a theoretical basis comprehension of the purpose of actions, expected results, conditions for their implementation;

* the teacher independently constructs the educational process, freely applying in practice the theoretical foundations (in the field of fundamental science, methods of teaching the subject and psychological and pedagogical science) of pedagogical activity, finds a reasonable solution to any pedagogical and didactic task, focuses on the development of students and self-development.

Summing up the group workcompiling a memo for teachers

Memo for teachers

Trains b children to change can only be a teacher who is ready for change, develops personally in the profession, has a high level of knowledge and skills, reflection, a developed ability for design activities, that is, a professionally competent teacher.

The methodological competence of the teacher includes:

* possession of a system of scientific knowledge;

* the ability to plan, select, synthesize and design educational material on the subject;

* the ability to choose or adapt technologies, methods, techniques and means that are not necessary for a particular educational process;

* willingness to organize various forms of classes in the subject;

* the ability to implement an activity-based approach to learning and organize the students' learning work, taking into account their real learning opportunities;

* readiness to use innovative teaching technologies;

^ experience of creative activity in the form of the ability to make effective decisions in problem situations; ^ experience of emotional and valuable attitude to nature, society and man.

1. Reflection

Game "Problem on the palm"

Leading. Now I suggest that each participant look at the problem of improving methodological competence as if from the outside, that is, if you held it on your palm.

(The host holds a tennis ball in his palm.) I'm looking at the ball. It is round and small, like our Earth in the Universe. The earth is the home in which my life unfolds. What qualities and how would I like to develop in myself so that my life and teaching activities ensure my own professional advancement and development? (Participants alternately hold an object symbolizing the problem on their palms and express their attitude towards it.)

LITERATURE

1. Galeeva, N. Monitoring for the teacher / N. Galeeva // School management. - 2005. - No. 23.

2. Khurtova, T. V. Training seminars: methodological support for competence-based learning / T. V. Khurtova. - Volgograd: Teacher, 2007. - 191 p.

3- Kukharev, N.V. Acmeological foundations of pedagogical development of educational systems / N. V. Kukharev, L. I. Kategova // Yuravanne u adukatsp - 2004. - No. 3 - - P. 10-14.

4- Kukharev, N.V. Monitoring of qualitative indicators in the activities of the leadership and the teaching staff of the school and the process of their diagnosis: scientific and methodological manual / N. V. Kukharev. - Gomel: IRO, 20 Yu.

5. Glinsky, A. A. Management of the system of methodical work in a general education institution / A. A. Glinsky. - Minsk: Zorny Verasen, aoo8. - 295 p.

6. Zhuk, A. I. Professional competence of a teacher: theoretical aspect / A, I. Zhuk, N. N. Koshel. -Minsk, 1996. - zou p.

Thesis

Gushchina, Tatiana Nikolaevna

Academic degree:

Candidate of Pedagogical Sciences

Place of defense of the dissertation:

Yaroslavl

VAK specialty code:

Speciality:

Theory and Methods of Vocational Education

Number of pages:

Chapter I. Theoretical foundations for the formation of methodological competence of teaching staff of institutions additional children's education 18

§ 1. Genesis and features of additional education of children 18

§ 2. The essence of methodological competence and the principles of its formation in the process of advanced training of teachers of institutions of additional education for children 35

§ 3. Structural-content model of the methodological competence of pedagogical workers of institutions of additional education for children 63

§ 4. Functions and criteria for the formation of "methodological competence of pedagogical workers of institutions of additional education for children 74

Chapter II. Pedagogical conditions for the formation of methodological competence of specialists in institutions of additional education for children 89

§ 1. Organization of advanced training of pedagogical % of employees of institutions of additional education for children 89

§ 3. Methodological support for the formation of methodological competence of pedagogical workers of institutions of additional education for children 139

§ 4. Studying the effectiveness of the formation of methodological competence of pedagogical workers of institutions of additional education for children

Introduction to the thesis (part of the abstract) On the topic "Formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of advanced training"

The relevance of the study is due to the fact that in a changing social environment, fundamental transformations of all aspects of public life are taking place. This, in turn, has an impact on education, including additional education, on the attitude of the teacher to himself, to his profession, to advanced training.

In changing socio-economic conditions, the importance of advanced training of teaching staff as an integral part of the system of continuous education is growing, it becomes necessary to manage the process of developing a creative, active person from the standpoint of humanizing the state system, democratizing social relations; the demands of science and practice are increasing in revealing the features of advanced training of pedagogical workers of educational institutions; there is a growing need to improve the professional competence of teachers.

The success of a civilized problem solving largely depends on the professionalism of teachers, including their methodological competence.

The target settings of life activity are changing, respectively, there are changes in educational systems. The new content of education requires a new character of advanced training of teachers, interaction of people within the system of additional education based on a personality-oriented approach. Therefore, it is necessary to provide methodological support for advanced training processes based on forecasting the development of pedagogical systems.

The modern understanding of out-of-school work with children, the transformation of the network of out-of-school institutions into a system of additional education for children, the transition to personality-oriented education in the system of continuous professional development of teachers in institutions of additional education for children require the improvement of the methodological approach as the basis from which the organization of the pedagogical process is carried out.

The main purpose of methodological support is to contribute to the achievement of the quality of pedagogical activity. One of the integrating factors of intra-system relations is the methodological support of the processes of professional development of teachers of institutions of additional education for children (methodological support for the training of students in the course of course preparation, management of creative work, methodological support of processes self-education teachers and their practical activities). High-quality methodological support for advanced training of teachers contributes to the formation of their methodological competence, and therefore, contributes to the achievement of the quality of pedagogical activity.

The importance of improving the professionalism of teachers in education, methodological support for the processes of professional development of teachers, the formation of methodological and methodological competence of teachers is confirmed by the works of famous scientists - O.S. Anisimov, V.I. Andreev, Yu.K. Babansky, L.V. Baiborodova, A.S. Belkin, V.P. Bespalko, S.G. Vershlovsky, A.P. Vladislavlev, B.S. Gershunsky, G.P. Zinchenko, O.E. Lebedev, A.K.Markova, L.M.Mitina, P.I.Pidkasistogo, Yu.P.Povarenkov. I.P. Podlasogo, E.I. Rogov, M.I. Rozhkov, V.A. Slastenin, E.I. Stepanova, E.V. Titova, P.I. Tretyakov, V.B. Uspensky, G. I.Khozyainov, N.I.Shevandrin and a number of others.

There are no special scientific studies of the formation of methodological competence of pedagogical workers of institutions of additional education of children in the process of improving their qualifications (hereinafter in the text we reserve the right to use an abbreviated version - the formation of methodological competence). In pedagogy, the difficulties of forming the methodological competence of pedagogical workers and their causes, the essence and content of this type of competence as an important integral quality of the personality and professional activity have not been studied.

However, there are scientific works that relate to certain aspects of the problem:

A psychological and pedagogical analysis of the teacher's work was carried out, a program for the psychological study of the teacher's professional competence was developed, general ways of developing certain aspects of the teacher's professional competence were outlined, principles were formed professiography pedagogical activity (E.S. Zair-Bek, V.A. Kan-Kalik, E.A. Klimov, N.V. Kuzmina, A.K. Markova, N.N. Nechaev, A.E. Odintsova, K K. Platonov, E.I. Rogov, V.A. Slastenin, L.F. Spirin, G.I. Khozyainov and others);

Approaches to the study of the effectiveness of pedagogical, including innovative and methodological activities (R.U. Bogdanova, E.I. Kazakova, O.E. Lebedev, A.I. Osminina, P.I. Pidkasisty, E.N. Stepanov) , E.V. Titova, A.P. Tryapitsyna, E.V. Shagova and others);

The results of a theoretical and methodological study of the methodology of education as a special pedagogical phenomenon (P.K. Anokhin, T.V. Ilyina, E.V. Titova and others) are presented;

The problems of interaction between the participants in the pedagogical process (N.P. Anikeeva, L.V. Baiborodova, A.S. Belkin, L. I. Malenkova, M.I. Rozhkov, M.M. Rybakova, V.B. Uspensky, N. .E. Shchurkova and others).

In real pedagogical practice, related to the advanced training of teachers of institutions of additional education for children, methodological competence as a systematic education of knowledge, skills, skills of a teacher in the field of methodology and the optimal combination of methods of pedagogical activity, as well as the formation of the studied competence as a factor influencing the improvement of the professionalism of pedagogical workers are not fully utilized.

This is due to a number of contradictions:

Between the objective need for high-quality professional development, the formation of methodological competence and the imperfection of the available resources in a real situation of professional development of teachers of institutions of additional education for children;

Between the absence of many students of advanced training courses for teachers of institutions of additional education for children of higher pedagogical education and the need not only to obtain, but also to improve their qualifications; between the leading motives and goals of many students of advanced training courses for pedagogical workers of institutions of additional education for children and the goals of the organizers of advanced training and the formation of methodological competence of pedagogical workers;

Between modern requirements for a high level of methodological competence in a productive research and creative pedagogical activity and insufficient development in science of ways to implement these requirements.

In accordance with the increased attention of science and practice to the problems of the methodological approach as a phenomenon of pedagogical practice, methodological and methodological competencies as particular types of professional competence of a teacher, it became necessary to study the formation of methodological competence of teachers of institutions of additional education for children in the process of advanced training.

This led to the formulation of the problem: what are the pedagogical conditions and means of effective formation of the methodological competence of pedagogical workers of institutions of additional education for children in the process of improving their qualifications?

The solution of the indicated problem is the purpose of the study, in accordance with which its object and subject are defined.

The purpose of the study: to identify and substantiate a set of pedagogical conditions and means for the effective formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of advanced training.

Object of research: the process of formation of methodological competence of pedagogical workers of institutions of additional education for children.

Subject of study: a set of conditions for the formation of methodological competence of pedagogical workers of institutions of additional education for children.

Research hypothesis. The effective formation of methodological competence of teachers of institutions of additional education for children can be carried out, in our opinion, on the basis of the development of its model, as well as a set of methodological support for advanced training, which will take into account both the essential characteristics of this competence and the principles of its formation.

We assumed that the advanced training system would contribute to the formation of the methodological competence of teachers, subject to the following pedagogical conditions:

The presence of a relationship between goals, content, forms, methods of advanced training and levels formation methodological competence of teachers;

The variability of the possibilities for the formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of course preparation, specialization by activity profiles, in self-education and pedagogical co-creation based on the development of cognitive motivation, methodical thinking and pedagogical reflection of specialists;

Adequacy of advanced methodological support for the formation of this type of competence of teachers to the goals and new content of improving their qualifications;

In accordance with the object, subject, purpose and hypothesis of the study, the following tasks were set:

1 Determine the essence, specifics and principles of the formation of methodological competence of pedagogical workers of institutions of additional education for children. 2. Create a model of methodological competence of teachers of additional education for children.

3 . To develop a strategy and tactics for the formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of professional development of specialists, taking into account the variable possibilities (in course preparation, specialization, self-education of teachers).

4 . To identify pedagogical conditions and means of effective formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of advanced training.

The theoretical and methodological basis of the study were:

Philosophical and psychological and pedagogical concepts of personality development (B.G. Ananiev, E. Bern, L.S. Vygotsky, T.S. Zlotnikova, A.N. Leontiev,

A.V. Petrovsky, K. Rogers, K.D. Ushinsky);

The provisions of the general psychological and psychological-pedagogical theory of activity (B.G. Ananiev, A.N. Leontiev, S.L. Rubinshtein,

V.D. Shadrikov);

The theory of lifelong education and the concept of a student-centered approach to the training and advanced training of teachers (A.P. Vladislavlev, B.S. Gershunsky, E.A. Klimov, N.VKuzmina, A.K. Markova, L.M. M. Nikitin, V. A. Slastenin, P. V. Khudominsky);

Scientific research on the theory and practice of teacher education (B.T. Likhachev, N.D. Nikandrov, P.I. Pidkasisty, Yu.P. Povarenkov, I.P. Podlasy, V.B. Uspensky);

Theory of developmental learning (L.S. Vygotsky, V.V. Davydov, L.V. Zankov, D.B. Elkonin);

Concepts of the variable-program approach (A.V. Volokhov, E.S. Zair-Bek, M.M. Potashnik, M.I. Rozhkov).

Scientific approaches to determining the essence of methodology, research on the problem of pedagogical technologies (O.S. Anisimov, V.P. Bespalko, D.G. Levites, L.I. Malenkova, E.V. Titova, N.E. Shchurkova).

To solve the tasks set in the study and test the initial assumptions, a set of methods was used: theoretical (analysis and synthesis, abstraction and concretization, analogy and modeling, analysis of pedagogical experience, causal analysis of the empirical data obtained, retrospective analysis of one's own methodological activity); empirical (experimental work, study and generalization of best practices, observation, questioning, rating, conversation, interviewing, self-assessment of students, peer review, method of studying documents and methodological products).

In the course of the study, pedagogical measurements were carried out, and mathematical data processing took place.

Research base. Experimental work was organized on the basis of the Yaroslavl Regional Institute for Advanced Training of Pedagogical and Executive Education Workers (since 2001 - the Institute for the Development of Education) in the system of special courses and advanced training courses for pedagogical and executive education workers in Yaroslavl, Rybinsk, Uglich, as well as in the time of sessional training of students on the basis of the regional state institution "Center for Children and Youth" (Yaroslavl).

The research base was also the House of Creativity for Children and Youth of the Frunzensky District of Yaroslavl and the Yaroslavl City Center for Extracurricular Activities. The study covered more than three hundred people.

The study was carried out in several stages.

At the first stage (1995-1997), scientific and methodological literature, the current state of the problem were studied, theoretical and methodological approaches to its consideration were determined; the concept of the study was developed.

At the second stage (1997-2000), a pilot study was carried out to identify methodological and technological difficulties of pedagogical workers, a program of experimental activities was developed and implemented, and a model for the formation of methodological competence of teachers was tested in the process of course preparation on the basis of the Yaroslavl Regional Institute for Advanced Studies of Pedagogical and educational leaders.

At the third stage (2000-2001), scientific and methodological provisions were clarified, adjustments were made to the study, conditions for the effectiveness of the formation of methodological competence of pedagogical workers of institutions of additional education for children in the process of improving the qualifications of teachers were identified.

At the fourth stage (2001), qualitative and quantitative processing of the obtained results, their theoretical interpretation were carried out; analyzed, summarized the results of the study; the main points of the methodological recommendations were clarified and introduced into the practice of advanced training of pedagogical workers; the trends in the formation of methodological competence of teachers in the process of improving their qualifications were studied; the dissertation was written.

The reliability and validity of the research results are ensured by a comprehensive analysis of various concepts and approaches to the problem under study, the use of a variety of complementary research methods that are adequate to the goals, objectives and logic of the dissertation; the validity of the methods used; reliance on the daily pedagogical practice of the author of the study as a methodologist of the Department of Education and Social Pedagogy of the Institute for the Development of Education; positive results of the study of the processes of formation of methodological competence of pedagogical workers of institutions of additional education for children.

The scientific novelty of the study lies in the following: the essence, functions of the methodological competence of teachers and the specific principles of its formation are determined; developed a strategy and tactics for the formation of methodological competence and a model of methodological competence, the implementation of which ensures the development of cognitive motivation, methodical thinking and pedagogical reflection of students;

The criteria and indicators of the formed methodological competence of pedagogical workers of institutions of additional education of children in accordance with the levels of this competence are determined and scientifically substantiated;

A complex of pedagogical conditions and means of forming the methodological competence of pedagogical workers of institutions of additional education of children in the process of advanced training has been developed.

The theoretical significance of the study lies in the fact that the scientific provisions on methodological competence as a pedagogical phenomenon have been supplemented; a comparison of approaches to the definition of the essence of methodological competence was carried out, the functions and specific principles of the formation of methodological competence of specialists were determined; systematized ideas about the process of formation of methodological competence of teachers in the course of advanced training.

The practical significance of the dissertation is determined by the fact that its main ideas can form the basis of modern programs of advanced training courses, special courses, problem courses, specialized specialization and internships for teachers of institutions of additional education for children, interactive forms of advanced training for teachers. Developed scientific and methodological recommendations for the formation of methodological competence of specialists; private methods, author's pedagogical studios as an interactive form of advanced training and an organizational and managerial model for the formation of methodological competence ensure a constant growth of professionalism and are included in the system of advanced training for various categories of pedagogical workers. The main provisions for defense:

1. Methodological competence of the teacher of additional education for children - integral multilevel professionally a significant characteristic of the personality and activity of a pedagogical worker, mediating effective professional experience. Methodological competence as a systematic education of knowledge, skills, skills of a teacher in the field of methodology and the optimal combination of methods of professional pedagogical activity is effectively formed on the basis of a methodological approach as a dominant in the advanced training of teachers in institutions of additional education for children.

2. The structural and content model and the organizational and managerial algorithm for the formation of the methodological competence of pedagogical workers of institutions of additional education for children bring into line the psychological and pedagogical, profile (subject) training of students of advanced training courses and self-education based on an integrative methodological approach.

3. The criteria for the formation of the methodological competence of pedagogical workers of institutions of additional education for children are defined by us as motivational and goal-setting, axiological, cognitive, operational, analytical-reflexive, individually creative.

5. The complex of necessary pedagogical conditions ensures the effective formation of the methodological competence of a teacher of an additional education institution for children: taking into account the essential characteristics of methodological competence and the specific principles of its formation; implementation of the strategy and tactics of forming the methodological competence of a specialist, which are based on the development of cognitive motivation, methodical thinking and the activation of pedagogical reflection, the implementation of subject-subject interaction as the basis for communication between teachers and students; high-quality advanced methodological support of the processes of formation of methodological competence of teachers.

6. The necessary means of implementing the conditions for the effectiveness of the formation of methodological competence of teachers are: the presence of a general strategy for the formation of methodological competence of pedagogical workers of institutions of additional education for children; introduction to the educational program of advanced training courses meaningful block ""; the use of active forms and methods in the system of professional development of teachers; students' own cognitive activity.

Approbation of the research results.

The main provisions of the dissertation research were discussed at meetings of the departments of theory and history of pedagogy and social management of YaGGTU. K.D.Ushinsky; reported at city, regional and interregional scientific and practical conferences on the problems of upbringing, additional education of children, advanced training of pedagogical workers of institutions of additional education for children:

Regional scientific and practical conference "Certification of pedagogical and executive employees of educational institutions of the Yaroslavl region (experience in the implementation of the Regulations on the certification of teaching staff, problems, search for solutions)" - Yaroslavl, 1999;

Interregional scientific and practical conference " Advanced training of teaching staff"- Yaroslavl, 2000;

City scientific and practical conference "Improvement educational potential of educational institutions in modern conditions" - Yaroslavl, 2001;

Regional scientific-practical conference of representatives of municipal methodological services - Yaroslavl, 2001.

Approbation of pedagogical means of forming the methodological competence of specialists was carried out in classes with various categories of students of advanced training courses: subject teachers, educators, teachers - organizers and senior school leaders, managers of educational institutions; with the leaders of the training sites.

The implementation of the results of the study was carried out in the process of scientific management of the creative work of teachers of additional education for children, counseling, in the course of classes with students of the YSPU. Ushinsky. The materials of this study are presented in two sections of the regional program for the development of education (on additional education for children, certification and advanced training of teaching staff in the region).

The structure of the dissertation is determined by the logic of the study and the tasks set.

The dissertation consists of an introduction, two chapters, a conclusion, a list of references and applications.

Dissertation conclusion on the topic "Theory and methods of vocational education", Gushchina, Tatyana Nikolaevna

On the basis of our study, we consider the formation of methodological competence of teachers of institutions of additional education for children as the dominant of the entire process of professional development of a teacher, when the formation of methodological competence acquires the value of an invariant for a unified didactic system of advanced training of specialists. "tomorrow" of personality development, in its self-education assumes that training is built not only taking into account the already established mental functions of a person, but also those whose development is still ongoing. This is facilitated by the use of interactive forms and methods of advanced training, as a result of which, in the course of experimental work, students of advanced training courses organization of cognitive activity that are elements of their methodological competence: inductive, deductive, thought experiment, exercises, discussions, role-playing games, independent work, control, self-control. us to determine that the professional development of pedagogical workers of institutions of additional education for children and, accordingly -

the formation of this competence is in a situation of development. The methodological approach as the basis from which the advanced training of pedagogical workers of institutions of additional education for children is organized allows you to implement the following functions: building the educational process and analyzing the state of the advanced training system, focused on the formation of methodological competence of pedagogical workers of institutions of additional education children; designing variable models for the formation of methodological competence and their implementation in a technologically built educational process. In the course of the study, we found that the formation of methodological competence of pedagogical workers of institutions of additional education for children is as effective as it meets the requirements, which are: simultaneous implementation of systemic, methodological, personality-oriented, differentiated, individualized approaches in the process of formation of methodological competence and taking into account the features of the formation of methodological competence; taking into account the essential characteristics of the methodological competence of pedagogical workers of institutions of additional education for children and the principles of its formation; the relationship of goals, content, procedural characteristics, forms of advanced training with levels formation and criteria for the methodological competence of pedagogical workers of institutions of additional education for children; optimal use of the potential of the regional system of additional education for children; taking into account the specifics of institutions, basic education of students, work experience and motivation of teachers; introduction of a multi-level, differentiated, variable organizational and managerial model for the formation of methodological competence of specialists, based on the development of cognitive motivation, methodological thinking and methodological reflection of the teacher in the process of forming this type of competence; the activity of the teacher in the process of forming methodological competence, when he acts both as an object and as a subject of learning activity, in combination with the implementation of subject-subject interaction with teachers and organizers of advanced training courses; the advanced nature of the qualitative methodological support for the formation of the methodological competence of pedagogical workers of institutions of additional education for children, its adequacy to the goals and content of advanced training of specialists. Basically, the results of experimental work confirmed the hypothesis put forward and made it possible to draw the following conclusions:

1. The methodological competence of a teacher of an institution of additional education for children is an integral multilevel professionally a significant characteristic of the personality and activity of the teacher, mediating effective professional experience. Methodological competence as a particular type of pedagogical competence is a systematic education of knowledge, skills, skills of a teacher in the field of methodology and the optimal combination of methods of professional pedagogical activity.2. The structural-content model of the methodological competence of a teacher of additional education for children is formed by three blocks: motivational, practical-applied and evaluative-reflexive. The blocks include components; motivational goal setting axiological, cognitive, operational, analytic-reflexive and individually creative. The structure of methodological competence is formed by three levels: basic, high and creative.3. The criteria for the formation of methodological competence of specialists are defined by us (in accordance with the components of this competence) as motivational-goal-setting, axiological, cognitive, operational, analytical-reflexive and individually creative.4. In order to effectively improve the qualifications of teachers of additional education for children, the formation of methodological competence of specialists must be built as a methodological dominant of the entire process of postgraduate education.5. The process of formation of methodological competence should be based on the simultaneous implementation of a systemic, methodological, personality-oriented, differentiated, individualized approach and, at the same time, taking into account the features of the formation of methodological competence, due to the specifics of institutions, basic education, work experience, and motivation of students.6. The effectiveness of the process of formation of the studied competence is ensured by a combination of the following conditions: the presence of a relationship between goals, content, procedural characteristics, forms and methods of advanced training with the criteria for the methodological competence of teachers and the levels of formation; taking into account the essential characteristics of methodological competence and the principles of its formation in the conditions of the regional system of additional education for children; variability of methodological training in the process of professional development of teachers; the adequacy of the advanced methodological support for the formation of this competence to the goals and content of advanced training.7. The necessary means of implementing the conditions for the effectiveness of the formation of methodological competence of teachers are: the presence of a general strategy for the formation of methodological competence of pedagogical workers of institutions of additional education for children; introduction to the educational program of advanced training courses meaningful block " Formation of methodical culture»; use of active forms and methods in the advanced training system for teachers; students' own cognitive activity.8. In the course of advanced training of teachers, a transition is made from a pedagogically controlled process of forming methodological competence to a self-managed one (self-formation). We have received a fairly complete, holistic view of the state of formation of the methodological competence of teaching staff of institutions of additional education for children in order to more objectively and reasonably assess the effectiveness of this activity in the course of course preparation of students, to outline ways and means of further improvement of both the process of formation of the methodological competence of pedagogical workers of institutions of additional education for children, and the process of advanced training of pedagogical workers in general. The dissertation considers it appropriate to further consider the problem in terms of: programs of advanced training courses for teachers and differentiation of subject-profile leg and methodical blocks; further development of the system of advanced training of teachers in " individual educational routes”, which, in turn, will contribute to solving the problem of effective formation of an individual style of methodological activity of a teacher of an additional education institution for children. Thus, the results of the study create prerequisites for further studying the problems of continuous pedagogical education. At the same time, we understand that a high level of , mastery, possession of specific technologies are absolutely necessary, but they must be combined with the logic and technology of pedagogical creativity, and then, according to the figurative expression of L. Soloveichik, “ the science of the art of education».

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