UDC 378 Hun’ko N. A. (VNAU)
THE PROBLEMS OF FORMATION
OF BASIC PEDAGOGICAL PROFICIENCY OF FUTURE TECHNICAL DISCIPLINES TEACHERS
IN AGRARIAN UNIVERSITIES
Стаття
присвячена розгляду питань формування основ педагогічної майстерності майбутніх
викладачів технічних дисциплін в аграрних ВНЗ; розкрито поняття педагогічної
майстерності викладача технічних дисциплін; розглядаються проблеми, які
виникають в процесі формування педагогічної майстерності, що викликані
особливостями підготовки майбутніх викладачів в аграрних університетах.
Запропоновані напрямки майбутніх досліджень та способи вирішення проблем.
Ключові
слова: педагогічна майстерність, викладач технічних дисциплін, аграрний ВНЗ,
вміння, навички.
Статья
посвящается рассмотрению вопросов формирования основ педагогического мастерства
будущих преподавателей технических дисциплин в аграрных университетах; раскрыто
понятие педагогического мастерства преподавателя технических дисциплин;
рассматривается проблемы, которые возникают в процессе формирования
педагогического мастерства, которые вызваны особенностями подготовки будущих
преподавателей в аграрных университета. Предложены направления будущих
исследований и способы решения проблем.
Ключевые
слова: педагогическое мастерство, преподаватель технических дисциплин, аграрный
ВУЗ, умения, навыки.
The
article is devoted to the question of basic pedagogical skills formation of
future technical disciplines teachers in agrarian universities; the notion of
pedagogical skills of future technical disciplines teachers is revealed; the
problems appearing within the process of pedagogical skills formation caused by
peculiarities of teacher training in agrarian universities are analyzed. The
article reveals the directions of future exploration in this field and the ways
of solving the problem.
Key
words: pedagogical proficiency, technical disciplines teacher, agrarian
university, skills, abilities.
Currency
of the issue. The updating and improvement of the higher
education system institutions including the universities of agrarian sector in
The recent research and problem analysis. The aspects of
professional preparation in pedagogical system are broadly investigated. They
are the research works of V.O.Vykhrushch, A.M. Kolomiyets, N.V. Kovtuh, S.A.
Litvynenko, O.M. Piekhota, G.N. Nychkalo and others. The problems of
agricultural education were considered by such scholars as R. Balan, L.
Baranovska, A. Diomin, P. Luzan, D. Ishchenko, O. Homeniuk, P. Oliynyk, O.
Zabolotniy. However, we consider the formation of pedagogical proficiency of
technical subject teachers in higher agricultural institutions not to be
researched enough.
The
aims of the article. To uncover the
features and problems of the pedagogical proficiency formation of technical
subjects teachers in agrarian universities.
The
body of the article. The purpose of studying technical disciplines
is the future technological activity preparation based on the integrated
knowledge that shape students’ appropriate technical world map. As it is
experimentally proven the successful activity of people dealing with the
techniques depends not only on their professional education, but also on how
the teachers have formed their spiritual, social, psychological and physical
culture; have developed their imagination, the ability to state the tasks and
solve the problems, have developed their personal qualities that will help in social
activity and so on.
According to O.O. Yevdokimova the teacher’s
professional development is based not only on the high professional skills and
competence, but also on a variety of capacities (pedagogical orientation,
responsibility, integrity, creativity, adequate self-esteem, proper behavior,
etc.). All this forms the top of the teacher’s development, his teaching
proficiency. [1, p. 83]
The problem of pedagogical proficiency is most thoroughly considered by
I.A. Ziazyun. He emphasizes that pedagogical proficiency is: "The high
level of the teacher’s professional activity. The specific proficiency markers
are evident in the high level of performance, the quality of work, the
teacher’s actions reasonable for specific pedagogical situations, in achieving
the high levels of education and bringing up. The teacher’s proficiency is
claimed through creativity and is embodied in it… To master pedagogical
proficiency the systematic preparation for each class, constant work on the
latest pedagogical literature, studying the experience of colleagues and
borrowing all the best, more useful, all the necessary indeed, and the
development of the teacher’s individual style is needed." [1 , p. 88]
According to S.V. Tolochko the formation of
the future educational potential among the agrarian students is strongly
influenced with their pre-professional training. To ensure it while studying
the courses of "Fundamentals of pedagogics" and
"Psychology" the topics that will disclose the substantive work of
the agrarian university teacher in the best way should be selected. This will
cause an interest to educational activities and will provide a potential basis
for future teachers among students. To ensure this it is necessary to
strengthen the cooperation among the teachers of psychological and pedagogical
disciplines and the ones of agrarian universities departments; to create the
curriculums, the specific courses and various conferences psychologically and
pedagogically inclined. [6 , p. 231]
The professional training of future teachers
has certain characteristics. It should be a synthesis of humanitarian and
agrotechnical elements of training, providing the pedagogical orientation of
the whole educational process. [ 5, p. 4]
V.P. Zinchenko highlights the main sources of
pedagogical proficiency formation. These include:
1. The subjects of psychological and
pedagogical course;
2. The general theoretical, social and
special subjects;
3. The subjects of methodological course. The
course "Fundamentals of pedagogical proficiency";
4. Teacher training practice;
5. The course "Fundamentals of
scientific and educational researches" [3 , p. 4]
Based on all mentioned above we conclude that
there are some problems that hinder the pedagogical proficiency formation of
technical subjects teachers in high schools of agrarian profile. Firstly, the
students who decide to combine their professional activities with teaching face
a lack of psychological and pedagogical training. This is due to the curriculum
peculiarities in agrarian universities. The amount of training time allocated
to studying of psychological and pedagogical courses is quite small. In
particular, in VNAU the masters in Agricultural engineering study the course
"Pedagogics" for only 54 hours, 14 of which is given for practical
training. It is clear that this training time is not enough to provide the
students with all the subtlety of educational activities.
We believe an insufficient number of subjects
of psychological and pedagogical course to be the other drawback. The students
study the courses "Pedagogics" and "Psychology" which can
only slightly alleviate their future teaching. Thus, studying the course
"Psychology" they should have formed the following skills:
-
to assess their own psychological processes;
-
to formulate the goals of their own
activities, to identify their interests, etc.;
-
to analyze a psychological condition and to
be able to diagnose the condition of others;
-
to identify the factors that can cause
conflicts, to be able to solve them, and so on. [ 4]
It is clear that these skills are not enough to form a pedagogical
proficiency which is the key to successful training of future professionals.
The next significant disadvantage in preparation of future teaching staff among
those who study technical subjects is the lack of pedagogical practice. The
students are not able to use the acquired knowledge practically to solve not
imaginary teaching situations but real, to test a variety of modern teaching
methods, to use the latest technology and others.
Besides all the above, we believe that the low motivation of students to
educational activities in general should be added to the following issues. We
conducted a survey among the 3rd year students and masters of Mechanization and
electrification of agriculture department which indicated that they do not have
the desire to work as teachers. Thus, 52% of respondents gave a negative
answer, 43% doubted the choice and only 5% would like to try yourself as a
teacher … Some questions related the skills and abilities required by future
teachers. They are summarized in the table 1.
Table 1
Summary results of the
study of susceptibility to educational
activities and
the availability of
appropriate skills and
qualities
|
Communicative skills |
Organizational skills and personal activity |
The ability to conduct the scientific research activity and studying
interest |
|||
|
Question |
Positive answer ( % ) |
Question |
Positive answer ( % ) |
Question |
Positive answer ( % ) |
|
Do you feel difficulties in communication? |
0% |
Do you plan your day? |
45% |
Are you interested in technical news? |
24% |
|
Do you feel easy to express your thoughts? |
34% |
Could you have conducted the thematic meeting if entrusted? |
23% |
Do you like to work on the search of new information? |
7% |
|
Do you think you have declamatory skills? |
39% |
Do you take part in contests, students’ conferences, etc? |
5% |
Do you feel easy to perceive scientific information? |
14% |
The amount of positive answers often indicates that students lack the
specific features or they are not developed enough to become the basis for
establishing the basics of pedagogical proficiency. Only 27% of respondents
prefer to study humanities, the rest being focused on technical subjects
directly related to their future profession.
Inferences.
Thus, we can conclude that pedagogical proficiency is an important element
of success for any teacher. Of particular importance is the formation of
pedagogical proficiency of the future technical subject teachers in
agricultural universities, where the characteristic teacher training doesn’t
give effective results in the future. Therefore, based on the analysis carried
out of all the deficiencies of the training we conclude that it is necessary to
investigate in more detail the features of the activities of technical subjects
teachers. The knowledge of the difference between a technical teacher and the
one of humanities should be used to form a clear list of the qualities
necessary for the personality of the future skilled teacher. Besides, you need
to make changes in the training of future technical subjects teachers itself,
expanding the existing training courses and introducing some new ones,
additional clubs and so on. It is also important to shape the motivation of
teacher performance and to determine the students with appropriate desires and
skills from the very beginning. A priority area of the further work is to
determine the conditions under which the formation of pedagogical proficiency
of technical subject teachers of agricultural university profile will be
promoted.
REFERENCES
1. Євдокімова О.О. Педагогічна майстерність
викладачів вищої школи і фактори, що впливають на її формування.
[Електрон.ресурс] /О.Євдокімова. – Режим доступу: http://archive.nbuv.gov.ua/portal/soc_gum/pzpp/2010_12_2/81-89.pdf
3. Зінченко В.П. Формування у студентів
педагогічних вмінь у процесі навчання. [Електрон.ресурс]/ В.Зінченко . – Режим
доступу: http://archive.nbuv.gov.ua/portal/ soc_gum/pedalm/texts/2009_4/019.pdf
4. Освітньо-кваліфікаційна характеристика
бакалавра. Напрямку підготовки 0919 «Механізація та електрифікація сільського
господарства». –Київ, 2005 – С. 32-40
5. Сиротіна О.О. Досвід підготовки викладачів
аграрного профілю у системі професійної освіти. . [Електрон.ресурс]
/О.Сиротіна. – Режим доступу: http://elibrary.nubip.edu.ua/5904/1/ O.Syrotina_St_NUBIP.pdf
6. Толочко С.В. Особливості й проблеми
підготовки викладачів спеціальних дисциплін аграрних
ВНЗ./С.Толочко//Психолого-педагогічні науки. – 2011.-№10 Професійна підготовка.
– С. 231
Approved
by: doctor of pedagogy, professor Dzhedzhula O.M.