UDС 37.02: 371.134 т І. Dzyubenko
(
INNOVATIVE APPROACH TO FORMATION OF COGNITIVE AND
INTELLECTUAL COMPETENCE OF FUTURE TEACHERS
The article discusses new
approaches to definition of terms "competence approach",
"professional competence", "cognitive and intellectual
competence." On this basis, motivated by the need to
address issues of competence of teachers through its implementation in higher
educational institutions with innovative technology. The
essence of concept of "cognitive-intellectual" competence and its
components.
Keywords: competence
approach, professional competence, cognitive and intellectual competence.
В статье рассматриваются подходы относительно
трактования понятий, «компетентностный подход», «профессиональная
компетентность», «познавательно-интеллектуальная компетентность». На их
основании мотивируется необходимость решения вопросов компетентности будущих
учителей путем их реализации в высших учебных заведениях с помощью
инновационных технологий. Раскрывается сущность понятия
«познавательно-интелектуальная компетентность» и ее компонентов.
Ключевые слова: компетентности, компетентный
учитель, компетентностный подход, познавательно-интеллектуальная
компетентность.
The article discusses
approaches with respect to interpretation of the concepts of "competence
approach", "professional competence", "cognitive and
intellectual competence." On their basis is motivated by the need to
address issues of future teachers through their implementation in higher
education with innovative technologies. The essence of the
concept of "cognitive Intellectual competence" and its components.
Key words: capacity,
competentent teaher, competentence approah, professional pedagogical
competentenc.
Formulation
of research problem. At the end of the twentieth century, education was
faced with tremendous competition. Part of this process is free movement of
intellectual resources - information , research
paradigms, innovation and media. Radical changes in life of Ukrainian society
in the early twenty-first century require adoption of new models of knowledge,
introduction to the world of experience and information space. Changing of
priorities in the values and goals of education, the transition from the
technocratic approach to the implementation of its humanistic essence makes the
relevance of training in the new socio-economic conditions.
Currently, between different countries deployed
competition for quality intellectual resources that are the foundation of any
nation. In connection with the preparation of future specialists, shaping their
intellectual and professional skills is an important goal of public policy in
education.
The main feature of new paradigm of education is the
transition from educational concept of domain knowledge, abilities and skills
required for the activity of certain standard conditions, the concept of
personal development, of continuous formation and development of creative
thinking abilities of students. Our country needs to train students to make
decisions using information and communication technology, think critically,
solve solution of conflicts , focus on labor market.
That is to give impetus to creativity , to develop inherent intellectual
capacity , to bring boldness of thought , to form the basic competence of
future teachers, especially cognitive-intellectual competence as a basis for
the development of preparedness for professional work in conditions that change
frequently bring up the need for creative lifestyle [1 ].
Analysis
of periodic scientific and methodological issues, psychological, educational materials on investigated problem indicates
the need , molded scientific basis in the context of
which it is advisable to continue the research to find in a certain direction.
This concerns in particular:
problem of forming innovative creative thinking ( Vygotsky
L., B. Delia , V. Dolzhenko, W..Cooper, W. Lozovaja ,
M. Holodna, etc. .)studies on the formation of
cognitive and intellectual competence of the teachers (N. Bibik , A. Lokshin,
A. Ovcharuk Pometun O. , Savchenko , S. Trubachev ).
The purpose of this article is to clarify with an innovative approach to formation
of "cognitive-intellectual competence" of future teachers
.
The
main material. Historical and educational predictors of innovative
processes in education has its origins in ancient schools of the world.
This is the most clearly evident in the
At the Second International Congress in
Consider the methodological foundations of study of
innovative educational environment of university , which forms the identity of
unconventional thinking, and it is one that has professional competence,
capability to predict decisions , anticipate the results , highly spiritual and
moral, of active citizenship , personality , being able to make a personal
contribution to the solution of actual problems of society and the state. Such
training requires innovative approaches. The combination of approaches that
constitute the methodological basis of research include: learner-oriented, axiological , systematic, innovative, competency approaches.
This competency based approach is connected with organization of educational
process that forms the basis of professional competence, focuses mainly on
final outcome of educational process and is aimed at the formation of graduate
preparedness to effectively target the internal and external resources to
achieve this goal, and most importantly - to think creatively. It is known that
the fundamental characteristics of creative thinking is self transfer of
knowledge and skills in a new situation , the ability to see new problems, new
feature familiar object, the structure of object under study , alternative
solutions , the ability to combine previously known solution for creation of
new method , create an original solution with known others.
Competence of specialists with higher education ( professional competence ) - it is found in practice desire
and ability, willingness to realize their potential (knowledge , skills ,
experience, personal qualities, etc. .) For successful creative ( productive ) activities in a professional and social
environment awareness social significance and personal responsibility: the
results of this activity, need for its continuous improvement [5].
We consider it appropriate to vocational education to
develop cognitive and intellectual competence as basis for development of
preparedness for professional work in conditions that change frequently. It is
one of basic competencies of teachers, which is found on one hand, because as a
person perceives, understands and explains what is going on around her, both in
the educational process and everything that surrounds it, and the other, how
and what decisions it takes in certain difficult situations. Cognitive and
intellectual competences are considered as a set of theoretical knowledge,
practical skills, experience, personal qualities of teacher, allowing to perform a search heuristic activity independently acquire
new knowledge, analyze the activities of participants in the educational
process to make decisions. Hierarchical assumed invariant from the 1st to the
3rd level (intellectual and professional treatment )
and movement of the lower level ( analytical system ) to the highest
(creative). Primary level - reproductive activity (ability to mechanically
reproduce digestible information that conveys meaning of the text tutorial activities
based on specific instructions, etc. ). Algorithmic level - standard problem solving activities for a
well-known algorithm. Creative level - intellectually retrieval
activities connected with the solution of non-standard methods and techniques.
Conclusion. The dominant feature of specific characteristic of teaching profession,
necessarily at all stages of formation of his professional activities and
mobility celebrating self-education ,
self-improvement. Therefore , we can conclude that
creativity on the one hand requires ability to abandon stereotypes and on the
other - it is impossible without such stereotypes because they are its base.
Therefore, training should , on the one hand, instill
stereotypical skills , abilities, knowledge, and on the other - to be
innovative, creative, creating the possible need to abandon them in the search
for knowledge and other ways of life .
ЛІТЕРАТУРА
1. Актуальные проблемы педагогической
инноватики: Материалы международной
научно-практической конференции. Под ред. В. П. Делия. ИСЭПиМ, 22-23
апреля 2009г. – Балашиха, ИСЭПиМ, 2009. – 373 с.
2.
Віаніс-Трофименко К, Лісовенко Г. Підвищення
професійної компетентності педагога / К Віаніс-Трофименко,
Г. Лісовенко // Вид. група «Основа», 2007. – 176 с. (Б-ка журн. «Управління
школою»; Вип. 7(55)).
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Сагач Г. Краса педагогічної дії / І. Зязюн, Г. Сагач
//Навч.посібник.- К., 1997. –302, 117.
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К.: Освіта України, 2005. – 440с.,183
5. Компетентнісний
підхід у сучасній освіті: світовий досвід та українські перспективи: Бібліотека
з освітньої політики / під заг. ред. О. В. Овчарук -К.: «К і С»,
2004. – 112 с. 7.
6. Компетентність
саморозвитку фахівця: педагогічні засади формування у вищій школі – Ізмаїл:
ІДТУ,2007. – 236 с. 10
7.
Професійна освіта в зарубіжних країнах: порівняльний
аналіз: Монографія. /За ред. Н. Ничкало, В. Кудіна.
– Черкаси: Вибір,2002. – 322 с.
Approved by: doctor of pedagogy, professor D.
Pashchenko