PHENOMENA OF A PROFESSIONAL IMAGE OF THE WORLD OF A PEDAGOG: STUDYING VIEWS OF THE BACHELORS’ MAJORING IN “PRESCHOOL EDUCATION”
DOI: 10.23951/2307-6127-2017-2-100-109
The article discusses the phenomena of a professional image of a pedagog’s world. Presented the content and the results of the research based on bachelor’s presentations majoring in “Preschool education”, about achievements and difficulties, meanings and values of the professional activity. Professional image of the world is a significant characteristic of the concept of the wholeness of the professional education which is a realization of the systematic approach in education. To study the formation of the understanding of the professional image of the pedagog’s world among the Bachelor degree students majoring in 44.03.01 Pedagogical education and specializing in “Preschool education” a study was held based at FGBOU VO “Altai state humanitarian-pedagogical university named after V. M. Shukshin” in Biysk in 2016. The study included full time students of the psychology-pedagogical department years 1 through 4 (n = 17) and among distant learners (n = 46). The total number of the students equaled 63 and 27% of them were full (day time students) and 73 % of them were distant learners. The conducted study allows to make a conclusion about the specific understanding of the professional image of the pedagog’s world among students who study at a pedagogical institute and specialize in “Preschool education”. It is possible to recognize the differences in defining accomplishments and difficulties among students with and without the professional experience. It was found, for example, that most students who work in preschool institutions connect their own professional accomplishments and difficulties to their time management. Those without the experience connect their personal accomplishments and difficulties to their exam preparations. They also have different understandings of the meaning and values of the pedagogical work: pre-school teachers, above all recognize the value of raising and nurturing preschoolers and students without the experience – the value of educating them. The main accomplishments in the professional practice are connected by the respondents with upbringing, educating and development of children. The study also showed that most of the Bachelors lack the understanding of the significance of their own development, education and improvement in their professional practice. According to the authors, focusing on selfimprovement and self-perfecting is the most important part of the professional image of the world both among future and currently practicing pedagogs. The found fact of undervaluing self-development and education by the students during their pedagogical practice allows to conclude that it is needed to have a goal to supervise and guide the process of the formation of the professional image of the world of the future pedagog.
Keywords: professional image of a pedagog’s world, meanings and values of the professional activity of a pedagog, preschool education
References:
1. Sovremennoye doshkol’noye obrazovaniye: novyye formaty modernizatsii: sbornik nauchnykh statey (Po materialam mezhdunarodnoy nauchno-prakticheskoy konferentsii «Sovremennoye doshkol’noye obrazovaniye: novyye formaty modernizatsii» 10–11 dekabrya 2015 g.) [Modern pre-school education, new formats modernization: Collection of scientifi c papers (on materials of the international scientifi c-practical conference “Modern pre-school education, new formats modernization” 10–11 December 2015)]. St. Petersburg, Herzen State Pedagogical Universtity of Russia Publ., 2015. 416 p. (in Russian).
2. Gosudarstvennaya programma Rossiyskoy Federatsii «Razvitiye obrazovaniya» na 2013–2020 gody [State program of the Russian Federation “Development of Education” for 2013–2020 years] (in Russian). URL: http://минобрнауки.рф/документы/4106/файл/3039/Государственная%20программа%20Россий ской %20Федерации.pdf 4106/fayl/3039/Gosudarstven-aya%20programma%20Rossiĭ skoĭ %20Federatsii.pdf (accessed 20 January 2017).
3. Federal’naya tselevaya programma razvitiya obrazovaniya na 2016–2020 gody [Federal target program of education development for 2016–2020 years] (in Russian). URL: http://minobrnauki.rf/dokumenty/5930/fayl/4787/FCPRO_na_2016-2020_gody.pdf (accessed 30 January 2017).
4. Gogoberidze A. G., Golovina I. V. Model’ i moduli podgotovki prikladnykh bakalavrov dlya raboty v sfere doshkol’nogo obrazovaniya [Model and training modules for applied bachelors for work in the sphere of pre-school education]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2015, vol. 20, no. 5, pp. 99–107 (in Russian). URL: http://psyjournals.ru/psyedu/2015/n5/gogoberidze.shtml/ (accessed 23 January 2016).
5. Fayzullaeva E. D., Dudina E. N. Praktiko-orientirovannyy podkhod k professional’noy podgotovke bakalavrov doshkol’nogo obrazovaniya: opyt uchastiya v federal’nom eksperimente [Practice-oriented approach to professional training of bachelor’s of preschool education: experience of participation in the federal experiment]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2016, no. 2 (12), pp. 69–76 (in Russian).
6. Patrusheva I. V. Praktiko-oriyentirovannyy podkhod k organizatsii samostoyatel’noy raboty studentov pedagogicheskogo vuza [Practice-oriented approach to the organization of independent work of students of pedagogical higher school]. Internet-zhurnal “Naukovedeniye” – Scientifi c Open Access Journal “Naukovedenie”, 2015, vol. 7, no. 4, pp. 1–15 (in Russian). URL: http://naukovedenie.ru/PDF/133PVN415.pdf (dostup svobodnyy). DOI: 10.15862/133PVN415.
7. Sub”yektnost’ studenta i prepodavatelya vuza: Materialy Vserossiyskoy nauchno-prakticheskoy konferentsii (s mezhdunarodnym uchastiyem, g. Kazan’, 24 iyunya 2016 g.) [Subjectivity of higher school student and teacher: Materials of All-Russian scientifi cpractical conference (with international participation, Kazan, June 24, 2016)]. Under the editorship of F. G. Mukhametzyanova. Kazan, University of management TISBI” Publ., 2016. 216 p. (in Russian).
8. Fayzullayeva Ye. D., Moga N. D. Sub”yektno-oriyentirovannyy podkhod v formirovanii gotovnosti budushchikh pedagogov k rabote s det’mi s ogranichennymi vozmozhnostyami zdorov’ya kak sub”yektov supervizii [Subject-oriented approach in the formation of readiness of the future teachers to work with children with disabilities as subjects of supervision]. Sub”yektnost’ studenta i prepodavatelya vuza: Materialy Vserossiyskoy nauchno-prakticheskoy konferentsii (s mezhdunarodnym uchastiyem, g. Kazan’, 24 iyunya 2016 g.) [Subjectivity of higher school student and teacher: Materials of All-Russian scientifi c-practical conference (with international participation, Kazan, June 24, 2016)]. Under the editorship of F. G. Mukhametzyanova. Kazan’, University of management TISBI” Publ., 2016. Pp.169–180 (in Russian).
9. Klimov Ye. A. Obraz mira v raznotipnykh professiyakh [Image of the world in diverse occupations]. Moscow, MSU Publ., 1995. 224 p. (in Russian).
10. Krasnoryadtseva O. M. Osobennosti professional’nogo myshleniya v usloviyakh psikhodiagnosticheskoy deyatel’nosti [Features of professional thinking in terms of psychodiagnostics]. Barnaul, BSPU Publ., 1998. 114 p. (in Russian).
11. Sen’ko Yu. V. Gumanitarnyye osnovy pedagogicheskogo obrazovaniya [Teacher education based on humanitarian]. Moscow, Akademiya Publ., 2000. 240 p. (in Russian).
12. Frolovskaya M. N. Professional’nyy obraz mira kak osnovaniye deyatel’nosti pedagoga [Professional image of the world as the basis of the teacher activity]. Pedagogika – Pedagogy, 2007, no. 6. pp. 60–63 (in Russian).
13. Frolovskaya M. N. Stanovleniye professional’nogo obraza mira pedagoga v klassicheskom universitete [Formation of a teacher’s professional image of the world in the classical university]. Vestnik Moskovskogo universiteta. Seriya 20: Pedagogicheskoye obrazovaniye – Bulletin of Moscow University. Series 20: Teacher Education, 2009, no. 1, pp. 82–92 (in Russian).
14. Frolovskaya M. N. Determinatsiya pedagogicheskoy deyatel’nosti professional’nym obrazom mira pedagoga [Determination of educational activities by the teacher’s professional image of the world]. Uchenyye zapiski Zabaykal’skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta im. N. G. Chernyshevskogo – Scientifi c Notes of the Transbaikal State Humanitarian Pedagogical University N. G. Chernyshevsky, 2010, vol. 5, pp. 83–93 (in Russian).
15. Frolovskaya M. N. Gumanitarnyye osnovaniya professional’nogo obraza mira pedagoga [Humanitarian grounds of the teacher’s professional image of the world]. Nauchno-metodicheskiy zhurnal “Kontsept” – “Concept” Scientifi c-methodical Journal, 2012, vol. 6, pp. 16–20 (in Russian).
16. Medvedev D. A. Obraz mira kak vnutrenniy faktor razvitiya lichnosti studenta pedagogicheskogo vuza. Dis. kand. psikhol. nauk [The image of the world as an internal factor in the development of the personality of a student at a pedagogical university. Diss. cand. of psychol. sci.]. Stavropol’, 1999. 206 p. (in Russian).
17. Zelichenko V. M., Pozdeeva S. I., Voytekhovskaya M. P. A Systems Approach in Education. Russian Physics Journal, 2016, vol. 58, issue 9, pp. 1365–1368. DOI: 10.1007/s11182-016-0657-3.
( 1.04 MB ) 
( 900.8 kB )
Issue: 2, 2017
Series of issue: Issue 2
Rubric: GENERAL AND PEDAGOGICAL EDUCATION
Pages: 100 — 109
Downloads: 984