FUTURE СRAFTS TEACHER RESEARCH COMPETENCY AS A COMPONENT OF TEACHER’S PROFESSIONALISM
DOI: 10.23951/2307-6127-2018-4-88-96
The needs of the developing economy, its interest to maintain the most successful Russian schools of science, to provide it’s continuity by educating the new generation of researchers ground the necessity to involve the educational institutions teachers and students into fundamental research. The research competency developed in students characterizes their subjectivity and their need for the continuous cognition. The development of the competency requires teaching the students the ways of self-dependent obtaining and processing of scientific information in the self-dependent research practice – within the framework of the competency-based approach. The research competency includes: theoretical knowledge of research methods, the ways of systematic processing of the empirical data, the ability to formulate conclusions and to present research results, the ability to use the knowledge in a particular research. The research competency also includes a complex of a researcher’s personal qualities. The research competency is an integrated personal quality of the subject of learning (the learner). The quality finds its expression through the subject’s capability and ability for self-dependent obtaining of the new knowledge by transferring the meaning context of the subject’s activity from functional to the transformative one. The definition provided may serve as a basis for the choice of the strategy of the development of the research competency of the future teacher in Technology. The competency is to include: the acquirement of the specialized knowledge on performing the research activity, methods of obtaining scientific knowledge; the development and adoption of the value ideals and qualities by the subject, which promote the subject’s ability to go beyond the existing level of the system of the subject’s knowledge of oneself and the world; the acquirement of the practical experience of the use of the research activity in the pedagogical work. The content of the educational field “Crafts” determines the content of the Crafts teacher training. It implies that the teacher of Crafts is to be able to give economical, ecological, technological education and to provide informational support for it; to teach the inventive problem solving; to develop the students’ skills in design, etc. The main document that regulates the process is the work program, which is to be developed by the Crafts teacher. The program is to reflect the students’ projected understanding: of the production, realization and consumption of the material values; of the culture of labor and household life; of the necessity and special aspects of the citizen’s professional self-determination; to form the non-verbal sphere of the human. For the development of such program, its implementation and further correction the teacher is to possess a wide range of the research competencies. Among them are: the ability to perform the analysis of the school’s material and technical resources available; to involve the facilities of the industry of the region into the educational process; to use the students’ inclinations and aspirations for their education, etc.
Keywords: research competency, peculiarities of the educational field “Crafts”, the content of the research competency of the future Crafts teacher, the complex of the Crafts teacher’s research problems
References:
1. Rossiyskoye obrazovaniye–2020: Model’ obrazovaniya dlya ekonomiki, osnovannoy na znaniyakh [Rusiian education – 2020. The model of education for the knowledge-based economy]. Materialy IX Mezhdunarodnoy nauchnoy konferentsii “Modernizatsiya ekonomiki i globalizatsiya”. Moskva, Aprel’ 1–3, 2008. Pod red. Ya. Kuz’minova, I. Frumina [Materials of the IX International Conference “Modernization of the economy and globalization”. Moscow, April 1-3, 2008. Ed. by Ya. Kuz’minov, I. Frumin]. Moscow, Higher School of Economics Publ., 2008 (in Russian).
2. Kobyakova V. N., Kurovskiy V. N. Issledovatel’skaya kompetentsiya obuchayushchikhsya kak komponent sovremennogo soderzhaniya obshchego obrazovaniya [Schoolchildren’s research competence as a component of the modern content of the general secondary education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, no. 8 (182), pp. 91–99 (in Russian).
3. Lazarev V. S., Stavrinova N. N. Podgotovka budushchikh pedagogov k issledovatel’skoy deyatel’nosti [Training future teachers for research activity]. Surgut, RIO SurSPU Publ., 2007. 171 p. (in Russian).
4. Khutorskoy A. V. Klyuchevye kompetentsii kak komponent lichnostno orientirovannoy paradigmy obrazovaniya [The key competences as a component of the personality-centered education paradigm]. Narodnoye obrazovaniye, 2003, no. 2, pp. 55–61 (in Russian).
5. Khutorskoy A. V. Doktrina obrazovaniya cheloveka v Rossiyskoy Federatsii [The doctrine of the person’s education in the Russian Federation]. Moscow, Eydos Publ., 2015. 24 p. (in Russian).
6. Bodalev A. A. Vershina v razvitii vzroslogo cheloveka: kharakteristiki i usloviya dostizheniya [The peak of the development of the adult human: characteristics and conditions of its achievement]. Flinta Nauka Publ., 1998. 168 p. (in Russian).
7. Luk A. N. Lichnost’ uchenogo (Obzor zarubezhnykh issledovaniy) [The personality of the scientist (The review of the foreign researches)]. Vestnik AN SSSR, 2003, no. 2, pp. 55–61 (in Russian).
8. Nikonorova I. Ya. Osobennosti ispol’zovaniya sistemno-strukturnogo kriteriya v opredelenii professional’noy kompetentnosti uchitelya. Dis. kand. ped. nauk [The peculiarities of the use of the systemic and structural criterion for the definition of the professional competency of the teacher. Diss. cand. of ped. sci.]. Komsomol’sk-na-Amure, 2003. 192 p. (in Russian).
9. Laptev V. V. Nauchnyy podkhod k postroeniyu programm issledovaniya kachestva obrazovaniya / modernizatsii obshchego obrazovaniya na rubezhe vekov: sbornik nauchnykh trudov [The scientific approach to the development of the programs of the quality of education research / modernization of the general education at the turn of the century: the collection of the scientific papers]. Saint Petersburg, Herzen State Pedagogical University of Russia Publ., 2001. Pp. 3–10 (in Russian).
10. Slastenin V. A., Podymova L. S. Pedagogika: Innovatsionnaya deyatel’nost’ [The Pedagogy of the innovative activity]. Moscow, Magistr Publ., 1997. 224 p. (in Russian).
11. Ryndina Yu. V. Issledovatel’skaya kompetentnost’ kak psikhologo-pedagogicheskaya kategoriya [Research competency as a psychological and pedagogical category]. Molodoy uchenyy, 2011, no. 1, pp. 228–232 (in Russian).
12. Kruglikov G. I. Metodika prepodavaniya tekhnologii s praktikumom: uchebnoye posobiye [The methods and practicum of teaching Technology: textbook]. Moscow, Akademiya Publ., 2002. 380 p. (Russian).
13. Atutov P. R. Kontseptsiya politekhnicheskogo obrazovaniya v sovremennykh usloviyakh [The conception of political education in the modern conditions]. Pedagogika, 1999, no. 2, pp. 17–20 (in Russian).
14. Kurovskiy V. N., Kopytov A. D. Integratsiya nauki, vysshey shkoly, professional’nogo obrazovaniya i proizvodstva v sel’skoy mestnosti [The integration of the science, higher education, professional education and industry in rural areas]. Tomsk, Tomskiy TsNTI Publ., 2005. 167 p. (in Russian).
15. Tkhorzhevskiy D. A. Metodika trudovogo obucheniya s praktikumom: uchebnoye posobiye dlya vuzov i peduchilishch. Pod red. D. A. Thorzhevskogo [The methods and practicum of the vocational training: textbooks for higher and teachers vocational education institutions. Ed. by D. A. Thorzhevsky]. Moscow, Prosveshcheniye Publ., 1997. 448 p. (in Russian).
( 354.66 kB ) 
( 345.31 kB )
Issue: 4, 2018
Series of issue: Issue 4
Rubric: HIGHER EDUCATION
Pages: 88 — 96
Downloads: 966