Article 16215

Title of the article

PROFESSIONAL CULTURE AND PROFESSIONAL COMPETENCE OF FUTURE TEACHERS

Authors

Povshednaya Faina Viktorovna, Doctor of pedagogical sciences, professor, sub-department of general and social pedagogy, Minin University (1 Ulyanova street, Nizhny Novgorod, Russia), povshedfv@yandex.ru
Lebedeva Oksana Valer'evna, Candidate of psychological sciences, associate professor, sub-department of classical and applied psychology, Minin University (1 Ulyanova street, Nizhny Novgorod, Russia), lebedeva-oksana.nn@yandex.ru

Index UDK

378

Abstract

Background. Development and implementation of the concept of life-long and multi-level education of students through realization of the competence approach presuppose revelation of meaning-making bases of innovative modeling of interaction between teachers and students in university educational environment on the basis of realization of professional culture fundamentals. It is possible in case of realization of the principles, forming the base of the process of future specialists’ display of skills as the main indicator of readiness to the activity in university educational environment. Such may include the principles of professional orientation and motivational-value support of the educational process. This presupposes a necessity to consider the process of meaning-making development of professional culture and professional competence of students as a new system, determining the development of Russian education and requiring the development of a model of integral realization thereof. The aim of the research is to conceptually substantiate and develop a model of development of professional culture and professional competence of students in university educational environment on the basis of their meaning-making professional training.
Materials and methods. In the process of development of the concept and model of development of professional culture and professional competence of students in university educational environment on the basis of their meaning-making professional training a special attention is to be paid to the notions, forming a glossary of conceptual substantiation of the process under investigation. For example, the conceptual row of academician E. V. Bondarevskaya. The principles of interaction between university educational process participants, forming the base of the model realization, are the following: the principle of integral relations; the principle of personal-activity nature of interaction between teachers and students, described in the research by E. N. Dmitrieva and A. K. Markova. To understand the meaning of such notions as “culture” and “competence” means, first of all, to study a communicative basis thereof – internal and external relations. The most suitable variant of classification thereof was suggested by V. N. Vvedensky, V. A. Slastenin, I. F. Isaev, E. N. Shiyanov.
Results. In the course of the research the authors established the content of development of professional culture and professional competence of students in university educational environment on the basis of their meaning-making professional training. It appears to be the aggregate of students’ actions on self-estimation of their capabilities and personal orientations, actions on understanding the level of correspondence of their own peculiarities to the demands of a profession to be chosen and actions on self-development of skills and capabilities in the process of professional training. The content of the active motivated desire of students to form professional skills includes the processes of self-discovery, self-estimationa and self-develop¬ment in the process of self-realization.
Conclusions. Establishment of the development technology of professional culture and professional competence of students in university educational environment on the basis of their meaning-making professional training is associated with the readiness of participants to correlate their interests and needs for a certain quality of cognitive activity with public importance of the quality of professional education of university graduates. Effectiveness of such interaction is based on the university’s readiness to system-activity development of professional skills of students in educational environment.

Key words

education, weeks of development, professional culture, professional competence.

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References

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Дата создания: 26.10.2015 09:43
Дата обновления: 26.10.2015 12:10