The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.
The article examines the issues of educational activity of a modern teacher from the point of view of humanitarian methodology, which is based on the subject-subject relationship of the teacher and the pupil; states that the humanistic position of the educator presupposes the presence of deep knowledge about a person, about the laws of his development, his place in the world around him. The principles of humanitarian pedagogy in the educational activities of higher educational institutions direct the understanding of the teacher both to the students as a whole, and to each individual separately, forms a "soft" apparatus for the differential perception of each student by the teacher, develops pedagogical activity in overcoming situations of misunderstanding, provides the depth of comprehension of each student, brings the teacher closer to solving urgent problems of humanizing the life of young people, forms their life creative competence; it is proved that existential philosophy enriches the educational activity of a teacher with scientific information about a person and the mechanisms of its personal dynamics; synergetics gives an idea of creating a flexible, open dialogue space, in which zones of self-organization of the individual are provided; acmeology helps the teacher to understand the path of a person, as an exit to the heights of creativity, but because of difficulties and overcoming; hermeneutics helps a teacher understand a young person through comprehending the meanings of his behavior.
The article considers theoretical aspects of organization of educational process in higher pedagogical educational institutions on the basis of the value approach, which involves continuous cultural, social and moral and professional development of professional identity based on public needs and personal requests. The main task is to prepare a specialist, who can improve his professional skills, to reproduce and expand his life experience, to transform the material conditions of society, its culture, accumulate and create new values. The concept of studentcentrism as an element of the new pedagogical thinking is defined. Its essential features include recognition of the strategic focus in a comprehensive and harmonious development of the individual; changing attitudes on the nature and type of professional training of future specialist, who acts in it as a subject of pedagogical interaction, which is associated with the formation of creative individuality. The author of the article accentuates the importance of the connection of value, personal and activity, and individually creative approaches in the organization of educational process in higher pedagogical educational institutions. This connection of approaches involves modelling the process of professional training and education of students of the given structure of pedagogical activity. It is noted that the most promising forms of implementation of this approach is scientific and educational complex, which provides the possibility of continuous "immersion" of students in the sphere of their future professional activity, allows to study, generalize, and accumulate experiences of the author’s schools, quickly learn and use the achievements of world science on the basis of life values. Educational technologies of individually-creative learning are revealed on the basis of flexible construction of the educational process, integration of related disciplines, isolation of the subjects of prolonged and local character, ensuring a relatively long time "immersion" of students in the subject, systematic study of the selected subjects on the basis of diagnostic, communicative and organizational tasks, allowing to study the real psycho-physiological capacities and professional readiness of students to educational activity, development on this basis of individual plans of their training programs, and installation of pedagogically humane relationships.
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