Professional and pedagogical competence of a teacher of additional education. Demonstration of professional competence of a teacher of additional education Methodological competence of a teacher of additional education

Relevance of the problem and research topics.

The Concept for the Modernization of Russian Education until 2010 names the competency-based approach as one of the important areas for updating the content of education. Competencies and competencies act as instrumental means of achieving modern educational goals.

The modernization of education in the Russian Federation, due to the need for socio-political and economic changes in the country, is impossible without providing the education system with highly qualified personnel. The materials of the State Council “On the development of education in the Russian Federation” (March 24, 2006) emphasize the need to train teachers with new professional competencies.

In the Main Directions for modernizing the system of additional education for children, among the priority measures aimed at increasing the professional level of additional education teachers, the creation of an interdepartmental system for training, retraining and advanced training of teaching staff is highlighted; development of state requirements for programs of additional professional education in the field of additional education of children for teachers of institutes for advanced training of educational workers at all levels.

The transition from out-of-school work with students to additional education for children inevitably gives rise to the problem of training additional education teachers and retraining leaders of clubs in out-of-school work institutions. About 300 thousand additional education teachers, educational psychologists, social educators, teacher organizers, and methodologists work in additional education institutions of the Russian education system, among whom more than 40% do not have a pedagogical education (data from 2004).

The interdepartmental program for the development of the system of additional education for children until 2010 to solve the strategic task “Ensuring modern quality, accessibility and effectiveness of additional education for children” provides for an increase social status and professional level of teaching and management personnel in the system of additional education for children, modernization of the federal system of training, retraining and advanced training of management and teaching staff in additional education for children. However, in the list of promising tasks for the modernization of teacher education for 2005-2010. There is not even a mention of teachers in the field of additional education for children, but tasks are listed aimed at improving the qualifications of pedagogical workers of preschool educational institutions, teachers, teachers of primary, secondary and higher vocational education, training teachers to solve educational problems at various levels of education.

The discrepancy between the educational needs of additional education teachers and the content and forms of the existing system of training and advanced training necessitates the determination of modern content, effective forms and methods for developing the professional competence of additional education teachers.

The development of professional competence of additional education teachers is understood as a system of processes aimed at their mastering the necessary competencies to perform professional functions in the system of additional education for children.

The relevance of studying the development of professional competence of additional education teachers is due to the following contradictions:

Contradictions of a socio-pedagogical nature:

Between the strengthening of the ideas of humanization and democratization, the transition to a competency-based approach in education and the insufficient response of additional professional pedagogical education to these changes;

Between the trends towards a predictive, projective nature of education and personal development and the insufficient technological readiness of additional professional pedagogical education to ensure these processes;

Between the increasing requirements for the professional level of additional education teachers from society, the teacher’s need for self-realization, to master the methods of personal, social, professional adaptation to ongoing changes and the fragmentation of the development of means of personal and professional development of additional education teachers.

These contradictions actualize the problem of meeting the socio-educational needs of additional education teachers in mastering technologies for the development of pedagogical competence as a guarantee of professional and life success.

Contradictions of a scientific and pedagogical nature:

Between the widespread use in the literature of the term “professional competence of a teacher” and the lack of normatively defined content this concept, the uncertainty of the list of competencies of specialists in various areas of teaching activity, the essential and formal characteristics of the professional competence of teachers of additional education;

Between the availability of scientific developments on the theory of personality development, adult education, competency-based approach to education, developmental and personality-oriented learning technologies; the certainty of conceptual approaches to the development of the system of additional education for children and the lack of research in the field of development of professional competence of additional education teachers.

These contradictions actualize the problem of theoretical justification * and development of models for the development of professional competence of a teacher of additional education.

Contradictions of a scientific and methodological nature:

Between the focus of additional professional education on the development of social mobility of teachers, their personal potential, ability to solve problems and the dominance in the existing practice of additional pedagogical education of programs that provide knowledge in a certain area of ​​​​pedagogical activity;

Between the needs of teaching practice for new methods and technologies that develop the professional competence of additional education teachers, and the insufficiency of didactic means, educational and methodological complexes developed on the basis modern technologies personality development for the system of additional pedagogical education.

These contradictions actualize the problem of developing modern didactic means of developing the professional competence of a teacher of additional education.

The resulting set of identified contradictions made it possible to formulate the research problem, which consists in determining the theoretical foundations and finding optimal solutions for the development of professional competence of a teacher of additional education.

The relevance of the formulated problem, the search for ways to resolve these contradictions determined the choice of the topic of the dissertation research: “Development of professional competence of a teacher of additional education.”

Limitation of the research field: the development of professional competence is considered using the example of the activities of additional education teachers in the system of additional education for children.

The purpose of the study is to identify the essential and formal characteristics and conditions for the development of professional competence of a teacher of additional education based on the acmeological model.

The object of the study is the professional competence of a teacher of additional education.

The subject of the study is the acmeological conditions for the development of professional competence of a teacher of additional education.

The research hypothesis consists of the following assumptions:

2. The acmeological model of development of professional competence, built on the basis of anthropological and andragogical approaches, contributes to the effective development of professional competence of a teacher of additional education. The effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education is determined by the content of motivation, value bases and personal qualities of the teacher, his vital experience, the conditions of self-education and pedagogical interaction.

In accordance with the purpose, object, subject and hypothesis put forward, the following tasks were solved in the study:

1. Analysis of scientific literature and practice on the problem of developing professional competence of a teacher of additional education.

2. Clarification of the concepts of professional competence, determination of the essential and formal characteristics of the professional competence of a teacher of additional education.

3. Determination of the conditions and features of the development of professional competence of a teacher of additional education.

4. Development of an acmeological model for the development of professional competence of a teacher of additional education and justification of the conditions for the implementation of this model.

5. Conducting experimental research work to test the effectiveness of the acmeological model for the development of professional competence of a teacher of additional education and the development of methodological recommendations for the development of professional competence of a teacher of additional education.

Theoretical and methodological basis of the study. The basis for the selection of theoretical and methodological sources were the principles of humanism, determinism, development, systematicity, from the perspective of which the main scientific provisions on competence in the works of E.F. Zeera, I.A. Zimnyaya, J. Raven, who laid the foundation for the competency-based approach in the theory of vocational education.

The methodological foundation of the process of developing professional competence was the acmeological, andragogical and anthropological approaches reflected in the works of K.A. Abulkhanova, B.G. Ananyeva, O.S. Anisimova, A.A. Bodaleva,

A.A. Derkach, S.I. Zmeeva.

The methodological and theoretical foundations for studying the activities and professional competence of a teacher were the works of O.S. Anisimova, S.G. Vershlovsky, B.S. Gershunsky,

V.I. Zagvyazinsky, R.B. Kvesko, N.V. Kuzmina, Yu.A. Konarzhevsky, A.K. Markova, V.A. Metaeva, J.I.M. Mitina, A.M. Novikova, V.A. Sla-stenina, I.P. Smirnova, M.I. Stankina, E.V. Tkachenko.

The philosophical and theoretical justification for the acmeological model of development of professional competence of a teacher of additional education was the theory of vital education, reflected in the works of A.S. Belkin, N.O. Verbitskaya.

The study used the results of work in the field of competency-based approach in education by A.JI. Andreeva, V.I. Bidenko, O.A. Bulavenko, V.A. Vorotilova, D. Ermakova, V.A. Isaeva, A.V. Khutorskogo, JI.O. Filatova, A. Schelten.

To clarify the content of a teacher’s professional competence and determine effective ways to develop it, the works of S.V. Alekseeva, N.A. Alekseeva, L.I. Antsyferova, V.L. Benina, N.R. Bityanova, V.A. Bukhvalova, M.T. Gromkova, O.B. Dau-tova, I.V. Kruglova, S.I. Pyatibratova, E.I. Rogova, V.P.Simonova, G.B. Skoka, Z.A. Fedoseeva, S.V. Khristoforova.

In order to identify the essential and formal characteristics of the professional competence of a teacher of additional education and determine possible ways of its development, the works of A.G. Asmolova, V.A. Gorsky, L.G. Dikhanova, R.V. Gutsalyuk, Ya.L. Kolominsky, O.E. Lebedeva, L.G. Loginova, E.N. Medynsky, A.A. Reana, I.I. Frishman, D.E. Yakovleva.

When developing a program of additional professional pedagogical education, we relied on research in the field of studying technologies and methods of pedagogical education in postgraduate education by I.A. Zimnyaya, K.M. Levitan, A.K. Markova, A.E. Marona, N.N. Tulkibaeva; psychology of teacher professionalization N.S. Glukhanyuk, E.F. Zeera; self-management G.M. Lisovskaya; N.P. Lukashevich.

Research methods. To solve the problems, theoretical and empirical research methods were used.

Theoretical research methods - analysis of philosophical, methodological, pedagogical, psychological approaches to the research topic; comparison of different approaches to defining concepts; synthesis of the content of concepts; construction of abstract models of the concepts under consideration.

Empirical research methods - analysis of regulatory documents on the research topic, analytical reports of additional education teachers during the inter-certification period; monitoring the activities of additional education teachers; questionnaires, surveys of additional education teachers; conversation with managers and methodologists of institutions of additional education for children; monitoring the activities of institutions of additional education for children; studying and summarizing the work experience of additional education teachers; conducting experimental research work on the research topic and processing its results.

Research base. Research and experimental search work were carried out on the basis of:

Faculty of Advanced Training of the State Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University" (Ekaterinburg) as part of conducting advanced training courses under the program of additional professional education "Self-management of a teacher of additional education" for 31 teachers of additional education of institutions of additional education for children of the Alapaevsky region Sverdlovsk region;

Municipal educational institution of additional professional education "Training and Methodological Center for Education Development" (Novouralsk) as part of conducting advanced training courses under the programs of additional professional education "Information culture of a teacher", "Self-management of a teacher of additional education", scientific and practical seminars "Design of management activities" , “Project Method”, “Organization of Research Work with Students”, organizational and activity games “Designing Pedagogical Activities”, “Festival Model” for 285 additional education teachers of secondary schools and institutions of additional education for children of the Novouralsk urban district of the Sverdlovsk region;

Educational and methodological center for additional education of the Education Department (Novouralsk) within the framework of a methodological seminar and pedagogical laboratory “Gifted Child” for 30 additional education teachers of secondary schools and institutions of additional education for children in the city of Novouralsk, Sverdlovsk region.

A total of 346 additional education teachers working in the system of additional education for children participated in the study.

Stages of research. The dissertation research was carried out during 1998-2007. and included several stages.

At the first stage - organizational and preparatory (1998-2000) - the domestic and foreign experience of additional education institutions for children and secondary schools in the field of additional education for children, the work experience of additional education teachers, various models advanced training and certification of additional education teachers; qualitative indicators of the activities of additional education teachers were identified; the idea was formed and the scientific research apparatus was determined; a program of additional professional education “Teacher Information Culture” was developed.

At the second stage - analytical (2001-2003) - the state of the problem of developing the professional competence of a teacher in theory and practice was studied; the content of the professional competence of the teacher was clarified, the essential and formal characteristics of the professional competence of the teacher of additional education were identified; the working hypothesis of the study was clarified; an analysis of the activities of additional education teachers was carried out; the theoretical foundations of the acmeological model for the development of professional competence of a teacher of additional education were identified; Experimental research work was carried out on the formation of an information and reflective culture of additional education teachers, on their preparation for organizing research work with students, and on the use of the project method in the additional education system for children.

At the third stage - design (2004-2005) - an acmeological model for the development of professional competence of an additional education teacher and a program of additional professional education “Self-management of an additional education teacher” were developed.

At the fourth stage - experimental and exploratory (2006-2007) - the conditions for the effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education were checked; the structure and content of the textbook “Professional Competence of a Continuing Education Teacher” was developed; the research materials were summarized; dissertation research was completed.

The scientific novelty of the study lies in the formulation and solution of the problem of developing the professional competence of teachers of additional education:

The essential and formal characteristics of the professional competence of a teacher of additional education are determined;

An acmeological model for the development of professional competence of a teacher of additional education, based on andragogical and anthropological approaches, has been theoretically substantiated and constructed; the conditions for its implementation have been determined;

The factors influencing the effectiveness of the implementation of the acmeological model for the development of professional competence of a teacher of additional education are identified.

The theoretical significance of the study is as follows:

Based on existing approaches to determining the content of a teacher’s professional competence, the content of pedagogical competence is highlighted;

The content of professional competence of a teacher of additional education in the initial and long-term periods of his activity, patterns and features of its development are determined.

The practical significance of the study is as follows:

Methodological tools for self-diagnosis of professional competence of a teacher of additional education have been selected and adapted;

Effective methods for developing the professional competence of a teacher of additional education have been identified;

Crisis periods in the professional activities of additional education teachers, methodological and didactic means of prevention and assistance to additional education teachers during periods of professional crisis have been identified;

A program of additional professional education “Self-management of a teacher of additional education” and a textbook “Development of professional competence of a teacher of additional education” have been developed, which can be used in the practical activities of institutions of additional professional education and for the self-development of teachers of additional education.

The main theoretical principles and results of the dissertation research were published in the journal “Education and Science”: News of the Ural Branch of the Russian Academy of Education (Ekaterinburg, 2008); “Scientific research in education”: Supplement to the journal “Vocational Education. Capital" (Moscow, 2008); scientific and methodological collection “Education: search, innovation, prospects” (Chelyabinsk, 2007); materials of the International Scientific and Practical Conference “Socialization of the Personality of a Junior Schoolchild in the Educational Process” (Ulyanovsk, 2007); 5th International Scientific and Practical Conference “Pedagogical Systems for the Development of Creativity” (Ekaterinburg, 2006); 7th All-Russian Conference on additional education (Kazan, 2006); 13th All-Russian Scientific and Practical Conference “Innovations in Professional and Vocational Pedagogical Education” (St. Petersburg, Yekaterinburg, 2006); 5th All-Russian Scientific and Practical Conference with international participation “Acmeology of Vocational Education” (Ekaterinburg, 2008); All-Russian scientific and practical conference “Legal and organizational problems of development of the education system of the Russian Federation: present and future” (Ekaterinburg, 2007); in the Proceedings of the Scientific and Methodological Seminar “Science at School” (Moscow, 2001); 5th interregional scientific and practical conference “Innovative technologies in pedagogy and production” (Ekaterinburg, 1999); 3rd regional scientific and practical conference “Acmeology of vocational education” (Ekaterinburg, 2006); 4th regional scientific and practical conference “Acmeology of vocational education” (Ekaterinburg, 2007); scientific and practical conference “Professional pedagogy: formation and development paths” (Ekaterinburg, 2006).

Testing and implementation of the research results was carried out in the process:

Participation in modules of the International Game-Technical and Methodological Association “Moscow Methodological and Pedagogical Circle”;

Advanced training for teachers of additional education on the basis of the State Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University" (Ekaterinburg), Municipal Educational Institution of Further Professional Education (advanced training) "Training and Methodological Center for Education Development" of the Novouralsk Urban District of the Sverdlovsk Region.

The following provisions are submitted for defense:

1. The essential and formal characteristics of the professional competence of a teacher of additional education are determined by the specifics of the system, the content of additional education for children, professional education and the vital experience of the teacher.

2. It is advisable to develop the professional competence of a teacher of additional education on the basis of an acmeological model of the development of his professional competence.

The peculiarity of the development of professional competence of a teacher of additional education is that this process is carried out on the basis of vital experience and subject-subject relationships.

3. Acmeological conditions for the development of professional competence of a teacher of additional education in the system of additional professional education are the teacher’s motivation for teaching activities, the value foundations and personal qualities of the teacher, his vital experience, self-education and pedagogical interaction.

Structure of the dissertation. The dissertation research consists of an introduction, two chapters, a conclusion, a list of references, including 207 sources, and appendices.

Conclusions on the second chapter:

Basic competence of the individual, ensuring the social and functional activity of the teacher, the ability for self-organization and self-development;

Functional competence of a teacher, ensuring that the individual meets the requirements of the teaching profession;

Operational and technological competence, ensuring the technological readiness of the teacher to perform the pedagogical function.

Existing programs of additional professional education and advanced training in the system of additional professional education do not meet the needs of teachers of this profile in developing professional competence in full.

2. The acmeological model for the development of professional competence of a teacher of additional education makes it possible to organize the development of professional competence of a teacher of additional education, taking into account the characteristics of his activities, education and vital experience, to overcome professional crises, to prevent professional deformation and emotional burnout throughout the entire teaching activity. The acmeological model for the development of professional competence of a teacher of additional education is based on acmeological, andragogical, anthropological approaches, the theory of vital education, the principle of “cultivation”, the seven-level concept of managerial decision-making, and the results of a study of the psychological characteristics of the professionalization of a teacher.

3. The main didactic means of developing the professional competence of a teacher of additional education when implementing the acmeological model of development of a teacher of additional education are reflection and self-management based on the results of reflection.

The choice of forms and content for the development of professional competence of a teacher of additional education depends on the level of activity (reproductive, heuristic, creative). The criteria for changing the level of professional competence are the level of development of reflection, the complexity of the professional tasks and problems being solved, which is determined by pedagogical experience and the level of management decision-making.

4. Mastering self-management technology is most effectively carried out in a modular form of organizing the educational process, based on vital experience, andragogical principles of learning using self-diagnostic tools with access to the design of an individual self-development program. Mastering the technology of self-management by teachers of additional education who are at the heuristic and creative levels makes it possible to overcome professional crises after 10-15 years and after 20 years of teaching activity, as well as not only maintain, but also develop the level of professional competence, prevent the emergence and development of professional deformations, professional and emotional burnout, maintain a high functional level of the individual and the health of the teacher throughout his professional activity.

CONCLUSION

Most scientific developments devoted to the development of a teacher’s personality, professionalism, and pedagogical skills contain a description of general pedagogical competence based on the pedagogical education received at a university in the specialty “teacher” without taking into account the specifics of the field of pedagogical activity. The variety of approaches to determining the content of a teacher’s professional competence in the context of education reform makes it difficult to determine the list of pedagogical competencies and determine the conditions for their formation and development.

In this regard, in the scientific literature and practice on the problem of developing pedagogical competence, the traditional cognitive approach to advanced training in the system of additional professional education with a separation from teaching activities prevails. Mastering self-development technologies allows you to develop the professional competence of a teacher throughout your career.

Taking into account the peculiarities of the system and content of additional education for children, the teaching staff of institutions of additional education for children is currently in the process of theoretical research and gaining experience in developing the professional competence of teachers in this system.

The professional competence of a teacher of additional education has its own characteristics that distinguish it from the professional competence of a teacher. We include the following as features of the professional competence of a teacher of additional education:

In-depth general competence of a teacher of additional education, ensuring his success in previous professional non-teaching activities;

Professional non-teaching education and work experience that determine the direction of pedagogical activity in the system of additional education for children;

Availability of the necessary pedagogical competence at the level of vital experience;

The origin of the functional and operational-technological competence of a teacher of additional education: at the beginning of pedagogical activity they rely on vital experience, in the process of pedagogical activity they develop, relying on pedagogy as an element of the culture of mankind.

The essential characteristics of the professional competence of a teacher of additional education include the teacher’s mastery in a certain subject activity, his dedication, communication, creativity, ability to solve problems and overcome difficulties, a positive self-concept, commitment to the interests of the child, the desire for self-development and the transfer of vital experience through cooperation and co-creation .

The formal characteristics of an additional education teacher include professional education, knowledge and skills in the field of pedagogy, psychology, and legal support for the system of additional education for children.

The system of additional professional education in the context of modernization of education in Russia and the system of additional education for children is a key link in providing institutions of additional education for children with personnel with the necessary level of professional competence. The content of additional professional education programs for additional education teachers is aimed at familiarizing them with the regulatory framework of the additional education system, pedagogical technologies recommended for the additional education system for children, and the development of a projective group of skills.

It is advisable to develop the professional competence of a teacher of additional education without interruption from teaching activities, using acmeological, andragogical, anthropological approaches, self-education and pedagogical interaction. Features of the development of professional competence of a teacher of additional education are determined by the specifics of the system, the content of additional education for children, professional education, vital experience, diverse motivation for teaching activities, success in previous professional activities and orientation towards success in teaching activities.

The acmeological model for the development of professional competence contains the necessary tools in accordance with the levels of professional activity of a teacher of additional education. Levels of professional activity are determined by teaching experience, the level of development of reflection and management decision-making.

The implementation of the acmeological model is possible without interruption from teaching activities in the conditions of modular teacher training in the system of additional professional education, methodological support in institutions of additional education for children and self-education.

The main didactic means for the development of professional competence are reflection and, based on the result of reflection, self-management. Building individual trajectories of professional and personal development allows you to develop the professional competence of a teacher of additional education in accordance with changing requirements.

The development of the reflexive and analytical abilities of a teacher of additional education ensures his transition to a higher level of managerial decision-making in order to solve more complex professional problems and gain new professional experience. The use of self-management technology allows you to develop the level of professional competence, overcoming professional crises, preventing the emergence and development of professional deformations, emotional burnout, and maintaining a high functional level of the teacher’s personality throughout his professional activity.

In conclusion, it should be noted that our study does not exhaust the problem of developing the professional competence of teachers in the system of additional professional education. In the future, it is planned to search for effective technologies for the development of individual components of the professional competence of a teacher of additional education.

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