EducationThe science

Pedagogical Education in Kyrgyzstan

What should pedagogical education be like today? In what direction should pedagogical education develop in the 21st century? We should clearly answer these and other questions if we want to build the correct paradigm of modern pedagogical education in Kyrgyzstan in the future.

Modern pedagogical education is a multi-component phenomenon, including the school level (profile classes with a pedagogical bias), secondary pedagogical education, higher pedagogical education, teacher training, postgraduate and doctoral studies.

Within the framework of our article, we will focus on one of the components of teacher education: namely, on higher education the training of teachers for primary and secondary schools.

In Kyrgyzstan, pedagogical schools, pedagogical institutes and universities traditionally taught pedagogical education.

In pedagogical schools, and now pedagogical colleges, mainly prepares teachers for primary schools, in institutes and universities, as a rule, teachers for primary and secondary schools. Since the 1980s, in some higher educational institutions, for example, at KSU named after I. Arabaev, Issyk-Kul State University, Osh State University and other regional universities, departments or faculties of pedagogy and methods of elementary education were opened, where teachers for primary school were trained.

There is no specialized higher educational institution dealing only with the training of pedagogical personnel in Kyrgyzstan today. Formally the leading educational institution for pedagogical education, by inertia, is the former Pedagogical University named after Ishenaaly Arabaev, and now renamed the Kyrgyz State University. Although there are training on other specialties and areas not related to teacher education.

In the recent past there were several pedagogical institutions of higher education (Przhevalsky State Pedagogical Institute, Osh State Pedagogical Institute, Women's Pedagogical Institute, PIRYAL), which were trained only by teachers. Many institutes and universities of the Russian Federation (Orenburg, Kursk, Michurin, Moscow Pedagogical Institutes, Lomonosov Moscow State University, Voronezh State University, Leningrad State University and others) have made a significant contribution to the preparation of the teaching staff of the republic. In a word, the state paid much attention to training teachers for the education system. In those years there was no special shortage of teachers. Almost one hundred percent of the republic's schools were staffed by teachers. Moreover, in some areas it was difficult to get a job in school, because there were no vacant teachers' places. And to work as a teacher was prestigious - stable wages (not lower than the average salary in the country), privileges for electricity, utilities, trade-union permits, various forms of material and moral support.

In the era of Soviet civilization, pedagogical education by the state, paid great attention. With the collapse of the Soviet Union under the onslaught of the market and market relations, pedagogical education has changed dramatically. To date, there is no specialized pedagogical higher education institution in Kyrgyzstan. At the time, pedagogical universities became universities or redeveloped to other prestigious specialties. Becoming a teacher was not prestigious. The teacher began to be treated as a wage worker who provides paid educational services. His work has acquired a market value. Compared with other professions. In the subject teacher, it is extremely low. As A.Ya. Danelyuk: "A school teacher is most often the bearer of a stable, unchanged knowledge and knowledge that has been limited over the years in one subject area. What he knows and knows, his pupil knows and knows. The importance of the subject teacher has significantly decreased in recent decades, in the era of the information, scientific and technological revolution, the rapid and successful development of a society based on the knowledge economy. Knowledge has lost its value and has become a continuously updated means of creating new and new technologies. In these socio-economic conditions, the system of pedagogical education continues to prepare a subject teacher, a carrier of classical knowledge, which was passed on to children in school in the past and the century before last. Certainly, the knowledge of Archimedes' law, the rules of the Russian language and poetry of AS. Pushkin is necessary for children. But if the teacher is only able to transmit the volumes of information fixed in the tradition, then, firstly, his social status will not exceed the status of any other person - the bearer of the same knowledge; second, his professional activity is transformed into information technology and replaced by it - modern pedagogical Information and computer technologies allow a person to easily absorb large amounts of necessary information without intermediaries "[Danilyuk A.Ya. Principles of the modernization of pedagogical education / / Pedagogy, № 5, 2010. - p. 39]. But from time immemorial the teacher was primarily a spiritual mentor, a bearer of culture, a man of a capital letter. It's a pity that the status of a teacher becomes a status of a service sphere worker; Spiritual, educational component of communication with children is eliminated.

Young people, with rare exceptions, do not want to go to school. The school employs mostly teachers who were educated in the Soviet period, and the influx of young teachers into general schools is insignificant.

For a short, by historical standards, time in pedagogical education, there was a collapse comparable to that with the "ninth shaft" that was wiping everything and everything on its way. The little that is left of this wave called "perestroika" barely holds. That small class of people who stayed behind the old system, struggling to preserve the valuable that remains.

The former system of pedagogical education, despite some costs, nevertheless fulfilled its mission and performed well. To date, we have a dilapidated system of pedagogical education, the restoration of which will take a lot of strength and material resources. But, nevertheless, we must move forward to not be on the roadside of civilization. In order to move forward, we must determine in which direction to move in the pedagogical education, in particular, in the training of teachers for the general education school.

One thing is clear: the content of pedagogical education changed under the influence of civilizational processes. Those fundamental postulates that the teacher is the bearer of culture, the spiritual mentor of the younger generation, the educator, was, is and will be. Under the impact of new challenges, the question arises as to what and how a modern teacher should be trained? What new types of pedagogical activity, he must master? How does the professional consciousness of a modern teacher change? One thing we do know is that today the teacher is far from being a "subject" in the literal sense of the word. The age of information and communication technologies, in addition to teaching its subject, should form views, a social outlook, and the relationship of children to life. Teachers today can be regarded as a professionally trained specialist in the field of pedagogy of attitudes in society. Not speaking about such qualities as high professional training, mobility, ability to work in collective, it is reasonable to state the thoughts.

A great place in professional activity is played by the level of mastering information and communication technologies. Today, information and communication technologies are becoming an integral part of vocational education and professional activities.

The studies conducted by the Center for Vocational Education Problems of the Kyrgyz Academy of Education made it possible to determine that the current state educational standards in pedagogical directions do not provide training for modern teachers aimed at the result of education. In connection with which the staff of the Center prepared a draft of a new CRP on pedagogical directions on a competence basis.

The problem of competence, competence has arisen recently, and is a consequence of changed socio-economic conditions. The knowledge gained from training quickly becomes obsolete, and competencies are above subject, they are formed or acquired in the course of a variety of training activities. Each has its own level of competence. It is more individual than knowledge and skills. Competence is tested and manifested well in practice.

Professional competence of the teacher. As we said above, above-subject, and it is not a simple sum of subject knowledge. "The specificity of competence as a certain type of professional readiness is that it is acquired in situations of real solutions to professional problems, even if this occurs within the educational process. The nature of pedagogical activity ... does not allow the competence to replicate, i.e. "Transfer" to students through traditionally understood instruction. Pedagogical competence as an existential property is a product of the self-development of a future specialist in a professional environment, accompanied by masters "[Serikov VV The nature of pedagogical activity and features of vocational education of the teacher // Pedagogika, № 5. - 2010. - p. 34-

In general, the very nature of pedagogical competence is more individual than, for example, the competence of an engineer or doctor. In the latter, competence is more specific, measurable. In other words, pedagogical competence is personal experience acquired in the process of studying at a university. If theoretical knowledge is the same for all students, then competence, as mentioned above, is individual. Teaching competence can not be verified through formalized tests such as tests, various types of oral and written tests. Competence check. ': In the course of practical activities.

With traditional education, it is important to remember, tell, explain, with a competent approach, the student should not only explain why this should be done, but also perform this action. Competence can not become a product of traditional training, i.e. Does not consist of the sum of knowledge and skills. This does not mean that we refuse scientific and subject education, it is a question of refusing to study subjects as ends in themselves. It is necessary to model the real pedagogical environment, the search for oneself. This is a special type of educational activity, which should replace the traditional approach in the training of pedagogical personnel.

That is why in the new CRP on pedagogical directions, pedagogical practice is provided from the 1st year to the 4th year, i.e. It is continuous, one day a week and is called "School Day".

A full-time student is in a fixed school.

That is why in the new CRP on pedagogical directions great attention was paid to pedagogical practice. Pedagogical practice is the place where professional and special competencies are formed. In pedagogical practice, "knowledge" that was obtained in lectures and practical exercises "materializes".

During the development of the CRP on pedagogical directions, three blocks of competences were defined: universal, general professional and special. The first two blocks of competences are essentially integrated for all profiles. The block of special competencies is specific for each profile. The list of competencies that are proposed in the CRP are recommendatory in nature, higher education institutions have the right, based on internal capabilities, to supplement, expand, clarify. And this process will continue until we come to an optimal model that would satisfy society.

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