Conventional-reflexive system of teaching methods for training a professionally mobile teacher in a digital educational environment
DOI: 10.23951/1609-624X-2024-2-7-15
When highlighting the concept of “personal activity” as an indicator of professional mobility, which is interpreted as readiness and adaptability to work under changing conditions based on the development of new forms and types of actions, the article describes a conventionally reflexive system of teaching methods of a modern teacher, which guarantees the formation of a teacher’s skills independently compose and evaluate teaching methods in a changing digital educational environment. The features of the proposed system of teaching methods are highlighted using a paradigm approach, taking into account the study of the status of the “teaching method” as a learning goal in the “Modern” educational paradigm. This status of the method in the context of teacher training allows us to indicate two classes of methods: methods of teaching and methods of organizing educational and cognitive activity. The essence of the specification of the methods of each class in the system of teacher training is determined by the property of autologicality (that is, the need to describe oneself). For the considered property, four main signs (characteristics) of manifestation have been established: the presence of an autological goal, fixing cause-and-effect relationships for using the method in a specific methodological system, studying cause-and-effect relationships for using the method when transforming the model of a specific methodological system, formulating a value judgment about the appropriateness of applying method in a certain methodological system or pedagogical situation. Endowing the property of autologicality with the selected characteristics of the content and procedural essence determines the link between knowledge and methods of activity, which is key for professional pedagogical education, allowing to activate professional (functional) literacy, qualitative characteristics of the personality, as well as the positive psychophysical mood of students. These competency components are included in the profile of “ability to understand and act”, considered as the basis of professional mobility. Achieving the didactic completeness of the presented conventional-reflexive system of teaching methods is determined by the formation of the teacher’s ability to independently compose teaching methods and methods for organizing educational and cognitive activities in a digital educational environment. As a means of forming this skill, a “learning-cognitive expert system” is proposed, which contains software support – a generator for disaggregating teaching methods and an expert block filled with methods of conventional role-playing reflection. Within the framework of using the proposed system, the formation of a selected skill can be carried out in three stages. In the paradigm terminology, the “educational-cognitive expert system” is, in fact, an element of the “value setting” of a particular “Modern” paradigm. The metaphysical part of this paradigm is given by the digital educational environment.
Keywords: paradigm approach, disciplinary matrix, conventionally reflexive system of teaching methods, autological teaching method, professional mobility, ability to understand and act, educational and cognitive expert system, digital educational environment
References:
1. Prikaz Ministerstva truda i sotsial’noy zashchity Rossiyskoy Federatsii “Ob utverzhdenii professional’nogo standarta “Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel’, uchitel’)” 18.10.2013 no. 544n s izm. i dopol. v red. 05.08.2016 [Order of the Ministry of Labor and Social Protection of the Russian Federation “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)” dated October 18, 2013 No. 544n, as amended. and additional in ed. from 08/05/2016] (in Russian). URL: https://base.garant.ru/70535556/ (accessed 27 November 2022).
2. Ukaz Prezidenta RF ot 09.05.2017 no. 203 “O Strategii razvitiya informatsionnogo obshchestva v Rossiyskoy Federatsii na 2017–2030 gg.” [Decree of the President of the Russian Federation dated May 9, 2017 No. 203 “On the Strategy for the Development of the Information Society in the Russian Federation for 2017–2030”] (in Russian). URL: http://kremlin.ru/acts/bank/41919 (accessed 28 November 2022).
3. Sorokin P. A. Chelovek. Tsivilizatsiya. Obshchestvo. Perevod s angliyskogo [Person. Civilization. Society. Translation from English]. Moscow, Politizdat Publ., 1992. 543 p. (in Russian).
4. Pashkovskaya I. N. Sotsial’no-pedagogicheskiye osnovy professional’nogo samoopredeleniya pedagoga. Dis. dokt. ped. nauk [Socio-pedagogical foundations of professional self-determination of a teacher. Dis. doc. ped. sci.]. Saint Petersburg, 2002. 344 p. (in Russian).
5. Shalamova L. F., Marusyak D. M., Vladimirova T. N., Leskonog N. Yu. Regional’naya model’ podgotovki pedagogicheskikh kadrov kak ob’’ekt issledovaniya. Science for Education Today, 2022, no. 1, pp. 99–125 (in Russian).
6. Biktuganov Yu. I. Professional’naya mobil’nost’ pedagoga: uchebnoye posobiye [Professional mobility of a teacher]. Ekaterinburg, USPU Publ., 2016. 120 p. (in Russian).
7. Igoshev B. M. Organizatsionno-pedagogicheskaya sistema podgotovki professional’no mobil’nykh spetsialistov v pedagogicheskom universitete [Organizational and pedagogical system of training professionally mobile specialists at the Pedagogical University]. Moscow, VLADOS Publ., 2008. 201 p. (in Russian).
8. Gershunskiy B. S. Filosofiya obrazovaniya [Philosophy of education]. Moscow, 1998. 432 p. (in Russian)
9. Mikhaylov F. T. Filosofiya obrazovaniya: eye real’nost’ i perspektivy [Philosophy of education: its reality and prospects]. Voprosy filosofii, 1999, no. 8, pp. 92–118 (in Russian).
10. Kun T. Struktura nauchnykh revolyutsiy [The structure of scientific revolutions]. Moscow, Progress Publ., 1977. 300 p. (in Russian).
11. Semenova I. N. Methodology of teaching mathematics methods designing in the modern educational paradigm. Yelm, WA. USA: Science Book Publishing House. 2014. 156 p.
12. Mironova L. I. Informatsionnoye obespecheniye vuzovskoy podgotovki v usloviyakh mezhdistsiplinarnogo proektirovaniya i menedzhmenta kachestva obrazovaniya [Information support of university training in the context of interdisciplinary design and education quality management]. Ekaterinburg, UrFU Publ., 2021. 287 p. (in Russian).
13. Nikulina T. V., Starichenko E. B. Informatizatsiya i tsifrovizatsiya obrazovaniya: ponyatiya, tekhnologii, upravleniye [Informatization and digitalization of education: concepts, technologies, management]. Pedagogicheskoye obrazovaniye v Rossii – Pedagogical Education in Russia, 2018, no. 8, pp. 107–112 (in Russian).
14. Nikitina E. A. Pedagogicheskiye usloviya formirovaniya professional’noy mobil’nosti budushchego pedagoga. Dis. kand. ped. nauk [Pedagogical conditions for the formation of professional mobility of the future teacher. Abstract of thesis cand. ped. sci.]. Irkutsk, 2007. 199 p. (in Russian).
15. Goryunova L. V. Professiona’’naya mobil’nost’ spetsialista kak problema razvivayushchegosya obrazovaniya v Rossii. Dis. dokt. ped. nauk [Professional mobility of a specialist as a problem of developing education in Russia. Abstract of thesis doct. ped. sci.]. Rostov-on-Don, 2006. 337 p. (in Russian).
16. Yudin E. G. Metodologiya nauki. Sistemnost’. Deyatel’nost’ [Methodology of science. Consistency. Activity]. Moscow, Editorial URSS Publ., 1997. 440 p. (in Russian).
17. Erdyneyeva K. G., Vasil’yev A. A. Formirovaniye tsifrovoy kul’tury obuchayushchikhsya kolledzha: sub’’ektno-deyatel’nostnyy podkhod [Formation of digital culture of college students: subject-activity approach]. Uchenye zapiski Zabaykal’skogo gosudarstvennogo universiteta, 2020, vol. 15, no. 1, pp. 22–31 (in Russian).
18. Anisimov O. S. Metodologicheskaya kul’tura pedagogicheskoy deyatel’nosti i myshleniya [Methodological culture of pedagogical activity and thinking]. Moscow, Ekonomika Publ., 1991. 416 p. (in Russian).
19. Boronenko T. A., Fedotova V. S. Modernizatsiya pedagogicheskogo obrazovaniya v usloviyakh tsifrovoy transformatsii [Modernization of teacher education in the context of digital transformation]. In: Nagornova A. Yu. (ed.) Vyssheye obrazovaniye: problemy i transformatsii [Higher education: problems and transformations]. Ulyanovsk, Zebra Publ., 2019. Pp. 403–411 (in Russian).
20. Shuklina E. A. Samootsenka obrazovatel’noy uspeshnosti kak institutsional’nyy fenomen: sotsiologicheskiy analiz effektivnosti i vnutrisistemnykh protivorechiy [Self-Assessment of educational success as an institutional phenomenon: A sociological analysis of efficiency and internal system contradictions]. Vestnik Instituta sotsiologii – Bulletin of the Institute of Sociology, 2021, no. 38, pp. 99–119 (in Russian).
21. Semenova I. N., Slepukhin A. V., Erentraut E. N. Sistema ekspertirovaniya dlya formirovaniya u studentov pedvuzov umeniy sostavlyat’ i otsenivat’ metody obucheniya v sovremennoy informatsionno-kommunikatsionnoy didakticheskoy srede [Expertise system for the formation of students of pedagogical universities the ability to compose and evaluate teaching methods in a modern information and communication didactic environment]. Pedagogicheskoe obrazovaniye v Rossii – Pedagogical Education in Russia, 2017, no. 6, pp. 120–129 (in Russian).
( 1.05 MB ) 
( 976.28 kB )
Issue: 2, 2024
Series of issue: Issue 2
Rubric: PROFESSIONAL TRAINING OF TEACHERS
Pages: 7 — 15
Downloads: 221