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Operational sphere

Kognitivnyj the component of readiness for is professional-pedagogical activity is necessary for considering in two aspects: obshcheintellektualnye abilities and knowledge in a concrete subject domain.

V.D.Shadrikov defined any ability as property on which basis concrete mental function is realised. From a position of the system approach the author opens interference of abilities and activity, placing emphasis that any activity can be differentiated on separate mental functions: at realisation of any action it is necessary to apprehend, present, remember, comprehend something etc. [220].

From this point of view kognitivnye abilities of the future teachers of vocational training are shown at realisation of the basic informative functions – perceptions, memories, attention, thinking, etc. [102].

In the dictionary kognitivnaja activity is designated as "uhvatyvanie", that is a sense establishment – formation of system of senses (kontseptov), concerning the information concerning an actual or possible state of affairs in the world [225].

M.A.Holodnaja in the research has allocated following kinds of informative styles:

1) styles of coding of the information;

2) styles of processing of the information;

3) styles of statement and the decision of problems;

4) styles of the informative relation to the world [213].

Apparently from names of considered styles, it is a question of involvement in work with the information of all informative processes – sensations, perceptions, thinking, memory, attention etc. we Will consider each kind more in detail:

1. Styles of coding of the information is «subjective means with which help in mental experience of the person the world around» [213 is reproduced, with. 229].

In a theory context about two alarm systems of a bark of a brain base ways of coding of the information has described And. P.Pavlov. The first alarm system leans against sensual impressions (touch and pertseptivnye signals), the second alarm system – on forms of speech activity (verbal signals). Thus, it is possible to speak and about two styles of coding of the information – is sensual-evident (figurative) and verbal (speech).

Besides it it is possible to carry to styles of coding of the information the allocated J. Brunerom ways of subjective representation of the information in the form of subject actions, evident images or language signs [33].

Here it is possible to draw parallels with the specified L. M.Vekkerom "languages" of processing of the information – znakovo-verbal, is figurative-spatial and taktilno-kinesteticheskom which have continued the development within the limits of theories nejrolingvisticheskogo programming [199].

2. Styles of processing of the information – individual ways of processing of the information on the environment (the analysis, structurization, kategorizatsija, forecasting, etc.).

3. Styles of statement and the decision of problems – individual ways of revealing and a formulation of a problem situation and ways of search of means of its permission.

D.B.Bogojavlenskaja during experimental work with use of the method developed by it of "a creative field» has revealed levels of intellectual activity: stimulno-productive, heuristic, creative [26].

In the same category it is possible to carry the styles of thinking allocated with R.Sternbergom [157]. Metaphor use «the state device» has made its work attractive to representatives of different scientific currents.

The author believes, that intelligence – some kind of the state with a certain mode of mental management. R.Sternberg has allocated five key parametres of the state (function, the form, levels, spheres, orientations) and their variants, which it prointerpretiroval as ways of functioning of intelligence and ways of the decision of problems. As a result it has turned out thirteen styles of thinking: legislative, estimated, performing, monarchic, hierarchical, oligarchical, anarchical, global, local, external, internal, conservative, liberal.

4. Styles of the informative relation to the world – individual forms of the informative relation to world around and to itself as to the subject of activity.

M.A.Holodnaja considers, that it is possible to carry research of psychological types to this direction To. G.Junga. As criteria of allocation of psychological types personal installations (ekstraversija-introversion) and functions (thinking, emotions, feeling and intuition) [214] act. The similar typology has found the active continuation within the limits of so popular for the present moment sotsionicheskih researches.

From the point of view of the research organisation it is important to notice, that kognitivnyj the component (along with other components) includes knowledge by a concrete trade which is mastered by the trained. This component of a component is variativnoj (it is defined by the trade maintenance) and is estimated during educational process [94]. In this connection there is no necessity for an estimation of this component (and also possibility of its realisation is essentially limited) within the limits of our research.

The constructive component of readiness for is professional-pedagogical activity means abilities to expect results of activity on the basis of the account of various features of an is professional-pedagogical situation, to design and design the purposes, the maintenance, technologies, methods and activity means.

Transition to the subject-subject to an educational paradigm has caused necessity of replacement of technologies of transfer trained to the information technologies of training of constructive activity, that is ability to transformation of the acquired information in new system of knowledge in a context of the decision of an actual problem.

Let's address to research N. V.Kuzminoj who has allocated as components constructive prediktora of readiness for is professional-pedagogical activity selection and a composition of a teaching material, creation of plans and designing of actions.

For us especially valuably offered N. V.Kuzminoj the maintenance of structurally-prognosticheskoj activity of the teacher which includes:

– Forecasting of results and success of application of certain technologies, methods and means in a concrete professional situation;

– Designing of the maintenance of the future activity;

– Designing of system and sequence of own activity;

– Designing of system and sequence of actions of associates [103].

As result of forecasting scientifically proved judgement about possible conditions of object in the future and (or) about alternative ways and ways of realisation of certain actions [122] acts.

In the generalised understanding designing is reduced to activity on creation of the purposeful change of separate system limited in time, creation of an image of the future prospective phenomenon [32, 89, 160, 161, 209].

Accordingly, structurally-prognosticheskaja activity of the teacher of vocational training is the difficult multistage activity including an image of the future result and a number of consecutive stages, to it approaching, in areas of the organisation of activity by a trade and pedagogical interaction with trained. Thus, criterion sformirovannosti a constructive component of readiness for is professional-pedagogical activity of students are constructive and prognosticheskie abilities.

The communicative component of readiness for is professional-pedagogical activity is considered as the integrated formation consisting of a number of components. These components are:

– kognitivnyj (knowledge of laws of interpersonal interaction, knowledge of norms and dialogue rules, etc.);

– Emotional (ability to empathy, self-checking, a reflexion, the emotional response to a condition of partners in dialogue, etc.);

– Personal (moral values, communicative properties of the person, etc.);

– Behavioural (a variety of communicative abilities and the technician, skills, ways of realisation of communications, etc.) [116].

Communicative activity – the specific cultural form of dialogue, live information interchange between people by means of signs and symbols at which the information is transferred purposefully, is accepted selectively, and interaction is carried out according to certain rules and norms, level of social intelligence of participants of communications [215, 216].

As a part of communicative competence a considerable role take away to social intelligence which is connected with adaptive possibilities of the person, ability to recognition of motivation, an emotional condition, personal lines of partners in dialogue, and as to ability to use social contacts at realisation of own purposes [3, 173].

Thus, as criterion sformirovannosti a communicative component of readiness for is professional-pedagogical activity act not only the communicative abilities which are responsible for desire and ability to enter dialogue process, but also abilities to social interaction.

The organising component of readiness for is professional-pedagogical activity assumes the successful decision of professional problems on creation of the ordered communications at different levels of functioning: the organisation of own informative processes and activity, interaction between subjects of activity, and also management of its process.

N. M.Zhukov connects organising activity of the teacher of vocational training with necessity to organise functioning of the various parties of teaching and educational process in college and to provide interaction with manufacture, the higher school [61].

G.M.Kodzhaspirova connects organising activity with a management of people, to the coordination of combined action and managerial process by these actions [85].

J.K.Babansky considers organising activity of the teacher as set of abilities of statement of the purposes and problems, explanations of these purposes trained, consecutive realisation of the chosen methods and tutorials [16].

V.P.Sergeeva speaks about necessity of vocational training of the teacher to realisation of design-organising function of educational activity [178].

We in the research to definition of the maintenance of an organising component of readiness for is professional-pedagogical activity we approach from the point of view of the ideology, offering to look at the person as on an element of the general system, that is the individual acts in three aspects: the organizer of other people and systems (suborganization), a subject of the organisation of other people (metaorganization) and the organizer of (autoorganizatsija) [40].

Hence, any professional work puts each working person in a position of the organizer. In the course of realisation of an organising component of readiness for is professional-pedagogical activity the future teachers of vocational training should be capable to estimate a situation and to generate harmonious ensemble of methods and means for the specific target decision.

Accordingly, as criterion sformirovannosti an organising component of readiness for is professional-pedagogical activity abilities of students to the situation analysis, tselepolaganiju, to strategic planning, that is the organising abilities shown during independent work [176] act.

Summing up to the analysis of the maintenance of structural components of readiness for is professional-pedagogical activity, we have defined a direction of diagnostics of each component (table 2.1.1). The following paragraph of research will be devoted a choice of methods of diagnostics and carrying out of an establishing investigation phase.

Table 2.1.1 – the Maintenance of components of readiness for is professional-pedagogical activity and their criteria sformirovannosti

Component

The component maintenance Criteria and diagnostics indicators
1 2 3 4
1 The motivational Aspiration of the future teacher of vocational training to start activity by a trade to carry out it according to socially set norms and to be realised in it at all stages professionalizatsii. Professional orientation (the positive relation to a trade «the teacher of vocational training», interest, desire to be engaged in is professional-pedagogical activity), aspiration to professional self-realisation (desire to become the professional);
2 Kognitivnyj Conformity of is intellectual-informative features of the future teacher of vocational training to a profile of is professional-pedagogical activity Set of knowledge by a trade and obshcheintellektualnyh abilities (intellectual working capacity, ingenuity, erudirovannost, etc.)
3 The constructive Ability of the future teacher of vocational training to expect results of the activity on the basis of the account of features of an is professional-pedagogical situation to design and design the purposes, the maintenance, technologies, methods and activity means Set prognosticheskih and designing abilities (analyticity, sistemnost, sequence, perspectivity of thinking)
4 The communicative Desire and ability of the future teacher of vocational training to enter dialogue process to support emotionally positive,

Constructive social relations at all levels of interaction

Set of communicative abilities (ability, psychological knowledge in the field of dialogue, the properties of the person defining interest and desire to enter dialogue process) and

Abilities to interaction (ability to reach own purposes in the course of interaction with other people, spending relationships of cause and effect and constantly supporting with them good relations)

1 2 3 4
5 The organising Ability of the future teacher of vocational training to practical activities on creation of the ordered structures and communications in the course of interaction between subjects of activity, and also management of its process Organising abilities (initiative, self-control, independence, resoluteness, efficiency in decision-making, etc.)
6 Otsenochno-reflective Ability of the future teacher of vocational training to consecutive concerning a context to a situation estimation, understanding of the reasons of the arisen difficulties, motivirovannym to the acts directed on increase of results of activity

Reflective abilities (ability adequately to estimate the abilities and possibilities to analyze the reasons of difficulties, desire to improve activity to search for new ways of the decision of tasks in view)

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A source: BOGINSKAYA Olga Sergeevna. PEDAGOGICAL prediktory FORMATION of READINESS of STUDENTS of HIGH SCHOOL To is professional-PEDAGOGICAL ACTIVITY. 2017

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