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the Modern condition of a problem of professional adaptation to pedagogical activity in the higher school

At the present stage the system of the higher vocational training plays the increasing role in a society life. As vocational training understand «result of vocational training and education, professional formation and development of the person of the person» [125, С.148].
Thus «one of vocational training main objectives is creation of conditions for mastering by professional work, reception of qualification or in necessary cases - trainings for a new profession for inclusion of the person in socially useful work according to its interests and abilities. And for each separate person its vocational training acts in two ipostasjah:

- As means of self-realisation, self-expression and self-affirmation of the person as in the greatest measure the person opens the abilities in work, and first of all - in professional work;

- As means of stability, social self-defence and adaptation of the person in the conditions of market economy as its property, the capital of which he disposes or will dispose as the subject on a labour market »[125].

Preparation of experts in modern Russia, including for military sphere carries diversifitsirovannyj (in a literal sense) character (fig. 1). The choice of trades is distributed on two streams. Quantitative parities for these streams and: «5: 1 (on number of contingents) and and:« 3: 1 (on number of corresponding educational institutions). Graduates of educational institutions get to the environment of ability to live new to them that causes necessity of accustoming (adaptation) to it, i.e. Adaptations.





Fig. 1. The generalised scheme of vocational training civil () and military men () experts in Russia

The phenomenon of adaptation already serves for a long time as object of steadfast attention from foreign (G.Sele, G.Shefer, M.Janovits, other) and domestic scientists (N.V.Aleksandrova, A.V. Drummers, V.I.Brudnyj, V.I.Vdovjuk, Of this year Vershlovsky, A.D.Glotochkin, L.G.Egorov, Z.F.Esareva, N.V.Kuzmin, I.D.Ladanov, A.G.frost, V.A.Slastenin, V.A.Solonitsin, V.E.Tamarin, V.J.Jablonko, etc.).

Our reference to literary data has confirmed presence of a problem of adaptation actually everywhere: in formation, a science, manufacture, army, a life. In other words, it has global character. However in research of its separate aspects different results are reached. So the adaptable problem within the limits of system «the person - the car», for example, is thoroughly enough studied, that is caused by mass application of "mashinno-human" systems (B.F.Lomov, other) in practice, both in civil, and in military spheres. Less all it is studied with reference to system "person-person".

Let's find out genesis and essence of concept "adaptation". According to A.G.frost the term "adaptation" has been entered for the first time into scientific lexicon by German physiologist Aubertom in 1865 for the characteristic of the phenomenon of the adaptation of sense organs (sight, hearing, etc.) to influence corresponding external razdrazhitelej.

Pozdnelatinsky «adaptatio» means the adaptation, and a modern variant «adapto» - prisposobljaju.

In modern biology (Biological dictionary On-line / Adaptation)

Adaptation is treated as the adaptation of a structure and functions of bodies to conditions of existence of live organisms

Adjacent sciences with biology - the physiology and medicine - treat the given term as "accustoming".
In psychology and sociology concepts psychological and social adaptation are widely used. So, in the psychological dictionary [144, С.14] psychological adaptation is defined by activity of the person in the form of unity of accommodation (mastering of rules of environment, likening to it) and assimilations (transformations of environment and its likening to itself).

Social adaptation is considered as the adaptation of the individual to conditions of the new social environment to certain kinds of activity which are carried out in the given social environment [90,

С.10].

Comparison resulted above definitions shows, that their semantic essence is rather close: "adaptation" (in biology); "accustoming" (in physiology and medicine); «mastering, transformation» (in psychology); "adaptation" (in sociology). Proceeding from told, adaptation in the broad sense of the word can be considered as the adaptation, accustoming of the person to an environment. With reference to high school such environment the mixed (heterogeneous) collective of students and teachers, attendants form, elements of material resources and many other things.

The teacher as the professional status of the person in society is understood by us as the person who has received not only the vocational education and training any to discipline, but also constantly feeling on an edge of public problems.

Efficiency of educational process in high school is defined by level of professional psihologo-pedagogical culture of the teacher in which basis there should be following principles:

• the teacher purposefully introduces and widely uses on employment active kinds of informative activity of trainees;

• the teacher acts in a role of the teacher-manager and the director of the training, ready to offer students is minimum necessary, but, at the same time, the sufficient complete set of tutorials;

• the teacher focuses itself not only on formation at knowledge trained certain luggage, but also on disclosing of their potential abilities to independent activity, ability to find answers to the questions put by a life;

• the educational information is used as means of the organisation of informative activity, instead of as the training purpose; thus, the main thing is not the volume of the offered educational information, and development in students of abilities creatively to acquire and use it (information);

• the trained represents itself as the subject of activity together with the teacher;

• the teacher promotes development in students of skills of research, ability independently to put and solve research problems that is defined by level and an active of personal scientific interests of the teacher.

The teacher prepared and motivirovannyj on realisation of the principles set forth above, can be the main character of modern educational system in protection of cultural, spiritually - moral heritage, historical traditions and norms of a public life, and also creation of the highly effective technologies providing worthy ability to live of society.

The principles named above, will receive fruitful and all-round introduction only under condition of fast adaptation of the teacher to the educational environment of high school.

Bearing dominant of adaptation for the teacher of high school is the professional component which is directly responsible for efficiency of pedagogical work. Differently, it is a question of professional adaptation. In the most generalised kind professional adaptation-it completion of labour abilities of the worker, its professional skills, additional knowledge, skills of the cooperation, characterised by additional development of professional possibilities of the worker, and also formation and development of necessary qualities of the person [http://www.glossary.ru].

On K.K.Platonovu "professional adaptation to new conditions of activity is carried out by regular performance of becoming complicated activity in these new conditions". Usually it is long enough process which is growing out of purposeful activity of school, high school and work collectives in which young experts work.

A.G.frost's point of view which notices will be co-ordinated with such opinion also, that professional adaptation represents difficult dynamical process of full development of a trade and mastering by pedagogical skill on the basis of set before the got and constantly filled up knowledge, skills (ZUN) in which result occurs active mutual modification both the separate teacher, and pedagogical collective for the purpose of their effective functioning.

All considered above definition consider key aspects of adaptable process: lichnostno-dejatelnostnyj the approach; comprehension of complexity of a labour trajectory ("graduate" — "professional"); the importance of possession of a complex of knowledge, skills; possibility of correction of the worker from within (for the self-management account) and from the outside (owing to influence of collective of teachers, managers of high school and trained).

Others are directly connected with terms "adaptation", "professional adaptation" also: "adaptedness", "readiness", "professional readiness", "adaptable readiness", etc.

By I.K.Krjazhevoj's definition, "adaptedness of the person is an inclusiveness of the person in the social environment in the course of its socially useful activity, integration with a generality and self-determination in it on the basis of the most essential features

indiviidzuaplrinvoesdtein "n.oj formulations follows, that adaptedness has multilevel character. It can be measured quantitatively by means of certain techniques that is carried partially out by us in the given research.

We will consider concepts "readiness" and "professional readiness" in more details since presence of corresponding readiness is one of necessary conditions of successful adaptation.

In S.I.Ozhegova's explanatory dictionary "readiness" the consent to make something "is defined as", and the concept "ready" is defined as "a condition at which all is made, all is ready for something".

In the Russian pedagogical encyclopaedia the given concept is treated as "the set of the morphological and psychological features providing successful transition to regular organised training". Here the general components of readiness are allocated: motivational, strong-willed, intellectual, communicative and speech. However the corresponding information on readiness of the teacher to pedagogical activity in this source is not present.

Studying a problem of professional readiness, researchers approach to it as to difficult integrated quality which is formed on the basis of external and internal conditions. Researchers carry conditions in which activity is carried out to external conditions, internal - the steady psychological features inherent in the person. The structure of readiness them joins unity of moral, psychological and professional components.

In psihologo-pedagogical researches the category of "professional readiness" has various treatment. So, one authors define it as a certain functional condition (N.D.Denis - "a prestarting condition", V.S.Neresjan and V.N.Pushkin - "vigilance", D.N.Uznadze - "mental installation"). Others instead of the term "readiness" use the term "readiness" (M.I.Djachenko, L.A.Kandybovich, V.A.Krutetsky, Century And the Sokolov). Thus psychological readiness as the steady characteristic of the person and activity, as the complete complex including motivational, intellectual, emotional and other components, corresponding to the certain maintenance and activity conditions is especially allocated.

It is represented, that etymologically the concept of professional readiness goes back to psychological - "psychological readiness" which has appeared in the end of XIX century, but its detailed studying has begun only in the middle of XX century the Given term originally was used in work and sports psychology, later, with technics development, in aircraft and astronautics, in work of operators of various cars, then in pedagogics.

Modern researchers define psychological readiness as the special mental condition providing successful performance of professional problems, acceptance of independent decisions.

Some authors consider psychological readiness as the quality, the steady characteristic of the person. In a number of sources psychological readiness is understood as the complete display of the person including knowledge of a subject, designing, constructive, communicative abilities, the general and special abilities, as difficult dynamic structure of the interconnected personal components.

We adhere M.I.Djachenko and L.A.Kandybovich's to point of view which qualify psychological readiness as professionally important and difficult personal formation including:

— The positive relation to this or that kind of activity, a trade;

— Steady enough motives of activity;

— Adequate to requirements of professional work of a character trait, ability, temperament display;

— Knowledge necessary for successful activity, skills;

— Steady professionally important features of perception, memory, attention, thinking, emotionally-strong-willed qualities.

Authors consider psychological readiness as the essential precondition of purposeful activity which allows to carry out successfully the duties, leaning on available knowledge, experience, personal qualities, and also ability to reconstruct this activity during the necessary moment.

Thus, professional readiness of the teacher includes professional suitability of the person (set of specific features of the person, abilities and harakterologicheskih the lines essential to successful professional dialogue and activity, and also absence of the indicators doing impossible participation of the person in professional pedagogical activity) and readiness to new conditions of activity (originality of knowledge, the skills got in the course of the decision of pedagogical problems, search of new techniques, means, receptions, instrumentations, development of intuition of higher level).

By many researchers the person beginning any activity is noticed, that, cannot reach the highest results at once. It means, that formation of professional readiness is connected with adaptable process, i.e. occurrence of the worker in a field of activity new to it.

Addressing to a problem of professional readiness, V.A.Slastenin allocates in it theoretical and practical components with reference to realisation of pedagogical activity. According to the author, the maintenance of theoretical readiness is shown in the generalised ability pedagogicheski to think, which assumes presence at the teacher analytical, prognosticheskih, projective, and also reflective abilities. The maintenance of practical readiness is expressed in external (subject) abilities. It carries organising and communicative abilities to them.

V.A.Slastenin's readiness is defined as "by a special mental condition, as presence at the subject of the sample of structure of certain action and a constant orientation on its performance".

With such definition E.N.Kabanovoj-Meller's statement is conformable: "correctly generated abilities are based on knowledge of a way of action".

According to V.A.Slasteninu, the condition of professional readiness should include:

- Various sort of installation on comprehension of pedagogical problems;

- Models of likelihood behaviour;

- Estimation of the possibilities and their parity with forthcoming difficulties and necessity of achievement of certain result.

So, the analysis of literary data shows, that studying of a problem of professional readiness is caused by application of the theory of mental readiness, including to pedagogical activity. Besides, the problem of professional readiness should be considered from a position of is functional-qualifying requirements to the expert.

For this reason in the literature it is analyzed not only essence and readiness structure, but also its forms and the concrete maintenance. All it is proved by a combination of the factors providing the various parties of readiness: physiological, nejrodinamicheskuju, psychological, etc. [68; 101; 112, etc.].

In light lichnostno-dejatelnostnogo the approach the concept "readiness" was investigated by S.L.Rubinshtejnom, B.M.Teplov, K.K.Platonovym, etc. Special interest the point of view on a question of readiness for the activity, the stated K.A.abulhanovoj [3 represents; 4], I.S.game [80], etc. Authors consider it in a context of social installation of the person and valuable orientations. Later teachers have joined their opinion [17 also; 53; 161; 164].

The analysis of the psihologo-pedagogical literature allows to notice, that is professional-pedagogical activity was investigated by domestic scientists in different directions: preparation of teachers in the higher school in a context of personal conditionality (V.A.Slastenin); professionalizatsija activity of teachers (N.V Kuzmin); structure of pedagogical activity (N.V.Kuzmin, V.A.Slastenin, A.I.Scherbak); a pedagogical trade as activity (F.N.Gonobolin); ways of the adaptation to activity (V.S.Marylin).

Let's notice, that all approaches to questions of preparation of experts-teachers are anyhow connected with concept «professional readiness». So, N.V.Kuzmin, J.N.Kuljutkin [97], V.A.Slastenin [163; 162; 164], A.I.Scherbak [195] in the works considered professional readiness from a position of the maintenance of structure of activity. In the concept of pedagogical activity of V.A.Slastenina [163] structure of pedagogical activity is made by three kinds of formation of the person: ideological, is professional-pedagogical and kognitivnoe.

From the point of view of a problem investigated by us interest is represented by approaches to formation of readiness for the professional work, developed by S.I.Ershovoj. In its works as the basic components of qualification of the teacher pedagogical skills act. However their formation we consider not only as a part of system of high school preparation, but also as the process from the very beginning accompanying activity, connected with completion of professional possibilities of the teacher and formation of professionally necessary qualities of its person. In our case this process is concretised by formation of the civil teacher in military high school.

The large contribution to working out of a problem of readiness for is professional-pedagogical activity was the functional theory offered by N.V.Kuzminoj. In the characteristic of this activity are allocated constructive, organising, communicative and gnosticheskie components. To each of them there corresponds certain group of working functions, and also pedagogical abilities as individual form of reflexion of structure of pedagogical activity. According to N.V.Kuzminoj [92, С.98], pedagogical abilities are necessary for realisation socially-pedagogical (training, educational, developing) and methodical (self-education, research work) functions of the teacher. Proceeding from essence of pedagogical abilities, the author defines indicators and criteria of an estimation of level of their development. Thus, adaptable readiness of the teacher of high school can be considered, leaning against such components which would provide realisation constructive, designing, organising, communicative and gnosticheskoj activity of the teacher at its formation in new labour conditions.

Being based on N.V.Kuzminoj, A.I.Scherbak's concept has offered the functional structure of is professional-pedagogical activity, having allocated in it obshcheprofessionalnuju and special subsystems. From the point of view of psychology of work the author defines obshcheprofessionalnuju activity as conscious, expedient, planned which is accompanied by designing, that is a mental prediction of the future product of result of work and programming of all complex of operations. It carries to functions of a special subsystem information, mobilisation, developing and orientatsionnuju. In a complex they are directed on the decision of specific targets of training, education and development.

And still, according to many researchers, a leading structuring element of activity of the teacher is the constructive activity connected with preparation for employment, selection and teaching material distribution on employment elements, time distribution.

Despite depth of the named researches, in them the general representation about structure of pedagogical activity is given. A problem of a concrete definition of functions of the teacher allows to solve professiografichesky the approach. From the point of view of O.A.Abdullinoj [1; 2], K.M.Duraj-Novakovoj [53], M.I.Djachenko and L.A.Kandybovich [54], J.N.Kuljutkina [97], V.A.Sla-stenina [162; 164], L.F.Spirin [170], professiograficheskoe the description is necessary for understanding of a problem of professional readiness. Most deeply this problem has been investigated in V.A.Slastenina's works which considers, that professiogramma should include some kind of the speciality passport, its qualifying characteristic, that is define volume and scientifically proved parity of political, special and psihologo-pedagogical values, and also "the program of pedagogical and methodical skills" [165, With. 27]. The scientist has offered also structure professiogrammy:

Properties, characteristics of the person of the teacher: an is professional-pedagogical orientation, informative orientations;

Psihologo-pedagogical preparation: knowledge, abilities, skills;

Volume and condition of special subject preparation;

The maintenance of methodical preparation in the field of a speciality.

In research To. M.Duraj-Novakovoj professional readiness is considered as the active condition of the person providing fast adaptation and use in the course of practical work of knowledge got in an educational institution and abilities. Defining structure of professional readiness, it allocates in it five components:

1) motivational (professionally significant requirements, interests and motives of pedagogical activity);

2) orientatsionno-is informative-estimated (knowledge of the trade maintenance, requirements of professional roles, ways of the decision of is professional-pedagogical problems);

3) emotionally - strong-willed (feeling of responsibility for results of pedagogical activity, self-checking, ability to operate actions of which there is a performance of professional duties of the teacher);

4) operational-effective (mobilisation and actualisation of a professional knowledge of skills and is professional-significant properties of the person, adaptation to requirements, instructions of professional roles and to conditions of pedagogical activity);

5) ustanovochno-behavioural ("spirit" for diligent work).

Besides, K.M.Duraj-Novakova considers, that professional readiness represents system of the individual integrated variables: properties, qualities, knowledge, skills (experience) of the person.

Proceeding from told, the maintenance of professional readiness of the teacher in treatment To. M.Duraj-Novakovoj appears as follows: — comprehension of a high role and social responsibility,

— The aspiration is active (independently and creatively) to carry out professional problems,

— Installation on activization and mobilisation of the qualities got in high school, abilities, skills.

Thus, professional readiness, in understanding To. M.Duraj-Novakovoj, is considered in following aspects:

— Readiness as the active condition of the person causing activity;

— Readiness as consequence of activity;

— Readiness as quality of the person which defines installations on professional situations and problems.

It is considered to be criteria of readiness for pedagogical activity:

• steady motives of a choice of the pedagogical trade, the generated orientation on pedagogical activity;

• deep mastering by knowledge of psychology trained and methods of its knowledge;

• understanding of professional problems, their importance, accurate representation about necessary qualities, knowledge, abilities, skills of the teacher in the present and the future;

• an objective self-estimation of professionally significant qualities of the person, presence of abilities of the organisation of self-education, self-improvement;

• a self-trust condition as the teacher;

• installation on active and expedient actions, "spirit" on certain behaviour in the conditions of the decision of pedagogical problems;

• a condition of satisfaction a choice of a trade, pedagogical activity, dialogue with the trained;

• psychological stability: endurance, self-control, absence of fear before trained, emotional intensity, etc.

JU.M.eagle considers, that the teacher should own the basic functional elements of professional work, ability to put and analyze its purpose to be guided in a professional situation, to make the qualified decisions; to realise certain programs (plans) of execution, to check results of the activity and to correct it according to changing situations.

Besides, as marks N.V.Kuzmin, the teacher should not only have pedagogical abilities and know psychology trained, but also to show the positive relation to them and to pedagogical business, responsibility, enthusiasm for a trade, to own pedagogical technics and technology, art of pedagogical dialogue, to be able to build mutual relations with trained and colleagues.

Researchers, structuring the readiness maintenance, have allocated the closely enough connected among themselves and representing uniform simptomo-complexes of concept closely enough connected among themselves: functional and personal readiness (F.T.Getsov, B.F.Puni, V.A.Slastenin), psychological and practical readiness (J.K.Narsesov, V.N.Pushkin), general and special (B.G.Ananev), (J.A.Kolominsky's) socially-psychological readiness, moral and professional readiness (R.A.Nizamov).

In our understanding adaptable readiness of the civil teacher for professional work in military high school is a possession of it set of the got general and special knowledge and the psihologo-morphological features of the person providing effective performance of official duties in specific conditions of the higher military school. Adaptable readiness of the teacher for professional work in the specific social environment is considered by us as integrativnoe the personal formation providing its integration with this environment and self-determination in it.

Comparison of definitions of adaptedness and adaptable readiness reveals presence of their semantic affinity.

From here are obvious two consequence:

1. Trajectories of change of degree of adaptedness and formation of adaptable readiness correlate with each other.

2. As a first approximation word-combinations «professional adap-tirovannost» and «adaptable readiness» are synonyms.

As adaptable readiness - difficult formation it should include many components-indicators forming steady unity. In structure of readiness authors allocate [169] aktivatsionnyj, motivatsionno-valuable, kognitivno-estimated, emotionally-strong-willed and operational-performing components:

— aktivatsionnyj the component includes presence at the teacher of the developed aktivatsionno-power resources and possession of it corresponding forms of the activity allowing as much as possible to realise of in the course of adaptation;

— The motivatsionno-valuable component is presented by qualities of the person which the teacher should possess, working directly at the higher military school;

— A kognitivno-estimated component (it is characterised by necessary volume of knowledge on psychology and pedagogics, physiology, anthropology, sociology, cultural science);

— The emotionally-strong-willed component is defined by strong-willed qualities of the teacher and its abilities to emotionally-strong-willed self-control;

— An operational-performing component (includes system of the generalised pedagogical abilities).

The allocated components represent complete hierarchical system which in the compressed kind reflects not only practical readiness of the teacher for activity in new conditions, but in a certain measure its person as a whole.

According to L.G.Egorovoj, degree sformirovannosti readiness can be estimated degree (measure) sformirovannosti its components which can be at following levels: low, satisfactory and high.

Oposredovanno success of all adaptable process can be estimated through efficiency of work of the teacher, through success of realisation of educational process and its end results.

Thus, adaptable readiness of the teacher includes professional suitability of the person (set of specific features of the person, abilities and harakterologicheskih the lines essential to successful professional dialogue and activity, and also absence of the indicators doing impossible participation of the person in professional pedagogical activity) and readiness to new conditions of activity (originality of knowledge, the skills got in the course of the decision of pedagogical problems, search of new techniques, means, receptions, instrumentations, development of intuition of higher level).

In the light of the specified representations we carry out working out structurally-urovnevoj the model reflecting degree sformirovannosti of adaptable readiness of the civil teacher to professional work in the conditions of the higher military school.

The theory of adaptation of high school teachers was developed for the first time by V.T.Ashchepkovym. The analysis of its works shows, that theoretical positions and consequences from them, and also modelling designs possess reserve possibilities for their transformation from the civil pedagogical environment in military-pedagogical. Besides, for our work interest represent the characteristic of structure of a phenomenon; data on systematisation of a factorial file; the analysis polivariativnyh dinamik formation; prognostika trajectories in space of real practice (adaptation - dezadaptatsija - elimination); statement of a question on duration adaptatsion

nogo inclusions of teachers of the higher school; a triad substantiation about indivisibility of adaptatsionno-teaching and educational process; results of modelling of the count of logic structure of process of adaptation of teachers and students; the original thesaurus.

The undertaken review of references allows to speak about deep enough studying of problems of professional adaptation and adaptable readiness of the teacher for professional work in civil high school.

For our work interest is represented by classification of kinds of adaptation (tab. 1). The analysis of specific components of adaptation allows to identify more full activity of teachers of civil and military high school with the account of specificity of the last.

Table 1

Kinds of adaptation according to domestic authors





Thereupon doubtless interest represents the maintenance of the advanced pedagogical and adaptable components of experience of teachers-employees of the military high schools, reflected by us on fig. 2.



Fig. 2. Structure and the maintenance of the advanced pedagogical experience got by teachers of the higher military school

The first concept - a pedagogical component is opened in works of many researchers. In particular, definition exhaustive it I.F.Krivonosu belongs: "the advanced pedagogical experience is the higher form of display of constantly reproduced part of practice in sphere of the pedagogical validity, expressed in more effective utilisation of forms, methods, receptions, tutorials and the education, providing achievement of the greatest possible results at a rational expenditure of time and efforts of teachers and students" [86, С.27].

The analysis of pedagogical sources shows, that the second concept a-adaptable component in pedagogics was absent until recently. Nevertheless, in practice it was widely used by preparation of experts for needs of army, fleet, aircraft, astronautics. In the theoretical plan the given concept is rather in detail considered in V.T.Ashchepkova's works [12; 13; 14; 15; 16]. Supplementing its data, we in turn enter significant factors for our research, namely:

1. Necessity of possession of teachers of military high schools dopol-nitelnymi knowledge, skills.

Example 1. Teachers of chair of foreign languages need to have not only usual language preparation, but also to own military-aviation terminology and lexicon, since. They train not usual students, and the future military pilots and navigators.

Example 2. At carrying out of studies with cadets on the physicist it is necessary not only to state bases of the physical phenomena, processes and laws, but also features of their displays at operation of fighting flying machines (kinematic, dynamic, materialovedcheskih and many other things.).

2. Necessity of possession of teachers of military high schools to-mandno-methodical preparation.

Example 1. The teacher is obliged in the beginning of everyone auditornogo employment to fulfil the requirement: to rise on a rack is quiet"; to accept the report of the senior on group (course); accurate komandirskim a voice to say a greeting relying under the charter:« Hello, companions cadets! »; after the collective answer of trainees« Health it is desirable, a companion the teacher! »To give a command:« It is free! Sit down! »

Example 2. In respect of employment there is a point «employment end». It also demands presence certain military ("komandirskih") skills. The moment of farewell of the teacher with trainees when the senior of a course (group) rises here enters and says a command: «to Rise! Quietly!». The teacher is obliged to rise, accurately to say phrase «Employment is ended. Good-bye, companions cadets!» And to listen to their answer. Further words: «It is free!».

Our operational experience testifies that the teacher earlier serving in army or having the seniority of work in military high school, does not test special difficulties in this part of the activity.

Adaptation of beginning teachers, especially women, to a role of the teacher-commander is more difficult. The certain help of chiefs of corresponding chairs, more skilled colleagues that process adaptirovanija to specificity of a military educational institution passed faster and more effectively is necessary to them. Mastering of new social norms of behaviour demands from military high school of the teacher of additional efforts entering into conditions.

Military high schools are compelled to take a significant amount of civil teachers of different specialities because with rare exception these shots do not prepare in the area of power ministries and departments for teaching work. An example are experts in area of physics, mathematics, materials technology, the technical mechanics, astronomy, foreign languages, philosophies, history and other disciplines.

Summing up the given part of research, it is possible to ascertain the following. The adaptable component of activity of the teacher does not arise in itself. It is based on the advanced pedagogical experience, is close with it is connected and caused both its influence, and multiple parametre influence of the specificity inherent in military high schools.
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A source: Pavrozin A.V.. Professional adaptation of teachers-employees of the Russian army to pedagogical activity in military high school. 2003

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