Professional competence of a supplementary education teacher
of a supplementary education teacher
Blinova Anna Sergeevna
3rd year student, Belgorod State National Research University, R.F., Belgorod
Alexander V. Markov
Scientific supervisor,
senior lecturer, Belgorod State National Research University, R.F., Belgorod
Keywords: pedagogical system; characteristics; supplementary education.
Further education is a complex pedagogical system. Its optimal functioning depends on many factors, but mainly on the pedagogical competence of the teacher.
The teacher organises extracurricular activities, helps pupils to develop their talents, and engages them in artistic, technical, sports and other activities.
The teacher of additional education is an active carrier of educational content, who is able to adapt it to specific conditions, age and psychophysical features of the students. Consequently, the activity of an additional education teacher is aimed, in the most general terms, at training, education and comprehensive development of the younger generation. Their focus on creativity requires them to have profound professional knowledge, high skills and competence.
The work of a teacher of an additional education institution is an organic unity of pedagogical and profile-technological components. The first component involves mastering the situation of creative formation of the student's personality, and the second component, which often has no direct analogue not only in the activities of a school teacher, but also in other types of professional activity (tourist clubs, etc.), is aimed at developing the operational and technical sphere of personality. In other words, the basis of this unity is the solution of pedagogical problems, and the means of teaching and education is the profile-technological component. This is a peculiarity of the activity of a teacher of an additional education institution.
One of the most important factors influencing the personal development of pupils in further education is the professionalism of the teacher. In scientific literature, professionalism is characterised as:
-mastery of activity as a whole, professional's retention of its subject matter in a variety of practical situations, ability to build activity, its change and development (V.I. Slobodchikov);
- a set of personal characteristics of a person, necessary for successful performance of work (A.K. Markova);
- mastery of proven methods, techniques, procedures, methods and techniques of activity acknowledged in the scientific community and fixed in culture (A.I. Moiseev, O.Y. Moiseeva);
- the degree of possession of knowledge, skills and abilities, on the one hand, and the ability to produce new things, on the other hand (D. Shuvalova, O. Shinyaeva);
- the unity and interdependence of the ability to competently perform the type of activity leading to the given hobby club, the ability to offer an exciting program of activities corresponding to the interests and capabilities of the students, to justify the pedagogical task, and, based on its solution, to involve students in the world of their hobbies (M. B. Koval).
The professionalism of a teacher is, therefore, the result of individual, purposeful self-improvement and continuous improvement of his or her scientific and methodological potential. "Professional competence is such a teacher's work in which pedagogical activity, pedagogical communication, teacher's personality is implemented at a sufficiently high level, in which good results in learning and upbringing of schoolchildren are achieved (these aspects make up the five blocks of professional competence). At that, a teacher's competence is also determined by the ratio in his/her real work of what his/her professional knowledge and skills are, on the one hand, and professional attitudes, psychological qualities - on the other hand" (A.K. Markova).
Thus, professional competence is a necessary component of teacher's professionalism. The concept of "professional competence" is relatively new in domestic pedagogy, and the concept itself becomes the subject of special, comprehensive study by many researchers dealing with pedagogical activity (N.V. Kuzmina, A.K. Markova, T.I. Rudneva, G.N. Stainov, etc.).
The model of a teacher's professional competence can be represented as a unity of his/her theoretical and practical preparedness for profile pedagogical activity. In this case, there is an opportunity to expand his/her competence and professional skills can be divided into four groups:
- The ability to integrate the understanding of the content of the objective process of personal socialisation into specific teaching and learning tasks, to study the individual in order to determine his/her level of preparedness for active learning and to design his/her development on the basis of formulated prognostic teaching, learning and development tasks;
- the ability to construct a logically comprehensible pedagogical system which allows setting objectives, selecting the content of the learning material, selecting methods, forms and means of organisation of the learning and educational process;
- the ability to act pedagogically, which involves identifying and establishing relationships between different structural elements of the learning and education process, creating the necessary conditions (material, organizational, hygienic, moral and psychological and pedagogical) to implement the educational process, creating an environment of child development from object to subject of cognitive-skill activity. Providing the link between the institution of additional education and the environment, predicting and regulating external unrecorded influences;
- Ability to reflect on their pedagogical activities and make adjustments that optimize subsequent activities.
A supplementary education teacher can be described as professionally competent if he or she performs sufficiently high level pedagogical activities, pedagogical communication and achieves consistently high results in the education of students.
The development of professional competence is the development of creative individuality, the formation of receptivity to pedagogical innovation and the ability to adapt in a changing pedagogical environment. The socio-economic and spiritual development of society depends directly on the professional level of the teacher.
At present society and the state are demanding new requirements for teachers and their professional competence. New requirements for the training and continuous improvement of pedagogical staff are set by the society and the state for themselves and for the quality of the professional development system. All this stimulates scientific interest in the professional development of teachers of supplementary education for children. Based on these requirements, it is possible to identify the main ways to develop professional competence of a teacher:
- work in methodological associations and creative groups;
- research and experimental activities;
- Innovative activities, mastering of new pedagogical technologies;
- various forms of pedagogical support;
- active participation in pedagogical competitions, master classes and forums;
- summarising own teaching experience;
- use of ICT.
It should be noted that many teachers of supplementary education (over 40%) do not have professional and pedagogical training, and their solution of social education problems is intuitive. In this situation, an important role is still played by professional development courses for supplementary education, the main purpose of which, as an integral part of continuing education, is to train specialists with modern knowledge, organizational skills and the ability to solve non-standard tasks in a constantly changing environment.
But none of these methods will be effective if the teacher is not aware of the need to improve his or her own professional competence.
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