- Тітова, О.А. (orcid.org/0000-0002-6081-1812) (2024) Results of background research "Theoretical and methodological foundations of the development of professional competence ofteaching staff at vocational colleges during the pandemic, war and post-war periods" Вісник Національної академії педагогічних наук України, 1 (6). pp. 1-11. ISSN 2707-305X
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Abstract
The article presents the results of the background research "Theoretical and Methodological Foundations of the Development of Professional Competence of Teaching Staff at Vocational Colleges During the Pandemic, War and Post-War Periods". The research was conducted by the Laboratory of Scientific and Methodological Support for the Training of Specialists in Colleges and Technical Schools of the Institute of Vocational Education of the National Academy of Educational Sciences of Ukraine. Theoretical and methodological principles of the professional development of teaching staff at vocational pre-higher education institutions during pandemic, wartime and post-war periods were substantiated. A wide range of sources was analysed. It included materials related to the problems, prospects and trends in the development of vocational pre-higher education. It was concluded that the development of vocational pre-higher education during the pandemic, war and post-war period depended to a large extent on the professional competence of the teaching staff at vocational colleges since the teaching skills were the basis for the effective professional training of specialists for the priority sectors of the country's economy. A definitive analysis of the basic concepts of the research was carried out, in particular, the essence of the concept of "professional competence of a college teacher" was clarified. The problem of the development of the professional competence of the college teacher was studied in the scientific literature. The peculiarities of the phenomenon in modern educational practice were revealed. It was proved that the structure of the professional competence of a college teacher includes five interdependent components: Motivational and Value, Cognitive-informational, Behaviour and Activity, Personal Reflection, Emotion and Volition. The main types and components of professional competence in demand in modern pedagogical practice were identified to provide specific methods and techniques for developing VET teachers' professional competence. It was stated that according to the survey results, a significant part of the teachers at vocational pre-higher education institutions had a high and sufficient level of development of the components of professional competence. It was found out that the methodology of professional development of teaching staff at vocational pre-higher education institutions was based on a number of methodological approaches (general: systemic, person-oriented, activity, communicative, axiological, cultural and specific: competence, information, technological, environmental, synergistic, humanistic), general principles (scientific, activity and consciousness, connection between theory and practice, accessibility, systematicity and consistency, clarity) and specific principles (continuity, reflexivity, priority of self-education, integration, synergy, modularity, humanization, fundamentality, etc.). The concept of developing the professional competence of teachers at vocational colleges during the pandemic, war and post-war periods was theoretically substantiated. The main idea was based on the assumption that for the purposeful development of professional competence of college teachers it is necessary to design a system that functionally and structurally combines goals, content, forms, methods, means, educational technologies, diagnostic tools, etc. in specific areas of professional growth of the specified employees. A methodological system was theoretically substantiated and developed. This system structurally and functionally ensures continuous growth of professional competence of a teacher through a combination of course training opportunities, methodical activities in the college (corporate training), self-education of teachers in continuous mastery of a complex of modern knowledge and skills, mastery of innovative learning technologies, development of their pedagogical qualities and moral and value orientations. The structural-content model of the development of the professional competence of teaching staff of vocational colleges was designed. The model contains the system-sequential, interconnected and mutually determined methodological-target, organizational-subject, content-technological and diagnostic-resultative blocks. The blocks schematically visualized the structure of the methodological system and created an ideal vision of the continuous growth of the professionalism of teachers in the conditions of the vocational college educational environment. The learning conditions for the purposeful development of the professional competence of teachers at vocational colleges were defined and theoretically substantiated. A set of tools for assessing the level of professional competence development of teaching staff at vocational colleges in pandemic, war and post-war periods was developed: Criteria (Motivation, Cognitive, Activity, Reflection, Volition) and corresponding indicators that reflected the connections between the components of the phenomenon as an integrative personality formation were defined. Based on the analysis of qualitative and quantitative manifestations, four levels of development of teachers' professional competence were distinguished: basic, elementary, intermediate and advanced. It was concluded that the key problem of college education, which hinders its further modernization, was the insufficient system of the college teacher professional development. The results of experimental work obtained during the reporting period were presented, discussed and published.
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