PERSONALITY–ORIENTED MODEL – PEDAGOGICAL GIST IN ACQUIRING THE PROFESSION OF “ THE ENGINEER WITH
A PROFESSIONAL QUALIFICATION ‘’ TEACHER ‘’
Nikolova M.K., Ph.D.
Technological University, Sofia, EPF – Sliven, Bulgaria
The notion “The engineer with a professional qualification “Teacher” can be treated in two ways. In the first place, as an engineer with a definite profile and in the second – as a teacher, combining psychological – pedagogical and methodical knowledge and skills. The professiogrammes of each of these professions contain a complex of knowledge, skills and habits with different professional orientations.
Both professions “Engineer” and “Teacher” bear concrete historical character and have a wide enough range of application. The specialist “The engineer with a professional qualification “Teache” has the same scope, too. The last one contains a complex of fundamental technical and social knowledge, skills and habits on the one side and psychological–pedagogical – on the other side. However a harmonious combination is necessary of all these cycles of the preparation, which secure acquiring knowledge, skills and habits in a wide range.
The volume and the connotation of the profession of “The Engineer with a professional qualification “Teacher” is necessary to be treated as a complex combination of engineering, psychological–pedagogical and methodical components, whose qualitative acquiring will enable the personality to discharge its assigned functions to a certain extent.
No less important in this connection is the question how the pedagogical gist of this profession finds expression and what pedagogical skills are?
Examining the matter of pedagogical skills, a lot of authors (N. Kuzmina, St. Zhekova, M. Mihailov, D. Poya, L. Landa, G. Zasabina, G. Kostyuk, V. Slastenin, etc.) interpret the pedagogical work as a solution of certain tasks of educative work. This necessitates forming of pedagogical qualities during the training of students, who prepare themselves for this profession. They are defined in “ a psychogramme of a teacher in a high school” and are: pedagogical creative work, pedagogical sociability, (communication), emotional stability, pedagogical observation. (Жекова, 1992)
The pedagogical activity of an engineer–teacher can be presented as a system of different repeatedly changing tasks, the quality of whose solution depends on the level of professional skills.
A number of explorers (N. I. Boldirev, S. Kiselhof, etc.) show that the system of pedagogical skills should be formed in students, being trained for engineer–teachers, until the beginning of their self-dependent pedagogical work in schools.
The process of forming and developing the pedagogical skills of the future engineer–teachers is influenced by the following factors:
-a concrete social errand – needs of the society and its abilities in reference to the engineer – teachers’ preparation;
-main educational models fixed in the national strategy, models of a specialist with higher education and qualification – teacher;
-opportunities of our educational system as theoretically – substantiated, pedagogical – psychological theory and as organizational and normative confirmed practice, to provide the achievement of certain purposes;
-the specificcharacter of a teacher’s work in general education schools and professional ones and requirements to professionally significant and personal qualities of pupils, who study in them. (Гавазов, Николова, 1996).
The pedagogical preparation of students, who train to be engineers with a professional qualification “Teacher”, is realized as per Personality – oriented model (fig. 1). It includes activities, connected with thestudents themselves and a basic teacher.
To the first group refer :
- Informing. It is connected with activities before entering the students in EPF – Sliven – presenting the Faculty on media and schools in order to involve the candidates, who want to study in it.
- Adapting to pedagogical intercourse. It is realized in three directions: for forthcoming pedagogical education; through subjects from psychological–pedagogical cycle and in the basic school, during the accomplishing of practical pedagogical preparation.
- Realizing a pedagogical activity. In the time of their complete preparation in EPF, students acquire pedagogical knowledge and form skills and pedagogical qualities. There is a logical sequence between them. This is realized by accomplishing a pedagogical activity – current and before-graduation practice in real school environment. Within the current pedagogical practice as its first stage they implement hospitating classes – observing and analyzing of lessons, conducted by a basic teacher.
School as a whole, with its established order and interrelations, inspire with respect students and additionally mobilizes them to work under this conditions. At definite moments this can be done through class situations, which are provoked out of the school boundaries.
Work with a basic teacher is the second group of activities and they are closely associated with the first one. To them refer:
- Preliminary instructions. They are fulfilled before the pedagogical practice of the students. Thus the duties of the students specify as trainee – teachers and the criteria of evaluation of their knowledge and skills. Special attention is paid to the interaction “basic teacher – student” and more particularly to the dosage of help, which should be given. It is in inversely proportional subordination to the stage of student’s self-dependence – the more self-dependent he/she becomes in his work, the less are the influence and help from the side of a basic teacher. The last mentioned is one of the factors in pedagogical preparation of the future engineer–teachers. He has the same speciality and along with the pedagogical tutor takes part in evaluation of the students.
Personality – oriented model for pedagogical preparation of an Engineer with a professional qualification “Teacher”
Figure 1
- Current activity. It is realized during the pedagogical activity of the students – carrying out teaching activity in a basic school. It finds expression in a joint work among: students, the tutor of the pedagogical practice and a basic teacher on the one side, and students (trainee-teachers) – pupils on the other side.
- The concluding stage. The pedagogical preparation of the students finishes with a state final certification examination.
Educational environment with concrete situations is a necessary condition for forming adjustment in students, who train to be engineers with a professional qualification “Teacher”. Pedagogical knowledge, skills and pedagogical needs of the students develop and find satisfaction in the concrete environment – a school. Without them this is impossible. The more pedagogical situations the students act during the time of their pedagogical practice, the fuller they will get acquainted with pedagogical environment – school.
Building up an adjustment in students for pedagogical activity is acquired through theoretical education in subjects from psychological–pedagogical cycle and practical education in a basic school.(fig.2)
CPP– current pedagogical practice ; Bg PP – before-graduation pedagogical practice
Building up an adjustment for pedagogical activity
Figure 2
The subjects from psychological – pedagogical cycle can be compulsory and eligible. To the first relate those, which set the base for pedagogical preparation of students: psychology, pedagogy, methods of teaching subjects from engineering speciality and audiovisual technologies in education. The compulsory subjects aim at extending pedagogical preparation of the students and propose two variants each: pedagogical rhetoric or psychology of communication; pedagogical sociology or pedagogical ethics.
Pedagogical preparation can be treated as theoretical, either – through auditory work load in EPF and practical – in real school environment.
Acquiring psychological and pedagogical knowledge follows the logics “practice - theory – practice”. Students find out the studied pedagogical occurrence first in concrete pedagogical, real situations and analysis. They add theoretical information to their knowledge and “come back” again to the pedagogical reality applying the studied material in a new analyses and situations. The practical pedagogical preparation includes hospitating, current and before-graduation practice.
The process of accumulating and enriching of the students’ knowledge is closely connected with that one of forming pedagogical skills such as: analysis of pedagogical occurrences, solution of pedagogical and other teaching problems during the school work and out-of-school one, applying a creative approach and variance, planning the school work with elements of variance. Thus they prepare themselves to practical work in a real school environment on the next stage of their pedagogical preparation.
Applying the “personality-oriented model” for building up an adjustment for pedagogical activity includes intensive character of carrying out the pedagogical practice with higher daily engagement of the students.
In the course of pedagogical practice students not only form certain pedagogical skills, connected with studying the individual–typological features of pupils, their behavior and activity in the process of communication, but they also develop organizing–pedagogical ones and such that implement educative process in its complex form.
The profession of “The Engineer with a professional qualification “Teacher harmoniously combines engineering and pedagogical preparation. It is a new, modern profession, which corresponds to the needs of the society.
References
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2.Гавазов,М., Величков,К., Николова,М. Педагогически практикум.С., 1996, п.база МОН.
3.Кузьмина,Н.,Гинецинский, И.Актуальные проблемы профессионально-педагогической подготовки учителя. – Советская педагогика. –1982. –N2.
4.Михайлов,М.Психична готовност за учителска професия. –С., 1992, СУ”Кл.Охридски”.