УДК 378.048.2
THE ROLE OF INNOVATIVE TECHNOLOGIES IN
PERSONAL AND PROFESSIONAL FORMATION OF YOUNG
TEACHERS IN CONDITION OF A HIGHER SCHOOL
G.I. CHEMODANOVA
Candidate of Pedagogical Sciences,
Associate professor,
M. Kozybaev North Kazakhstan University
S.V. VLASSENKO
Candidate of Pedagogical Sciences,
Kokshetau University named after A. Myrzakhmetov
D.Y. SHUVALOVA
teacher,
M. Kozybaev North Kazakhstan University
Annation
In the article creation of organizationally-pedagogical terms of
successful perfection of scientifically-pedagogical competences of a young
teacher is examined in the conditions of a higher school. The special role is
herein taken to the personality comprehension and acceptance by the young
teacher of importance of educating and self-training during all the life.
Key words:
young teacher, organizational and pedagogical conditions,
interactive forms and methods of teaching, critical thinking, collaborative
environment, enhancing the development of the scientific and methodological
potential of a young teacher.
At the current stage of development of the higher education system, the
research activities of a young teacher in the university are becoming
increasingly important, becoming one of the main components of professional
activity. Above all, this is due to the fact that the effectiveness of research
activities is largely determined by the level of formation of methodological
knowledge, research skills, the development of personal qualities, the
hoarding of experience in creative research activities [1].
The scientific and pedagogical activity of a young teacher allows to
most comprehensively demonstrate his or her individuality, creative abilities,
readiness to self-actualization of the personality.
In connection with this, a young teacher should have a steady
motivation for the implementation of scientific and pedagogical activity,
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which in turn, will allow to solve educational problems in conditions of
university in the future.
Even though, the issue of readiness for scientific and pedagogical
activity has already been considered in pedagogical science, however, at the
present stage of the development of society, it is necessary to rethink the
existing pedagogical experience in order to identify new, optimal ways to
improve the readiness of a young teacher for scientific and pedagogical
activity, the ways that would work effectively in the modern socio-cultural
situation.
The need for continued scientific and pedagogical development, self-
development and self-realization, unfortunately, is yet to become the norm of
professional life. At the same time, the real conditions of postgraduate
training of teachers at higher educational institutions, contributing to the
harnessing of advanced experience, active interaction with colleagues and
teachers of other educational institutions, strengthening their own initiatives
in professional self-determination, the continuity of the process of scientific
and pedagogical development and self-development, are not fully used. These
circumstances raise a number of scientific, theoretical and practical issues
related to understanding the scientific and pedagogical potential of a young
university teacher as a pedagogical phenomenon and the peculiarities of the
organization of its development in postgraduate training [2, 95 р]. This is also
explained by the dynamics of changes taking place in a society that
increasingly needs the people with a need for self-development and self-
education skills. Training, self-development and self-realization of a
university teacher should be ahead of schedule in relation to the trained future
specialists.
The crucial prerequisite for the realization of such self-development is
the need of the young teachers themselves to improve their professional
competence and the realization of this need in its varied options. In this
regard, we have studied the individual plans of young teachers. Moreover, it
should be noted that individual plans are prepared by teachers for each
academic year and include 7 areas, we analyzed those ones that directly reflect
the teacher’s work to improve professional competences, such as:
1. Educational and methodical work. Central to this area is the initiative
and desire of the teacher to demonstrate and improve the methodological level
through the development of educational and methodological documentation
that ensures the effectiveness of the educational process; the development of
training manuals.
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2. Organizational and methodological work. This includes the
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