ON THE PROBLEM OF FORMING THE PROFESSIONAL CULTURE OF FUTURE ENGLISH TEACHERS IN THE CONDITIONS OF INNOVATIVE LEARNING
ON THE PROBLEM OF FORMING THE PROFESSIONAL CULTURE OF FUTURE ENGLISH TEACHERS IN THE CONDITIONS OF INNOVATIVE LEARNING
Sholpan Kalbergenova
Master of pedagogical sciences, senior lecturer, Abai University,
Kazakhstan, Almaty
Elmira Zhussip
Master of historical sciences, senior lecturer, Almaty Humanitarian and Economic University,
Kazakhstan, Almaty
The current state of Kazakhstani society, the processes taking place in the political, economic and spiritual life of the country, prompt a new look at the problems of forming the intellectual and creative potential of the individual in higher educational institutions. The need for specialists of a new type, capable of self-realization and functioning in new socio-economic conditions, combining a high level of culture, education, and professional competence, is increasingly recognized. These characteristics determine the prospects for the development of the personality in the university require the reorganization of education, set the task of forming the personality of a specialist with a high level of professionalism, creativity, and a high level of professional culture.
In modern conditions, a competitive resource for a teacher's activity is not so much special knowledge, information possession, mastered technologies of training and education, but also a professional culture that ensures personal development, going beyond professional activities, the ability to create and transmit educational values [1, p.48].
All of the above allows us to state that the necessary scientific prerequisites have been developed for the development of a holistic conceptual approach to the content of the training of future English teachers at the university, focusing on the formation of a professional culture in the context of innovative education.
The formation of a professional culture of future English language teachers in the context of innovative learning - contributes to the formation of a versatile personality capable of creative attitude to solving the task in professional activity. The ways of implementing this process are that the forms and methods of forming the professional culture of future English language teachers in the context of innovative teaching should be aimed at using the acquired key competencies as a source for a creative search for a solution to the problem.
The problem of finding effective forms and methods for the formation of the professional culture of future English teachers in the context of innovative teaching is very relevant.
The need to form a professional culture of future English language teachers in the context of innovative learning determines the choice of pedagogical technologies, forms and methods to achieve goals and solve professional problems.
Motivation is of great importance in the formation of the professional culture of future English teachers in the context of innovative teaching. It contributes to the activation of thinking, arouses interest in the performance of a particular task. Interest is the main driving force of cognitive activity. The most powerful motivating factor is teaching methods that satisfy the need of future English teachers for the novelty of the material being studied and the variety of tasks performed. The use of a variety of non-standard teaching methods contributes to the consolidation of pedagogical situations and phenomena in memory, the creation of more stable visual images, maintaining the interest and activity of students [2, p. 123].
The omega map is built between the alpha and omega points. Alpha is our initial representations, the point from which we start work. Omega is the final concept, the point to which the solution of our problem converges. Omega is not rationally derivable from the initial data - the transition to it is carried out through a jump, a shift in thinking, which is helped by the use of various idea generation techniques. After the jump, the existing picture is restructured and a new one is created, as well as the construction of rational connections with the initial data.
The use of the following methods of forming the professional culture of future English teachers in the context of innovative teaching provides many opportunities for stimulating personal, intellectual activity, develops cognitive processes, and contributes to the formation of professional competence that future teachers should have.
The project method can make it possible to solve a didactic problem and, accordingly, turn the learning process into a discussion, research club, in which really interesting, practically significant and accessible problems for students are solved, taking into account the characteristics of their future professional activities, culture, and, if possible, on the basis of interpersonal interaction [7, p.121].
Problem-based learning is a system of teaching methods in which students acquire knowledge not just by memorizing and memorizing them in finished form, but because of mental work to solve professional problems and pedagogical tasks built on the content of the material being studied. Problem-based learning is used both at the stage of introducing educational material, and at the stage of its consolidation in the process of practice at different stages of learning.
When discussing theoretical and practical problems, the discussion method is usually used to exchange experience between students, to clarify and agree on the positions of all participants in the discussion, to develop a unified approach to the analysis of a certain phenomenon, etc. Experience suggests that the method of educational discussions improves and consolidates knowledge, increases the volume new information, develops the ability to argue, creatively prove, defend and defend one's opinion and listen to the opinions of others. The discussion needs to be properly organized in order to form the professional culture of future teachers in the context of innovative learning, so it is necessary to plan it in advance.
The next method of innovative learning is "intellectual assault". The essence of the "intellectual assault" method lies in the group search for non-traditional ways to solve the problem that has arisen. This method contributes to the development of the dynamism of thought processes, the ability to abstract from everyday conditions and existing restrictions, from the usual views on pedagogical phenomena and processes, forms the ability to focus on any narrow actual goal. This method is used in a variety of ways, depending on the topic of the session; in its incomplete, short-term form (when the teacher brings the content of the problematic issue in class and turns to students for help, organizing an intellectual warm-up in class, etc.), or thorough preparations are being made for the “intellectual assault” and carried out in full.
The case-study method is one of the most effective methods of forming the professional culture of future teachers in the context of innovative learning.
The case-study method is not just a methodological innovation; it is a method of creative learning based on real situations. This method is aimed not so much at the development of specific knowledge or skills, but rather at the formation of the professional culture of future teachers, as well as at the development of the general intellectual and creative potential of future specialists [8, p.110].
The essence of the case-study method lies in the independent activity of students in an artificially created professional environment, which makes it possible to combine theoretical training and practical skills necessary for creative activity in the professional field. Trainees are invited to comprehend the situations of professional activity, which provide for the need to solve the problem. In the process of solving the problem that has arisen, students are forced to update the complex of acquired knowledge necessary for this. The case-study method allows you to take into account the professional training of students, interests, and developed style of thinking and behavior, which makes it possible to widely use it to form the professional culture of future teachers [9, p.156].
Case study is a specific teaching method used to solve professional problems. The need to apply this method lies in understanding, critical analysis and solving specific problems or cases (cases) [10, c.276].
By analyzing the case, students actually get their hands on a ready-made solution that can be applied in similar professional circumstances. An increase in the “baggage” of future teachers of analyzed cases increases the likelihood of using a ready-made solution scheme for the current situation, forms skills for solving more serious problems, and also contributes to the formation of a professional culture of future English teachers in the context of innovative learning [11].
In conclusion, it should be noted that in modern conditions, characterizing the existing approaches to the formation of the professional culture of future teachers of English in the context of innovative teaching, it is necessary to point out the need to use the wide possibilities of modern pedagogical technologies.
From our point of view, the solution of this problem requires the use of new methods for the formation of the professional culture of future teachers of English in the conditions of innovative teaching, based on the use of modern pedagogical and information technologies of teaching.
Technologies for shaping the professional culture of future English teachers remain open and await their further decision.
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