STAGES OF ORGANIZATION THE PEDAGOGICAL SUPPORT OF FUTURE TEACHERSʼ PROFESSIONAL DEVELOPMENT IN GREAT BRITAIN
DOI:
https://doi.org/10.24919/2313-2094.5/37.102618Keywords:
pedagogical support, professional development, personal potential, mentor, monitoring, adaptation periodAbstract
In the article the basic problems of the pedagogical support of future teachersʼ professional development in Great Britain are analyzed. The basic approaches to the determination of the concept of «pedagogical support» are introduced. «Pedagogical support» is considered as a special sphere of the pedagogical activity aimed at helping future teachers in their development and promoting their self-development, solving their individual problems, related to the education, developing the need for successful independent actions; systematic and purposeful teacherʼs activity, which provides the disclosure of future teacherʼs personal potential by providing a concrete help in overcoming difficulties in training and assisting in future teacherʼs self-determination and self-realization; assisting students in overcoming difficulties, based on his subjective experience and having detections and solving his problems.
The young teacherʼs «introduction period» is depicted and characterized. It was elaborated to provide all young specialists with a support during the first year at school. It combines a program of a personal development, support and professional dialogue with monitoring and assessing activity according to professional standards. So every young specialist has his individual program of monitoring, support and assessment.
This program, which a young teacher plans with his mentor, should reflect: intentions and professional priorities, which should be reaching at the end of the first year at school; basic professional standards, specific demands to the position.
Thus, the young specialistʼs official support in the adaptation period is a relationship between the primary pedagogical education and a teacherʼs career, which combines a personal program of development, support, professional dialogue with monitoring and assessment. Every adaptation program should give an opportunity to a young specialist to expand and extend his knowledge and skills, which a young specialist got during his training in higher educational establishment and to provide basis for a permanent professional development. It should help a young specialist to meet the basic professional standards at the end of the adaptation period and to provide him with the main implements for the effective pedagogical activity.
The main stages of young specialistʼs adaptation to his professional activity are introduced and analyzed. And also, attention is focused on the organization of the pedagogical support in each of these stages.
At the end of the adaptation period every young specialist must meet the standards of a qualified teacher. If a young specialist does not meet the professional standards, he can submit his documents again, but he will not have an adaptation period.
References
Akmaev L.R. Osnovnye tendentsii razvitiya nepreryvnogo pedagogicheskogo obrazovaniya v Velikobritanii, poslednyaya chetvert XX veka (Main tendencies of development of continuous pedagogical education in Great Britain, the last quarter of the 20th century), Moscow, 2003, 183 p. [in Russian]
Gazman O.S. Pedagogicheskaya podderzhka detey v obrazovanii kak innovatsionnaya problema (Pedagogical support of children in education as an innovation problem), Novye tsennosti obrazovaniya: desyat kontseptsiy i esse, Moscow, 1995, 58 p. [in Russian]
Maralov V.G. Osnovy samopoznaniya i samorazvitiya: uchebnoe posobie dlya stud. sred. ped. ucheb. zavedeniy (Fundamentals of self-knowledge and self-development: tutorial for students of secondary educational establishments), Moscow, 2002, 189 p. [in Russian]
Career entry and development profile 2007/8, London: Teacher training and development agency, 2007. [in English]
Statutory guidance on induction for newly qualified teachers in England, London: Crown, 2008. [in English]
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