The development of supra-professional competencies of future pedagogues in the practice-oriented environment of the university

L. Kozilova
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Abstract

The subject of this research is supra-professional competencies that contribute to successful pedagogical activity. The author examines the impact of supra-professional competencies upon the success of practical pedagogical activity. Having specialized knowledge, skills and professional competencies is not always sufficient to meet the requirements of modern educational environment. Developed social and emotional intelligence, ability to work both in a team and independently, balance between subordination and leadership qualities, organized thinking, and other qualities are becoming increasingly relevant in pedagogical profession. The scientific novelty consists in determination of the key supra-professional qualities that contribute to successful pedagogical activity. The experienced pedagogues believe that emotional intelligence, ability to work independently, and critical thinking are considered supra-professional qualities, while young pedagogues believe that such qualities are social intelligence, proclivity for leadership and design thinking. Despite the fact that depending on age category, the pedagogues have different representations of supra-professional qualities, they are not contradictory. In the context of practice-oriented educational environment of the pedagogical university, the students should be taught not only specialized knowledge and skills, but also develop supra-professional competencies.
在以实践为导向的大学环境中培养未来教师的超专业能力
本研究的主题是有助于成功教学活动的超专业能力。作者考察了超专业能力对实践教学活动成功的影响。拥有专业知识、技能和专业能力并不总是足以满足现代教育环境的要求。良好的社交和情商、团队合作和独立工作的能力、下属和领导素质之间的平衡、有组织的思维以及其他素质在教师职业中变得越来越重要。科学的新颖性在于确定有助于成功教学活动的关键超专业素质。经验丰富的教师认为情商、独立工作能力和批判性思维是超专业素质,而年轻的教师认为这些素质是社会智力、领导倾向和设计思维。尽管不同年龄段的教师对超专业素质有不同的表现,但并不矛盾。在以实践为导向的师范大学教育环境下,学生不仅要学习专业知识和技能,而且要培养超专业能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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