未来教师专业任务的结构与质量评估

V. Veretennikova, O. Shikhova, Yuri Shikhov, A. Valeev, J. J. Mena Marcos
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引用次数: 0

摘要

介绍。近几十年来,高等教育领域的一个重要全球趋势是扩大其与工作世界的联系。这不仅意味着以一种普遍的、一般的专业和专业能力制度的形式对训练学生的结果进行新的设计,而且还意味着采用现代适当的技术来评估学生在大学教育的所有阶段的形成和发展水平。鉴于能力是人格特征的一个综合特征,我们应该认识到开发这样的评估工具的相关性和必要性,这些评估工具为学生创造了包括在他/她未来各种类型的专业活动中的情况。其中一个工具是专业导向的任务,它允许一个综合的方法来评估能力的形成,考虑到所有类型的专业任务和广泛的跨学科联系,因此,需要综合学生的专业知识、技能和能力来解决他们的问题。本研究的目的是验证专业导向任务质量评估的结构和标准,以诊断实习教师的胜任力形成水平。方法论和研究方法。本研究的方法框架是活动、能力和质量方法,这使得教师培训被视为一个灵活的系统,考虑到他们未来专业活动的所有类型和任务,并反映了目标、方法、培训内容和结果诊断之间的关系。作为主要的一项研究,本研究采用了定性方法,即采用小组专家评估的方法,组织专业任务结构的教学考试程序和评估其质量的标准。小组专家评估的方法允许作者定义专业导向任务质量评估的结构和标准,作为发展和诊断未来幼儿教师综合学习成果的一种手段。科学的新奇。专业导向任务的结构是充实的,表现为:一个不变的部分,强调学生训练内容的基本组成部分,涵盖未来教师的基本心理和教学知识,综合应用它们并将它们转移到专业活动的能力;一个可变的组成部分,主要旨在诊断由学生培训概况决定的专业能力。通过小组专家评估的方法,已经建立了评估专业导向任务质量的标准,这使得诊断未来教师能力的程序客观化:多功能性、专业化导向、延迟性、整体性。现实意义。本研究成果可供高校教师在培养和有针对性地纠正师范生心理准备过程中使用。此外,研究材料可用于形成和诊断学生的普遍、一般专业和专业能力的整个范围,包括在可能的个人教育轨迹框架内。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Structure and quality assessment of professionally oriented tasks for future teachers
Introduction. In recent decades, one of the significant global trends in the field of higher education is the expansion of its links with the world of work. This implies not only a new design of the results of training students in the form of a system of universal, general professional and professional competencies, but also the introduction of modern adequate technologies for assessing the level of their formation and development at all stages of students’ education at a university. Given that competence is an integrative characteristic of personality traits, one should recognise the relevance and necessity of developing such assessment tools that create situations for the student to be included in various types of his/her future professional activities. One of these tools is professionally oriented tasks that allow for an integral approach assessing the formation of competencies by taking into account all types of professional tasks and broad interdisciplinary connections in their content and, therefore, requiring a synthesis of professional knowledge, skills and abilities of the student for their solution.Aim. The aim of the study is to justify the structure and criteria for assessing the quality of professionally oriented tasks to diagnose the level of student teachers’ competency formation.Methodology and research methods. The methodological framework of the study was the activity, competency-based and qualimetric approaches, which allow the training of teachers to be considered as a flexible system that takes into account all types and tasks of their future professional activity, and reflects the relationship of goals, methods, content of training and diagnostics of its results. As the main one, the study used a qualimetric approach, which involves the use of the method of group expert assessments to organise procedures for pedagogical examination of the structure of professionally oriented tasks and criteria for assessing their quality.Results. The method of group expert assessments allowed the authors to define the structure and criteria for assessing the quality of professionally oriented tasks as a means of developing and diagnosing the integrative learning outcomes of future preschool teachers.Scientific novelty. The structure of professionally oriented tasks is substantiated, represented by: an invariant part with an emphasis on the fundamental component of the content of student training, covering the fundamental psychological and pedagogical knowledge of the future teacher, the ability to apply them synthetically and transfer them to professional activities; a variable component aimed primarily at diagnosing professional competencies determined by the profile of the student training. The criteria for assessing the quality of professionally oriented tasks have been established by the method of group expert assessments, which make it possible to objectify the procedures for diagnosing the competencies of future teachers: multifunctionality, specialisation orientation, latency, integrativity.Practical significance. The present research findings can be used by university teachers in the process of training and targeted correction of the readiness of pedagogical students. Moreover, the research materials could be applied to form and diagnose the entire spectrum of students’ universal, general professional and professional competencies, including within the framework of possible individual educational trajectories.
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