Normative and legis lative documents of standardization of professional training of computer science teachers in higher education institutions
Analysis of regulatory and legislative documents that determine the procedure for standardizing the professional training of teachers in universities. Professional Standard for Primary Education Teacher Training. The structure of the educational process.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 15.02.2023 |
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Normative and legis lative documents of standardization of professional training of computer science teachers in higher education institutions
S. Pavlova *Candidate of Pedagogical Sciences (PhD in Pedagogy), Docent (Rivne State University for the Humanities)
The regulatory and legislative documents outlining the procedures for the standardization of teacher professional training in higher education institutions were analyzed. Professional standard for the professions "Teacher of elementary classes of a general secondary education institution", "Teacher of a general secondary education institution", "Teacher of primary education" were considered; standard of professional preliminary education in the specialty 014.09 Secondary education (by subject specialties) of the field of knowledge 01 Education/Pedagogy of the educational and professional degree "professional junior bachelor" were analyzed; state standard of basic secondary education was reviewed. It was concluded that the identification of the standard with the parameters accepted as the state norm of the education determines the structure and content structure of the educational process, as well as the volume of the educational load, the level of professional training of the student and the qualification they obtained. Attention is drawn to the cooperation of employers and educational institutions as equal partners, who are endowed with the same degree of trust in the student of education, as an individual and as a future specialist. The value of the teacher's professional standard is revealed due to the general, special, subject competencies defined in it and the professional one highlighted in the list of special competencies, the content of which is determined by the subject field, job duties and functions of the specialist. The content of the teacher's professional competence is described through the typical professional tasks he solves. To achieve the goals of the research, the list of abilities and knowledge of the computer science on the basis of the professional standard of education, the standard of professional preliminary education, the standard of basic secondary education was composed. The lack of updated standards at the bachelor's and master's levels of specialty 014.09 Secondary education (CS) is outlined as an urgent problem. It was concluded that the procedures of standardization of education are complex, accordingly, the development of standards (by subject specializations) is ambiguous. The system-forming normative-legislative document is called the professional standard, which contains requirements for knowledge, skills, professionally significant qualities, and competences of a specialist and is the basis for the development and implementation of a number of other documents, in particular, education standards, on the basis of which, in turn, educational and professional programs are developed.
Key words: teacher's professional standard, education standard; qualification "informatics teacher", future teacher of informatics, professional competences of the informatics teacher; educational and professional program.
Introduction of the issue
standardization professional training educator
Modern stage of education development is characterized with the standardization that is a procedure of development, reasoning and approval of interacting standards. Standards implementation, approbation of educational and professional programs (EPP) for educational curriculums makes possible to discuss research and experimental character of teacher's professional training in HEI. Education standardization procedures are caused with the necessity to save and enrich national educational traditions, regulate HEIs autonomy, improve the quality of educational services given by HEI.
Current state of the issue
The issue of Ukrainian education standardization has been studied by S.U.Honcharenko, I.A.Ziaziun, V.H.Kremen, V.I.Luhovyi, N.H. Nychkalo, L.P. Pukhovska and others. Some theoretical and practical aspects of regulations and their implementation in to the process of specialists' professional training are presented in the research of V.Ye. Bakhrushyn, L.M. Hrynevych, M.N.Hryshyn, I.B.Zhyliaiev, N.V.Dupak, V.V.Kovtunets,V.Yu.Bykov, S.A.Kalashnikova, Yu.M.Rashkevych, O.M. Sliusarenko,I.I. Smahin and others. Methodological and applied directions of standards development were researched by V.I.Baidenko, A.I.Valytska, KV.Korsak, P.H. Luzan,N.V. Morze,V.L. Petrenko and others. Thus, the necessity of updating professional training of Computer Science teacher in the way of standards development and implementation is outlined byI.S. Voitovych[1: 15].These standards reveal qualitative results of educational processin notions of professional competencies. Analyzing the studying results the researcher focuses on the achievements of personal and professional development of education applicants. I.S. Voitovych covers the idea of educational activity discussing exact conditions of pedagogical work.
L.V. Hrynevych stresses on the need to "harmonize teachers' training with newstates tandards' "andprepare them for" new teaching methodic"[3].
Aim of research is to analyze regulatory and legislative documents of professional training of Computer Science teacher that define the procedure of education standardization, and to single out their characteristics and establish the irinterrelations.
Results and discussion
In published scientific and methodical research, the phenomenon of education standardization presenting officially established regulations is revealed. Thereare: a) professional standard that includes requirements to the specialist's qualification defined by the employer, competencies description, labor functions and other characteristics that are the base to develop professional qualifications; b) education standard that outlines expected result from the study ingaccording to the appropriate level of National Qualifications Framework, content and aims of the professional training in higher educational institutions.
First of all, the core of standardization as aprocedure of educational standards implementation deals with the defining the aim of studying that includes qualifcationcharacteristicsandmaybeimplementedwiththehelpofdifferentdidacticprocesses; didactic changes that outline the aims of studying, educational process and student's development as aspecialist. It has been separately developed the standards for Bachelor's and Master's degrees with ineach specialty. These standards are used to evaluate the quality of educational services, studying organization and results diagnostics. The identification of the standard with the parameters that are accepted as a state standard of specialist's intelligence gives the possibility to define the content of educational process, the amount of teaching hours, the level of professional training of the education applicant, and, ingeneral, to comprehend standard's multi-functioning.
The authors follow S.I. Strilets' who compared the education standard with the "obligatory core of the content" that does not subordinate educational process of the sample, and, viceversa, presents the prospects to update the content of studying, development of variable programs and different teaching technologies[8:70]. Generalized interpretations to wards standards implementation in to the HEIs activity are presented in monographic research[5]. The standard of education is defined in multi-vector interpretations: as an organizational and regulative base to develop educational system;system-identifying basetod evelop the content of education (provides the continuity of studying); organizational and methodological base (development of general and educational EPP and other documents)[5:20]. The visualization of mentioned conceptions is presented in the figure1.
Fig.1.Thesystemofstandardsinthefieldofeducation
Nowadays, the list of regulations is implemented, and these documents are the educational guides, in particular: Professional teacher's standard, State standard of general secondary education, State standard of professional and technical education, Standard of special college education. Such documents are developed considering international and Ukrainian experience and are approved by Ministry of Education and Science (MES) of Ukraine in agreement with National Agency for Higher Education Quality Assurance. The author focuses on the analysis of developed and implemented in to education standards that is the next step in the development tof the own position in the standardization procedure of the process of professional training of Computer Science teacher.
Professional standard is a system-forming factor of educational reforms that is based on the competency approach.
This standard presents the requirements to the labor content, specialist's qualifications and competencies that are interrelated with the level sof National Qualifications Framework. In general, this document regulates the cooperation between the employers and HEI as two equal partners that are given equal degree of trust for the education applicant as for the personality and the future specialist(Fig.2).
Fig.2.Theplaceoftheprofessionalstandardinthetriad"Employer- Education-Specialist"
The other value of the document deals with the definition of competencies: general ones that are the individual abilities to carry out different kind so factivities, to solve the issues in an effective way; special ones that are acquired by a student during the obtaining the content of acertain educational branchatall stages of study in gat HEI; subjectones that are developed by the applicant of education while studying different subjects o fEPP.
The author points out that the document orders the requirements to the content of education and studying results in the way of professional identity of the future specialist. Professional competencie sare priority ones defined with the subject area, job duties and specialist's business functions(Table1).
The development of professional competency of Computer Science teacher is based on Computer Science knowledgeeas a fundamental science and school subject, and also the awareness of the theoryand methodic ofComputer Science teaching. The obtaining of mentioned aspects is possible during general scientific, subject, psychological and pedagogical training.
Table1Productionfunctionsandtypicaltasksofateacher'spedagogicalactivity
|
Function |
Thenameofthetypicaltask |
|
|
gnostic |
possessknowledgeand systematicallyreplenishitthroughself-education;tostudythepedagogicalexperienceofcolleagues;tocreateappropriateconditionsforthecomprehensive developmentoftheindividual;tobeawareofthecontentofmodernpedagogicaltechnologiesandtounderstandtheprospectsoftheirimplementation intheeducationalprocess,etc.; |
|
|
organizational |
outlinepriorityareasofwork;toplantheactivitiesofboththeirownandstudentsofeducation;self-organizeintheperformanceof professionalduties,etc.; |
|
|
communicative |
chooseappropriatemeansand methodsofcommunicationwithallparticipantsoftheeducationalprocess;followthe rulesandnormsof communication,etc. |
With the aim to get feedback from the teachers to wards the use of professional standards by the educational institutions the questionnaire was carried out at the state level and its results were announced and revealed on the websites of these institutions (https://cutt.ly/mK9iyHy).Separate resultsofthequestionnairearegiveninthefigure3.
Fig.3.Visualizationofteachersurveyresults
Therefore, teacher's professional standard is one of the fundamental regulative documents that contains the requirements to the knowledge, skills, professionally important characteristics of a specialist. In addition, this standard is a basis to develop the list of other documents, in particular, the educational standard that states the requirements to the personality of an applicant as to the pedagogue, regulates the studying and is a pre-condition for pedagogue's professional development and formation according to the subject specializations. Standard content may change considering needs of the society, higher educational institutions and schools, recommendations for scientific and pedagogical employees. As anexample, the author gives professional standard according to the jobs of "Primary schoo teacher of the general secondary education institution", "Teacher of the general secondary education institution" and "Primary education teacher"[6]. The importance of the documents is revealed in the description of teacher's general and professional competencies, generalization of the iractivity through the list of labor functions: planning and carrying out the educational process in at aught subject; dlopment of informational educational environment according to the requirements and interests of education applicants in general educational institutions of secondary education (GEISE); carrying out the own research and with students as well to involve them into the research activity; reflection and professional self-development; professional communication with colleagues and representatives of other knowledge branches; generalization and presentation of the own pedagogical experience.
With in each labor function it is pointed out teacher's competencies that define their ability to make decisions professionally and to act. The content description deals with the ideas to wards the changes of the activity of those who study and those who teach. In particular, the author focuses on the fact that traditional teacher's «knowledge broad casting» should be come the processes that direct students on the knowledge obtaining during their cognitive activity. The first teacher's labor function concerns with subject and methodic competency the teacher should get to carry out that function success fully[6]. Mentioned competency is presented with teacher's ability to model studying content basing on the obligatory studying results; form and develop students' subject competencies; select and use effective studying methodic and technologies and personal development; develop students' critical thinking with the means of subject studying; value studying results basing on the competency approach.
These descriptions may be widened with the list of teacher's abilities that, in author's opinion, are important: to have deep knowledge in psychology, pedagogic, teaching subject as a fundamental science and a school subject, realize the need in the irregular updating; integrate the subject content and different kinds of teaching and cognitive activity of education applicants in GEISE carefully and advisably; bring up students' valua blerelation to the subject of teaching.
Without any doubts is the fact that the student who obtains the qualification of "Computer Science teacher", first of all, needs to be aware of student's general and subject competencies outline dinin formative educational branch; studying results according to the state standards and typical educational programs; content of School Computer Science Course (SCSC) according to different educational programs and its integration with other subjects that are taught in GEISE; methodic and technologies of content modeling basing onlinear-concentric model of its studying; forms and methods, technologies and means of students' teaching considering the irage and individual development; communication with other participants of educational process and representatives of other knowledge branches; technical tools of Computer Science room, soft ware of general and special purposes; "life long learning", strategies of personal and professional development.
The abilities and awareness singled out above give the student (as a future teacher)the possibility to comply the requirements that are presented in qualification description, andal so to carry out professional activity competently: to solve practical tasks of secondary education; teach and develop students with the means of SCSC; carry out pedagogical activity researching and generalizing Ukrainian and foreign experience and developing the own professional style.
The use of professional standard is caused with the reason that it is a base in such issues as: development and accreditation of SEN of Secondary education (in subject specializations); students' self-estimation; students' final certification who finish their study in gat HEI. The use of professional standard may be described in such way-"either for teacher's professional activity evaluation or for their professional development" [3]. The most significant value of professional standard is focused on the defining obligatory requirements to professional training of the education applicant in general or to its separate components, in particular. Despite the fact that standard is developed according to international and Ukraini anexperience, its content may be adjusted considering the needs of society ,institutions of higher and secondary education, recommendations of experienced scientific and pedagogical employees.
The procedure of education standardization includes the development of state educational standards fore ach degree of education. Regulatory documents define professional training of the future teacher at the Bachelor's and Master's educational degrees that differ with their requirements to student's knowledge and skills, developed ability to carry out the activity in specialty. Moreover, the second degree is alogic continuation of the previous one providing the widening of specialist's professional activity. Highlighting educational system flexibility and the adoption of educational process to the students' needs and regional labor market educational standards give HEI the power to develop EPP and teaching and methodological materials according to acertain specialty of the appropriate degree.
There is a list of general and specialist's competencies, program results of teachingandotherprofessionalcharacteristicstheeducationapplicantshouldobtainintheStandard of special college education in specialty of 014.09 Secondary education (in subject specializations) of the field of knowledge of 01 Education/Pedagogic of education; and professional degree of" professional junior bachel or "that was approved and implemented by the order of MES of Ukraine on 21 September 2021 [7]. On the one hand, the standard presents
The aim of studying which achievements should be the first task, and, on the other hand, describes the result compared with the aim and is achieved through the subject studying of general and professional part of EPP, and strengthening the subject interaction. Considering the theme of the research the author points out teachers' abilities they should obtain:
– To use the knowledge of scientific facts, conceptions, theories, principals, methods of Computer Science and methodic of its teaching;
– To solve the tasks of SCSC of different levels of complexity and to develop appropriates kills of education applicants;
– To motivate students for studying, cognitive and research activity according to individual needs ,possibilities, skills and interests for each of them including the rules and recommendations towards their health saving;
– to select and use ICT in educationalprocessandextracurricularwork,toanalyzeandevaluatetheexpediencyandefficiencyoftheiruse.
The student who obtained the qualification of «Computer Science teacher»should:comprehendandrealizemodernmethodicandtechnologiesofComputerScienceteachings olving pedagogical, methodical, organizational and management tasks; use inter disciplinary relations and integration of the content of different educational branches in to the educational environment; used I dactic potential of modern means of teaching in abalanced and expedient way including the use of ICT and cloud technologies; select effective estrategies of communication witht hecolleagues and representatives of other knowled gebranches; evaluate the own pedagogical activity and studying achievements of the students according to certain criteria with the use of ICT (filling in the electronic documents including electronic record of grades and students' day books). The author stresses on the skills to develop research, realize the algorithms of Computer Science tasks solving using programming languages; the ability to use program means of general and special purposes to solve applied tasks in Computer Science, Math and other subjects; skills to solve the tasks of SCS Cof different levels of complexity and to develop students' appropriate skills.
Researching the structure and content of modern standards of higher education I.S. Voitovych provides the opinion that their multi-aimed uses houlds at isfy the requirements of all participants of specialist's training[2:21]. The researcher focuses on the employers (as the customers); higher education applicants (as those who study carrying out self-esteem and developing the own studying tracks);HEI academic society (to define the content of education and development of EPP and educational programs), education authorities (for controlling functions), independent agencies (to monitor education quality).
In the research of education standardization process the leading aspectc oncerns with the researching the content of "qualification" notion. There is not one definition of this notion. National Qualifications Framework distingu is hes between educational and professional qualifications. The first one is the unity of the results of studying established with the education standard and competencies obtained by aperson. The second one is presented with standardized results of studying and competencies that give the individual the possibility to carry out professional activity and to solve complicated specialized tasks in chosen field of knowledge.
Teacher's qualification is described through the professional competency presented with the unity of key (solving typical pedagogical tasks), basic (deal with pedagogical activity in specialty), and special (the originality of subject branch) competencies that provide specialist's mobility. The codification according to National Classifier of Ukraine SC 003:2010"Classifierofjobs" gives the possibility to analyze qualification obtained by a student in specialty of 014.09 Secondary education(Computer Science) in groups presented intheTable2.
Table2. Profession"teacher"intheNationalClassifier
|
Section |
Unit |
Class |
Subclass |
|
|
2 |
23 |
232 |
2320 |
|
|
Professionals |
Teachers |
Teachers ofgeneralsecondaryeducation institutions |
TeacherofgeneralsecondaryeducationinstitutionsTeacherofinstitutionsofgeneralsecondary educationandspecializededucation |
The author states that with the aim to define the content of professional training of the future teacher of Computer Science it should be considered the aim of informatics educational branch presented in State standard of general secondary education [4]. This aim deals with the formation of a personality who is able to use digital devices and technologies for developing, creative self-expression, own and social well-being using critical thinking, skills of safe and responsible activity in informational society. The document covers competency potential of SCSC with the list of competencies and the description of their content through the students's kills, obligatory results of studying.
Generalization of the own research concerning with the relations between competencies of education applicant in GEISE and future teacher of Computer Scienceis revealed in the Table 3(one competency is given as an example) and in the Fig.4.
Table3 Communication of competence inregulatory and legislative documents
Fig.4.Competences of subjects of the educationa lprocess (informaticsbranch of knowledge)
In educational process for the future teachers of Computer Science who study according to the EPPof014 Secondary education (Computer Science) of Rivne State University for the Humanities at the Bachelor's (https://cutt.ly/9ZsTVqZ) and Master's (https://cutt.ly/eZsYObr) degrees it is taken in to account the requirements outlined in regulations: obligatory and variable components of EPP are ap propriate to the requires of higher education GEISE and students; it is supported a professional cooperation of HEI teaching staff, students, GEISE pedagogues; student is give na possibilitytochoosesubjectsfromtheselectivecomponentanddevelopindividualeducationalstudyingtrackonitsbase;subject,psychologicalandpedagogicalawarenessishighlightedthroughthegeneral and professional competencies and expected results of studying paying attention not only to the studying, but also To the student's comprehensive development; the dynamics of studying andprospectsofthefutureteacherarepresentedthroughthedevelopmentprofessionalknowledge,skills,experience and important professional personal characteristics.
Conclusions and researchperspectives
Professional standard is a system-forming and regulative document than contains requirements to the knowledge, skills, important professional qualities and specialist's competencies. This document is a base to develop and implement the list of other documents that regulates education reform, in particular, education standards on the base of which EPPs are developed. Education standardization procedures are complicated and complex, thus, standards development in subject specializations is ambiguous. The main issue deals with the absence of updated Standards of the Bachelor's and Master's degrees in specialty of 014.09 Secondary education(Computer Science). The prospects of the following studies deal with the research of EPP content according to which the future teachers of Computer Science study at Ukrainian and foreign higher educational institutions.
References (translated&transliterated)
1. Voitovych, I.S.(2013).Teoretyko-metodychnizasadyprofesiinooriientovanohonavchannia tekhnichnykh dystsyplin maibutnikh uchyteliv informatyky [Theoretical andmethodological principles of professionally oriented training of technical disciplines forfuture computer science teachers]. Extended abstract of candidate's thesis. Kyiv, 48 [inUkrainian].
2. Voitovych, I.S.(2015).Haluzevistandartypidhotovkymaibutnikhuchytelivinformatyky[Industrystandardsfortrainingfutureinformaticsteachers].UkrainianJournalofEducationalStudiesandInformationTechnology,№2,21-33[inUkrainian].
3. Hrynevych, L.(2021).KompetentnisnyivymirprofesiinohostandartuvchyteliaNovoi ukrainskoi shkoly [Competency measurement of the professional standard of theteacheroftheNewUkrainianSchool].Pedahohichnaosvita:Teoriiaipraktyka.Psykholohiia.Pedahohika-Pedagogicaleducation:Theoryandpractice.Psychology.Pedagogy,36 (2),25-33.Retrievedfrom:https://doi.org/10.28925/2311-2409.2021.3616[inUkrainian].
4. Derzhavnyistandartbazovoiserednoiosvity[Statestandardofbasicsecondaryeducation]:proektPostanovyKabinetuMinistrivUkrainyvid27.03.2020 r.Retrievedfrom:http://surl.li/szlx[inUkrainian].
5. Kaplinskyi, V.V. (2017). Zahalnopedahohichna kompetentnist uchytelia: osoblyvosti,skladnyky,shliakhyformuvannia[Generalpedagogicalcompetenceoftheteacher:features, components, ways of formation]: monohrafiia. Vinnytsia: TOV Niland LTD, 154[inUkrainian].
6. Nakazprozatverdzhenniaprofesiinohostandartuzaprofesiiamy"Vchytelpochatkovykhklasivzakladuzahalnoiserednoiosvity","Vchytelzakladuzahalnoiserednoiosvity","Vchytelpochatkovoiosvity"(zdyplomommolodshohospetsialista)"[Orderontheapprovaloftheprofessionalstandardfortheprofessions"Teacher of primaryclassesofageneralsecondaryeducationinstitution","Teacherofa generalsecondaryeducationinstitution","Teacherofprimaryeducation"(withadiplomaofajuniorspecialist)"] vid 23.12.2020. №2736. Retrievedfrom:https://zakon.rada.gov.ua/rada/show/v2736915-20#Text[inUkrainian].
7. Standart fakhovoi peredvyshchoi osvity zi spetsialnosti 014.09 Serednia osvita (zapredmetnymy spetsialnostiamy) haluzi znan 01 Osvita/Pedahohika osvitno-profesiinohostupenia "fakhovyi molodshyi bakalavr" [Standard of professional preliminary education inthe specialty 014.09 Secondary education (by subject specialties) of the field of knowledge01 Education/Pedagogy of the educational and professional degree "professional juniorbachelor"].Retrievedfrom:http://surl.li/clmxx[inUkrainian].
8. Strilets, S.I.(2015).Innovatsiiuvyshchiipedahohichniiosviti:teoriiai praktyka[Innovations in higher pedagogical education: theory and practice]: navch. pos. dlia stud.vyshchykhnavch.zakladiv.Chernihiv:FOPLozovyiV.M.,544[inUkrainian].
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