Pedagogical environment of teacher training in the field of upbringing activity

The changes of public relations throughout the world entailed the complicated moral and mental problems, which in their turn influenced the devaluation of many life ideals and the building of ideological vacuum. As for the system of high education, it’s still forming, because of the unsolved problems. The example of such a problem is the mentality upbringing of the adolescents. Let’s consider the point of morality education. Nowadays it is closely connected with the morality of the whole society, which should be somewhat explained by spreading of the foreign culture.

Heartlessness, lower morality, crimes, drug addiction, alcoholism are the disadvantages of our time.

However, what should the teachers do, how to educate, how to bring the young generation up, are the inquiries of educational system.

The moral problem exists from ancient times; a lot of scholars have considered it. It goes without saying that the man needs the morality education.

The main psychological terms of optimal moral development of the person are;

• •    The forming of adequate relations to people.

• •    The forming of healthy self-esteem.

• •    Achievement of necessary level of personal orientation for universal moral valuables.

The criteria of level of evaluation and self-esteem of moral upbringing may be suggested the following; The striving for self-esteem; The success in education; The formed morality.

In the theory of pedagogy there are different methods, which can be used for measure the formed morality. There is the method of expert evaluation, where the experts are the teachers among them.

The main idea of ethno- pedagogy is to form the national self conciseness of the child by means of getting acquaintance with the traditions and national valuable orientations of people.

Kazakhstan is s a historically grounded international, poly-ethnic, and poly-cultural state. Thus, Kazakhstan aims at development of not only poly-cultural, but also poly – ethnic person. The development of modern educational system is held back by insufficient level of pedagogical and ethno- pedagogical culture, lack of psychological and pedagogical competence by some of the personnel. The society needs such a specialist who can be able to adapt to the changing conditions of the period, to the self choice of solving the problems and pedagogical tasks in the poly ethnical educational environment and poly ethnic

Pedagogical environment of teacher training in the field of upbringing activity

V.V. Danilova, O.D. Podavets

trainees who master the pedagogical culture and tact [2, p. 206].

Do future teachers as poly-cultural and poly-ethnic leaders of high morality standards possess the competencies needed to ensure the accomplishment of the demands of modern society? The problem of teacher’s role in modern credit education is of paramount importance. Despite being scrutinized, this problem is still urgent. New aims and objectives were put forward, consequently, the constant “hunt” for grades turned a future teacher back from upbringing activity. In the sphere of educational modernization this upbringing activity occupies the secondary place in the system of education.

Modern society dictates the need to consider all components of the education through the prism of the system. In the system of higher education as the relationship of a number of components of the central place occupies the future expert as an independent system serving as a result of a more complex system called education.

J. Dewey, an American philosopher, psychologist, and educational reformer, said once «… I believe that the school must represent present life – life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground» [3, p. 77]. Thus, the profound choice of school conditions will guarantee right formation of the child’s personality.

This article is aimed at presenting the strong bond between philosophic approaches to teacher training education in the sphere of upbringing and hence, the formation of his readiness as a result of the given training. To reach the goal of readiness formation we put forward the systemic approach. The principles of systemic approach applied to teacher training process are reflected as follows:

• •    systemic approach to teacher training in the sphere of upbringing is a backbone of the whole educational system. Being the general scientific basis for bringing up activity it considers its object to be a dynamic, flexible, controlled system;

• •    systemic approach views the process of future teacher training as a whole entity, as a system;

• •    readiness to bringing up activity as a result of future teacher training is a pedagogical system comprised by the components syncretically united and interdependable;

• •    the effectiveness of the teacher training is determined by the profound elaboration and creation of pedagogical conditions where the mentioned systems function.

Consequently, teacher training as a system is based on the strong necessity of effective choice of pedagogical conditions serving as pedagogical environment. What is a pedagogical condition? Pedagogical condition can be viewed as a system of conditions.

We suggest singling out the following conditions:

• •    formation of the mental set of future teachers to upbringing activity;

• •    the use of active teaching methods as a tool of forming the readiness of future teachers to upbringing activity;

• •    the account of potential opportunities of the educational subject-matter being the means of personal development when acquired.

What should the future teacher do and know? “A formidable compendium of current thinking on a range of issues, including perception, language and thought, intelligence, learning theory – in other words, the stuff all teachers should know about” cited by Dennis Child. [4, p. 23].

Realization of the first condition implies the whole cycle of the psychological and pedagogical disciplines conducted before the externship. It is of the main importance to be studied as a practical orientation to future profession. Nevertheless, academic approach dominates the system of modern education outshining the practical implementation of the theoretical knowledge. Thus, we recommend solving pedagogical situations and problem – solving tasks as an effective way of teacher training. The problem of vital situations could be solved by the whole group when being discussed and argued upon. Such tasks serve as an extra motivation and medium for formation of the mental set of future teachers to upbringing activity.

Having been involved into the group creative workshops, the future teacher has the opportunity to cognize the process of upbringing from inside. Consequently, the set of active methods stimulates the students and motivates them to improve their upbringing skills and knowledge. The system of higher educational institution presents the opportunity to join any sections, clubs, extra curriculum activities. The more a future teacher is involved into the process of bringing up being a student, the better his future upbringing career will be.

Acquisition of culture, language and society standards within educational process ensures the effective readiness to bringing up activity. Potential influence of educational subject-matter is reflected in professionalbased disciplines, such as introduction into the pedagogical profession, pedagogy, history of pedagogy, modern educational technologies, psychology, developmental psychology, ethno psychology, ethno pedagogy, etc.

Accordingly, the realization of the stated above conditions will ensure the aspect training of future teachers.