БОЛАШАҚ МҰҒАЛІМДЕРДІҢ КӘСІБИ ДАЙЫНДЫҒЫН ДАМЫТУ МӘСЕЛЕЛЕРІ

Abstract

This article discusses the difficulties and problemsfaced by future teachers in connection with improving theirprofessional training. It presents various methods used in suchtraining, the results of work in this direction, research conclusions andrecommendations for their improvement. The theoretical foundationsand goals are defined. Technologies for modeling the educationalenvironment aimed at developing intellectual, spiritual andprofessional potential have been developed. The issues of theformation of future teachers as subjects of self-development areconsidered.

There are many studies devoted to the problems of professionaladaptation of novice teachers. These studies highlight variousdifficulties faced by a teacher at the initial stage of professionaladaptation, for example, emotional fatigue, professional crisis. Unpreparedness for school difficulties can reduce the professionalpotential of the teacher and worsen the quality of his work withstudents.

This study aims to find out how future teachers assess thedifficulties of professional adaptation. The results of the study showthe differences in the assessment of the "bureaucratic" and didacticdifficulties of future teachers, as well as the support of the schooladministration and colleagues. These data prove that future teachersare not ready for school work. The results of the study indicate theneed for the development of professional self-awareness, motivationfor self-training and self-development to improve the quality ofteacher training.

The professional competence of Modern teachers implies notonly the acquisition of a set of professional knowledge, skills andabilities, but also the desire to independently master new pedagogicaltheories and methods, self-improvement. Future teachers often facedifficulties in building a trajectory of professional and personal self-development, which is associated with insufficient attention to themost important component of their professional formation.

There is a lack of professional self-identification of teachersamong students of pedagogical universities. One of the ways to solvethis problem is pedagogical practice. The results of the internshipdemonstrate the importance of communication with the school for theprofessional development of students.

Another important factor complicating the pedagogical activity ofa future teacher is the inability to apply knowledge about thepsychological development of a person in solving pedagogical tasks. It is impossible to properly and effectively organize the learning processwithout knowing the processes of perception, memory, thinking andother mental processes of students based on different agecharacteristics. This problem causes difficulties in the development ofempathy, perceptual abilities, pedagogical observation and tact of thefuture teacher.