Academic journal article International Education Studies

Recursive Model of a Methodical Competency Formation of a High School Teacher in the Context of Competency-Based Education

Academic journal article International Education Studies

Recursive Model of a Methodical Competency Formation of a High School Teacher in the Context of Competency-Based Education

Article excerpt

Abstract

The present study examines the professional development problems of a high school teacher. High school teacher is both a scientist and a teacher. Teaching and research activities are integrated by his methodical activity. Methodical competency of a teacher is defined as a basis in the context of Competence-based Education. Methodical competency building model is founded upon recursion. Recursion, as a technique based on consistent reduction of a complex problem solution to solutions to a set of "simpler problems" of the same class and obtaining on this basis the solution to the original problem, allows the teacher to build an individual route to form and develop methodical competency. Teacher performs different types of methodical activities (educational and methodical, scientific and methodical, organizational and methodical, and examination and methodical activities) in "non-linear" way, as well as assimilates the corresponding methodical roles (engineer, researcher, expert, manager, and teachers' coach). Actually, the beginning of assimilation of one role is accomplishment and/or continuation of the other role. Thus, the methodical competency structures, recursively referencing to each other, are developed out of themselves.

Keywords: high school teacher, methodical competency, professional development, recursive model, competency-based education

1. Introduction

1.1 Competency-Based Education (CBE) in Higher Education Institution in Russia: Context and Implementation

Higher professional education (HPE) modernization prospects in the Russian Federation are related to the integration into the international educational process. Full implementation of the Bologna Declaration in higher education institutions (HEI) of the country became possible only after the approval of the Federal Government Standard of the 3rd generation (FGS-3) (www.fgosvo.ru/) and the new law "On Education» (www.mon.gov.ru/). The peculiarity of FGS is the availability of the requirements to the results of the basic educational programs assimilation in terms of competencies that is in conformity with the CBE, adopted by European educational community.

In the international project "Tuning Educational Structures in Europe" (www.unideusto.org/), the concept of "Competency" has an integrated nature. It includes: 1) knowledge and understanding (theoretical knowledge of an academic field and the ability to know and understand); 2) knowledge of how to act (practical and operational application of knowledge to specific situations); 3) knowledge of how to be (values, as an integral part of the way of perceiving and living with others in a social context). Russian researchers (Zimnyaya, 2004; Tatur, 2004) consider semantic content of the "cognizance" concept with certain connotations. Summarizing the existing interpretations, it can be concluded that CBE is a kind of educational content, which involves not just a certain amount of learned information, but holistic experience of student's independent solution to recurring professional problems, and generally, the problems of his entire life in a new and uncertain contexts.

Russian higher education is associated with some difficulties in the implementation of CBE. The reason for this circumstance is found in a university teacher. On the one hand, there is a tendency on deterioration in the demographic profile of the teaching staff (Krukhmalev & Nazarova, 2005). On the other hand, we emphasize that the CBE is in opposition to the traditional explanatory and illustrative teaching with dominated straight and informational methods that are prevailing in Russian higher school for a long time. The CBE involves more practical approach in knowledge transfer. This necessarily entails the introduction of innovative educational methods and technologies into the university educational process. These educational technologies, methods and pedagogical approaches include active learning, interactive whole-class teaching, e-Leaming, student-centered methods, case-study method, methods of organization of independent work of students, and others. …

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