Academic journal article Modern Journal of Language Teaching Methods

Scientific and Methodological Support to Teachers in General Education Organizations When Implementing Teachers' Professional Standard

Academic journal article Modern Journal of Language Teaching Methods

Scientific and Methodological Support to Teachers in General Education Organizations When Implementing Teachers' Professional Standard

Article excerpt

Introduction

1.1.The problem importance

The urgent character of the considered topic in modern conditions of school development stems from the requirements of the Professional Standard of teachers (http://www.consultant.ru/law/hotdocs/30085.html), which is a set of state demands for the teaching community. This document is regarded as a framework for outpacing development of teachers and determines their level of professional competence. Its successful implementation requires creating a set of conditions:

- The availability of methods that allow revealing professional difficulties of teachers;

- Orientation of further professional training system to the development of professional competencies in accordance with regulatory requirements and individual educational needs;

- Ensuring effective scientific and methodological support for teachers' activities in the context of modernization of modern education (Yamburg, 2014).

Understanding the importance and necessity of such conditions helps to provide scientific and methodological support to teachers working in the institutions of general educational. Scientific and methodological support has satisfied the need of educational organizations in an effective factor of teachers' professional and personal development in their workplaces. Therefore, it is time to create a radically new approach to the structure and content of the scientific and methodological support.

New priorities in the state policy, educational science and teaching practice encourage reconsidering the essence, discovering methodological approaches, searching for conditions, effective means, methods and techniques of scientific and methodological support for teachers' professional and personal development in the context of general education organizations.

1.2.The essence of the category "scientific and methodological support"

Pedagogy started comprehending the notion of support at the end of the last century. This subject was reflected for the first time in the works by of E.I. Kazakova (Kazakova, 1997) and other researchers. In the last decade of the XXI century, it evolved into an independent sphere of educational activity, as a consequence of humanization of education. "Support" is understood as assistance to the subject in making decisions in the situations of life choice in the process of interaction of the supporter and the supported person; as a method of creating conditions for a developing person in terms of making optimal solutions in different situations of life choice; as organization of methodological service, the main purpose of which is the development of the subject, his(her) professional activities and psycho-pedagogical communication. The term "support" is used with respect to a person who needs help and encouragement in overcoming emerging (emerged) difficulties (problems) in the process of self-realization or achievement of vitally important goals (Mardakhaev, 2010). Support implies indispensable interaction of various subjects and conventionally includes three components - the pilgrim, the supporter and the path (route) that they pass together. N.O. Zubova interprets methodological support as interaction of the supported and the supporter, aimed at resolving the teacher's urgent issues related to his professional activity; this interaction takes place during updating and diagnosing the problem essence, searching information about possible solutions to the problem, consulting at the stage of choosing a way out, making up an action plan and initial implementation of the plan (Zubova, 2014). Scientific and methodological support to teachers' professional growth can be understood as a scientifically based means of interaction of the supporter (mentor, experienced specialist, talented employee) and the supported (teacher). It is aimed at continuous self-development of teachers in the profession and conditioned by quantitative and qualitative, meaningful and structural changes in the teacher's personality, which leads to the improvement of natural talents, to the progressive ascent in the profession (Milovanova, 2013). …

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