Aelita M. Safina, Guzel M. Khafizova, Tatyana V. Garnysheva, Leyla V. Rakhmatullina Naberezhnye Chelny State Pedagogical University
Abstract
Introduction of new pedagogical technologies makes it possible to significantly improve efficiency and effectiveness of pedagogical activity. The article deals with mastering of educational technologies in the course of future teachers’ pedagogical training. Technologies are didactic devices that should be diverse. The aim of a university teacher is to provide conditions for these technologies understanding and mastering. The task of a student as a future teacher is to realize the importance of the diversity of interactive technologies, to learn how to apply them in real educational activities and later on to understand what technology is the best one, taking into account the abilities, inclinations and opportunities of school children and also the peculiarities of the subject matter in teaching of which an interactive technology is planned to be applied.
A future teacher should be acquainted not only with new knowledge, but also with new methods of teaching that allow each learner to be involved in an active cognitive process, to work in cooperation, to solve various problems in team. That’s why interactive technologies arouse such interest. They include: a project technology and educational quest, a technology of critical thinking development, case- technologies. They contribute to the development of cognitive abilities of both students and schoolchildren, to the activation of their thinking potential.
Keywords: educational technologies, project technology, case-method, technology of critical thinking development, educational quest, future teacher.
Introduction
In order to maintain continuity in the sequence "school - university" it is necessary to start preparing future teachers students for applying modern teaching technologies at their lessons. A student should be acquainted at the level of "I can apply" with the knowledge of different pedagogical techniques and methods of working with schoolchildren. These issues are treated by teachers of the university via such disciplines as "History of Pedagogy and Education", "Teaching Theory", "Pedagogical Technologies", "Psychological and Pedagogical Workshop".
However, a student should understand that in the work with schoolchildren, the aspiration of teachers to apply as many methods, techniques and modes known to them as possible is assessed as not effective. In the case of a "student - future teacher" chain, this diversity is productive. And in the chain "teacher - school student" it is hardly advisable. When such work becomes an end in itself, then there will be complete confusion in the heads of school students. But a good joint mastery ("teacher - pupil") using three or four techniques, will bring them to automatism and free use. Only in this case the techniques used at the lesson will become a means of developing and forming universal educational activities. In the educational community, the technologies that are becoming most popular are a project technology, a case-method, educational quests, technologies of critical thinking development, etc. The relevance of these pedagogical technologies study is justified by the fact that this knowledge will raise the quality of educational activity. The application of interactive technologies aimed at revealing creative and research abilities in the course of learning will allow future teachers to establish themselves in their own profession.
Within the framework of the project "Pedagogical Workshop" the Chair of Pedagogy and Psychology of the Naberezhnye Chelny State Pedagogical University has worked out a plan for investigating the process of studying and applying interactive technologies by students in their practical activities.
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 8, Issue 7, July2018
Page 177
The investigation included four stages. The first stage was a search one. At that stage there took place accumulation of theoretical data on the research problem. The second stage was an analytical one. It comprised analysis of the sources on the research topic, of the main research concepts. We also analyzed there the accumulated theoretical material. At that stage there were formulated the goal, tasks, object and the hypothesis of the investigation. The main attention was paid to theoretical problems. The third stage was experimental work. Meeting the requirements on the arrangement of an experiment and its carrying out we worked out a plan of research which comprised a starting, main and monitoring steps. The fourth stage of investigation was a final one. At that stage the obtained data were refined and edited and the results of the study were formulated. These stages are clearly reflected in the Federal State Educational Standard of Higher Education (FSES) and provide for the implementation of new technologies in practical activity with school children.
Materials and Methods
The methodological basis of the study is the activity approach in teaching, the theory of the step-by-step formation of mental actions by P. Ya. Galperin, proceedings on the technology of critical thinking development by D. Halpern, A.V/ Mironov, etc. The methodological basis for such educational technologies as a quest is observed in the writings of the following authors-teachers: S.A. Osyak, S.S. Sultanbekova, T.V. Zakharova, E.N. Yakovleva, O.B. Lobanova, E.M. Plekhanova. Project activity is reflected in the works of E.S. Polat.
We applied the following theoretical methods: analysis of scientific literature on the issue; empirical methods (testing, questioning, and experiment); quantitative methods of processing the data.
So we will reveal the most basic definitions of interactive learning technologies. For example, the technology of critical thinking development is best suitable for humanitarian disciplines. When implementing such a technology, teachers should be familiar with the sequence of techniques used in it. Our task is to demonstrate in detail various positive and negative aspects of this technology, explaining to students-future teachers certain techniques, including the possibility of using at lessons only some elements of the technology of the critical thinking development. The basic version of this technology includes the following stages: a challenge (when students’ knowledge is being activated, their interest in information is being awaken, when an independent setting of the goal of a lesson by a student is being presupposed); comprehension of the obtained new knowledge (that is, a student is immersed in the content of a lesson and qualitatively transforms through perception and comprehension the variety of new information chosen by the teacher for the students); reflection (when a student analyzes and evaluates the results of his educational activity and thereby "generates new knowledge", "sets new learning goals"). This technology involves implementation of these stages through the prism of the techniques of critical thinking development. This variant of work fully corresponds to the active approach of the organization of a lesson, because it includes appropriate elements of such a lesson (Halpern, 2014).
The project method is widely used in the world pedagogical practice. It was first described by American psychologist and educator William Kilpatrick, although it had been used much earlier.
It is important to note that the goal of the project method is to solve a problem and obtain a concrete result, in the course of which a future teacher comprehends real objects and processes, phenomena and facts of reality. (Kilpatrick, 1927). Then for the project training it is necessary to select conditions that direct students' motivation for research activity, that is, develop their analytical and research qualities. When they solve new practical and cognitive tasks, they gain the necessary competencies in the field of project activities. Such competencies are also necessary for the implementation of project work at schools in the future. According to E.S. Polat's definition the project method is a method to achieve a didactic goal
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 8, Issue 7, July2018
Page 178
through detailed development of a problem, a technology, which should lead to a very real, tangible practical result, designed in one way or another. (Polat, 2008). This is a set of actions of students with a view to solving a problem significant for them, designed in the form of some final product. The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems that require integration of knowledge from different subject areas.
An educational quest refers to a modern interactive form of teaching. The main thing in it is to stimulate students' interest in certain problems. Solving these problems requires them to have a wide range of knowledge, which they master in the process of their activity. It is possible to create and perform tasks that involve practical application of existing or newly acquired knowledge. Thus, an educational quest as a kind of interactive technologies solves the following problems: the educational one, through the involvement of students into active cognitive process (group and individual activities, the identification of skills and abilities to work independently for solving some problem); the developing problem – the development of interest in the educational process, the unfolding of creative abilities, students' imagination, formation of skills in research project activity, skills of independent work with information, erudition and motivation; and the moral problem - stimulating personal responsibility, fostering respect for cultural traditions, history, local history, etc.
As a result, this technology combines direct practical experience with theoretical knowledge. Educational quests can be organized and conducted both at an institution itself (university, school) and outside. For example, it can be conducted on the premises of the university (school); at a school museum, in the park of the university; "Running city" can be organized on the city site with a search for tasks in hiding places and elements of orientation and local history; mixed versions can combine a plot (a legend), tasks, relocation of participants, search, application of information technologies (Osyak, 2015).
Case-study is in line with the activity approach and therefore is introduced into the practice of pedagogical education. In modern pedagogy there are used several types of cases: some are aimed at solving pedagogical (didactic) situations, while others are directed at solving management tasks of lessons. The main task of solving a case-problem by bachelors is deducing what is the essence of the pedagogical problem. In the situation with pedagogical cases, it is detection of the meta-subject content of the assignment, because a case-solution can have several options and levels. (Garnisheva, Khafizova, 2017).
Results and discussions
Adoption of FSES (Federal State Educational Standard) at different levels of education entails reviewing of existing teaching methods. The FSES is based on the activity approach, which presupposes upbringing and development of personal qualities that meet the modern requirements of the society. The technology of activity-based teaching allows the most complete implementation of the tasks of the new generation FSES. This changes the requirements to the quality and results of the students' education related to the formation of such a level of professional competence that will allow them to orientate themselves adequately in what is interesting for children.
A future teacher should not only be acquainted with the new content, but also with new methods of teaching that allow each learner to be involved in an active cognitive process, to work in a team, in cooperation to solve various problems. Therefore, interactive technologies attract interest, because they focus on the purposeful activity of people in the interaction with the surrounding world in the process of solving problems that determine their existence and development. Interactive technologies in the teaching process are aimed at self-realization of creative and research abilities of students. They will help them to establish themselves as future teachers.
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 8, Issue 7, July2018
Page 179
There were identified control and experimental groups of students. The results of the diagnostics at the acquaintance level showed good theoretical knowledge of the students about the technologies (high level - 66-72%, average level - 22-24%, low level - 4-12%), but the most of them were not sure if they would be able to use those technologies in their practical work. Only 12% from the control and experimental groups volunteered to conduct classes using the technologies they had learned. To conduct a formative stage of a lesson there were worked out classes (lecture and practical ones) with the application of the technology for developing critical thinking, project technology, case-method and educational quests. The result of the diagnosis after conducting lessons using these technologies in the experimental group showed that 29% of the students coped with the designing and application of these technologies at a sufficiently high level while working with school children, 34% used these technologies, but at an average level. The students mainly used the project technology and the technology of critical thinking development (67%). The case method was used by fewer students (19%). The students showed a great interest in educational quests, but faced material difficulties in organizing and conducting them with school children. In general, the hypothesis that modern educational technologies in teaching pedagogical disciplines contribute to their better adoption and to the acquisition of practical skills was confirmed. Conclusion
When implementing the activity approach in teaching of pedagogical disciplines educational technologies as an interactive form of training lead to the following results: ensuring a good quality of education, developing educational potential, professional self-determination and creative self- actualization of a future teacher's personality, increasing competitiveness of a graduate in the labor market. They also lead to the formation of conditions for creative self-realization of a student (a future teacher). The listed technologies are a didactic tool, with the help of which it is possible to involve students into an active cognitive process. And these technologies help to turn future teachers into organizers of cognitive activity and partners in creative search. Freely choosing the most optimal variant of a training method students should come to the conclusion that only in the process of trials and repetitions one can find the best way of learning. Teaching to choose an interactive technology does not mean imposing the only one point of view. This is the way to the synthesis of everything valuable that takes place in a variety of technologies. A higher education teacher while working with future school teachers should take into account that ultimately a thinking strategy develops when one realizes that it is necessary to begin with a conscious comprehension of the problem. When a student as a future teacher is in search of the best educational learning technology, he analyzes, exercises reflection and thus acquires new skills. The development of such reflexive skills will greatly enhance the personal and intellectual level of a specialist.
References
Garnisheva T.V., Khafizova G.M. (2017). Educational Quest as an Interactive Form of Teaching. Contemporary Investigations of Social Problems, 8 (12-2), 89-95.
Halpern D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (5th Edition). NY: Psychology Press, 54-55.
Kilpatrick W. H. (1927). School Method from the Project Point of View. In: Hillegas, M.B. (ed.). The Classroom Teacher. Chicago: Teacher Inc., 203-240.
Osyak S.A., Sultanbekova S.S., Zakharova T.V., Yakovleva E.N., Lobanova O.B., Plekhanova E.M. (2015). Educational Quest – a Modern Interactive Technology. Contemporary Problems of Science and Education, 1(2). Online: http://www.science-education.ru/ru/article/view?id=20247
Polat E.S.( 2008). New Pedagogical and Information Technologies in the Educational System. Moscow: Akademiya, 270.