Opción, Año 33, No. 85 (2018): 241-272
ISSN 1012-1587 / ISSNe: 2477-9385
Hypothetical model of the development of a future teacher as a humanist (on the basis of
humanitarian
subjects)
Gulnar Mussabekova
gulnar.hanum22@mail.ru Kulaina Issayeva
iks.djnaz@mail.ru Zаuresh Oralova
zaure_09_73@mail.ru Uldanay Saparbayeva
uldana.taxa@mail.ru Nurzhan Faiziyev nurjan.0788@mail.ru Bekarys Mutaliyev bekaris@inbox.ru
"Syrdariya" University, M. Auezov Street, 11, 160500, Zhetysai, Kazakhstan
Abstract
The urgency of the development
of teacher’s humanist personality is important due to fact that existing educational institutions
do
not fully meet the requirements of the socioeconomic development of the Republic of Kazakhstan. These disadvantages expressed as there is a uniformity of teaching in educational institutions,
alienation from society and ethnic cultures is growing; the role of the development
is weakened. As a result,
we found
that
the students of pedagogical universities have different
views on their knowledge of humanitarian subjects: majority of students
rated their knowledge as average and low and only 27.9% of students rated their knowledge as high.
Keywords: hypothetical model, future teacher, humanist personality,
humanist personality development, influence of teaching methods on the development of humanist personality.
Recibido: 10-01-2018 Aceptado: 09-03-2018
Modelo hipotético para
el desarrollo del futuro
maestro como humanista
(sobre la
base de sujetos
humanitarios)
Resumen
La urgencia del desarrollo de la personalidad humanista de los docentes es importante debido
a
que
las instituciones
educativas
existentes no
cumplen plenamente los requisitos del desarrollo socioeconómico
de
la República de Kazajstán. Estas desventajas expresadas en la uniformidad
de la enseñanza
en
las
instituciones educativas,
la
alienación
de
la
sociedad y las culturas étnicas van en aumento; por lo que el papel del desarrollo se debilita. Como resultado, encontramos que los estudiantes de las universidades pedagógicas tienen diferentes puntos de vista sobre su
conocimiento de temas humanistas:
la mayoría de los estudiantes
calificaron su conocimiento como promedio y bajo y solo el 27.9% de los estudiantes calificaron su conocimiento como alto.
Palabras clave: modelo hipotético, futuro maestro, personalidad humanista, desarrollo de la personalidad humanista, influencia de
los
métodos de enseñanza en el desarrollo
de la personalidad humanista.
1. INTRODUCTION
Education is one of the leading factors in the democratization
and humanization of society, the development of the national economy and the
state. Today in the Republic of Kazakhstan the priority direction is the
education of a humanist personality. Therefore, the understanding
of
the deep humanization
of
the society must be combined, first of all, with the
professional training of a primary school teacher. After all, the formation of
the "personality type"
required by
society largely
depends
on it.
Pedagogical studies found
that it
is
necessary
to think over the mechanisms for implementing the content of the humanities
education for the students of pedagogical universities. The pedagogical university is
characterized by multi
functionality, flexibility and a
variety of
preparation
forms. The emergence and development of these aspects are
explained by the appearance of new requirements
to a
higher level specialist, the need to update the technical base of production, transition to
a market economy, the need for continuing education and addressing the
personality as a subject of the educational process. The personality of a student in pedagogical universities,
according to the estimates of local and
foreign political scientists, sociologists, philosophers, historians, psychologists,
and teachers is developing and changing.
The development of
the
student's
personality at a pedagogical university on different course years has its own characteristics. Our
observations
for several years showed the following:
on
the first-year of
education is dedicated to familiarizing a high school graduate with forms
of collective life. The behavior of students is characterized by a high
degree of conformism: the first-year students do not have a differentiated approach to their new social role as a university student. The second-year
is the period of the most intense academic
activity. All the forms of education and upbringing are intensively
included in the life of second- year students. They receive general training, which forms their broad
cultural requirements
and
needs. The process of adaptation to the
conditions of study at the university is basically completed. The third-year
is the beginning of specialization, strengthening of interest in scientific
work
as a
reflection of the further development and deepening of students'
professional interests. The urgent
need
for specialization often leads to the
narrowing of the individual versatile interests. Today the formation
of personality in the university is determined by the factor of specialization.
There is a first real acquaintance with the specialty in the period of
educational internship. The behavior of students is characterized
by an
intensive search
for more rational ways and forms of special preparation.
Students reassess many values of life and culture. In the fourth-year, the prospect of graduation forms clear
practical guidelines
for
the future activity. There are new, increasingly
valuable values associated with the
material and family
situation, place of work, etc. The student is gradually moving away from the collective life forms of a pedagogical
university. Our analysis of developmental psychology gives us grounds to assert that this will make it possible to use competently
the teaching methods for educating students of pedagogical universities. At the same time,
we believe that the use of teaching methods should directly derive from the theory of activity, for the
method is
the art of guiding thoughts and
disposing of activities according to a certain plan and expediency. Based
on
the study of theoretical works, we formulated the conclusions that any
activity is carried out by one or another method. Different
types of
activities, depending
on their goals, are carried out by different teaching
methods. The problem of teaching methods is
one of the
main tasks solved by pedagogical science and practice. It is impossible
to talk about the influence of teaching methods without defining the initial
concept of a
"teaching method". In our
study,
we tried to answer the
following
question:
How teaching method
in
psychological
and pedagogical
literature is understood?
In recent years,
many interesting and profound studies on
the
problem of teaching methods have been published. The teaching method
as a whole
is
a
generalized
representation of
the interaction scheme between teacher
and
student, a model
of
activity. The didactic method is a
system of pedagogical rules and regulative principles dialectically interrelated
and
interrelated activities of the teacher and students, used to solve a certain range of problems and leading to the achievement of a specified didactic
goal.
The method is a category of consciousness, an abstraction of a certain action system; the system of methods bears in itself the
strategy of teaching, type, educational and pedagogical process. It seems that
with all the differences in the concepts of the authors presented here, they are united by an understanding of the method as an abstraction derived from the teaching model, the teaching type, the teaching direction. The most productive implementation of this approach is the concept of Jack C Richards and
Theodore S Rodgers, which received wide recognition, both in our country and
in foreign pedagogy (RICHARDS and RODGERS, 2014).
The
teaching method is considered by him as a generalized model of activity, with a certain
structure, the composition
of components in their relations. The initial
components are the goals of education, the elements of syllabus and the ways of
their assimilation.
For
us, the methodology of research is fundamentally
important, which can be adopted for building a system of teaching methods: on the study of humanitarian subjects in
pedagogical
universities. Given
the diverse
functions and self-manifestation of teaching methods during the study of humanitarian subjects in pedagogical universities, we developed a system of teaching methods in
line
with the concept of VASILYEVA et al. (2005): goal-setting method,
information-enlightening
method, orientation-labor method,
communicative method, evaluation method. The characterized system, in our opinion, performs not only diagnostic functions, but also successfully
regulates the pedagogical process. At the
same time, they have great educational and upbringing power.
2. METHODOLOGY
A humanist
researcher would not see their main purpose as measuring but capturing the experiences that help us understand what we
might do to change, manage or reproduce experiences’ (Dewy, 2010:36). A humanist teacher introduces children to knowledge and simultaneously conveys his character
to them, appears
before them as an example of humanity.
For
a child, there is no knowledge without a teacher. And if a child loves its teacher, then he/she will develop a taste for knowledge. If a child does not like a teacher, afraid of him, and does
not see a teacher as a friend, then the teaching
loses all value. To win the love of children is a
vital concern for every teacher, because only through the love to the
teacher a child enters into the world of knowledge
and
masters moral
values of society. The scientific literature emphasizes
the
importance of humanist personality of a teacher in the education
of school students. The child unconsciously strives to develop his capabilities through training, counting on the teacher's help. Humanitarian subjects encourage everyone to live with pain, joy and thoughts
of the other, involving students
to deal with people, developing responsiveness and responsibility for everything that happens around. And, finally, these subjects focus students on understanding knowledge, mastering practical skills and form the desire,
the
need for their acquisition.
Based on the above, it is necessary
to develop a system-holistic approach to the future teacher's humanist
personality development on the basis of teaching methods.
Research
objective: The goal of the article is to develop a hypothetical model for the development of teacher’s personality as a humanist and its approbation.
Research
methods: The leading method of research for this problem is modeling, which allows to consider this problem
as
a process of purposeful
and
conscious development of future teacher's humanist personality.
Research
results: The article presents a hypothetical model of
future teacher's humanist personality development,
consisting of
interrelated need-motivational,
cognitive, activity-behavioral components; the features of these components are revealed; an algorithm for implementing this model has been developed.
Practical relevance: The model is aimed at development of a
future teacher's personality as a humanist and is focused on the development of scientific and methodological support for this growth.
2.1. Research methods: theoretical analysis, modeling, questioning, interviewing, product activity analysis, conversation,
testing, and experiment,
solving educational and pedagogical situations, methods
of
mathematical statistics.
2.2. Experimental facility of the research: "Syr-Darya"
University
2.3. Research stages:
- At the first stage, theoretical
analysis of the philosophical, psychological
and
pedagogical scientific literature, dissertation
papers, and in theory and methodology of pedagogical researches; the problem, purpose, and research methods are highlighted, the
experimental research plan is drawn up;
- At the second stage the hypothetical
model of the development of a future teacher as a humanist was developed
the methodology was developed for the hypothetical model of future teacher's
humanist personality; experimental work was carried out, the conclusions obtained during the experimental work were analyzed,
tested and clarified;
- At the third stage the experimental work was completed, the
theoretical and practical conclusions were specified; the results
obtained were generalized and systematized.
3.
RESULTS
3.1. Structural conceptual models. As a result of the problem theoretical analysis we developed a
hypothetical model
of the
phenomenon
under research, criteria and indicators, including the need- motivational, cognitive, activity-behavioral components (Table 1).
Defining the psychological structure of the model for the development of
a future teacher's humanist personality, we proceeded from the personality
theory. In our opinion, it should be characterized by the unity of the cognitive, activity-behavioral, motivational and need spheres of personal
development.
The cognitive sphere determines the knowledge- consciousness degree of intellectual operations. The activity-behavioral sphere characterizes
the mastery
of
intellectual operations. Motivational-
need sphere is characterized by interest and desire to perform intellectual
operations.
|
Psychological
components
|
Content components. Criteria
and indicators
|
Personal
complex
|
|
Cognitive sphere
of
personality
development
|
Knowledge-consciousness: the
relevance
of
humanitarian education;
the content
of humanitarian
subjects; humanitarian concepts; the language of
humanitarian
subjects; the systems
of teaching
methods.
|
Self-
evaluation
|
|
The activity-
behavioral
sphere of
personality
development
|
Mastering the
skills (methods)
of activity and
behavior:
- Understand
meaningfully the role
of humanitarian
subjects;
- Analyze
the educational material;
- Lay the
vision
of
the
text structure and skills of operating
its elements;
-Think dialectically, compare,
analyze phenomena,
facts and events;
-Communication, expressing thoughts in Russian, Kazakh and foreign
languages, enter
into a dialogue;
-Select and
use teaching
methods;
- Aesthetic taste, ethical and pedagogical tact
of the
teacher.
|
Activity
|
|
|
Table 1.
Hypothetical model of future teacher's humanist personality
development (on the basis of humanitarian subjects)
|
The need-motivational
sphere of
personality development
|
Formation of motivation, aspirations, desires, interests,
needs:
- determination to clearly
define the goals
and
objectives of
humanitarian education;
-interests, desire, need to
study humanitarian
subjects;
- an ability to express
the thoughts
skillfully;
-interest toward methods of learning and the desire to master them;
- the desire to analyze and evaluate the problems of humanitarian subjects;
-the need for the
development of
oral and
written
speech;
- the desire to
defend one's
opinion,
to prove and
convince others;
- the need in the development of one's professional and cultural
level.
|
Orientation
|
|
Qualities of personality: competence, sociability, consciousness, purposefulness,
decency, humanity.
|
The hypothetical model of
the
development of a future teacher's humanist personality
is
considered by us as a complex psycho-pedagogical
system, the structure of which is characterized by the unity of
psycho- pedagogical and content components. The main role is played by the definition
of criteria and indicators in the model. We proceeded from the need to
determine
the aggregate of indicators for which a measure or criterion can be used to depict qualitative characteristics that carry a meaningful description of knowledge, skills and motives. Our hypothetical model contains the main
characteristics of a future teacher's humanist personality, allowing him/her to perform certain professional functions when working with students. Extending the psychological and pedagogical content of the humanist personality
development,
we
proceed from
the fact that it is based on absolutely
concrete actions:
knowledge-consciousness, mastering the
skills
(methods) of activity, the formation of motivation, aspirations, desires,
interests, needs. This model is aimed at understanding the need and the importance of professional knowledge and skills for students.
3.2. Stages of Model Implementation. The introduction of this model has the following stages of experimental work:
- Determination
of the initial level of humanist personality
development using
the
methods
of
testing,
questioning,
pedagogical observation, statistical processing of research results;
- Development and
implementation of scientific
and methodological support, which contributes to the successful functioning of the hypothetical model of the development
of a
future teacher's personality as
a humanist;
- Determination of the level and dynamics identification of future
teacher’s development as a humanist.
3.2.1. Ascertaining
stage. The components
of
the model are interrelated and interdependent. Knowledge has a direct impact on the behavior and
motivation of the person and vice versa. In its turn, the motivation is mainly determined by the system of knowledge and skills.
Self-evaluation
- mastering of professional knowledge. Personality activity -involvement
in professional (educational
and
cognitive) activities. Personality orientation -the motivation
of
professional (educational and cognitive)
activity. These characteristics
of the personality
are
closely interrelated. Personality activity (professional, social) is connected with self-
evaluation; low
self-evaluation prevents purposeful and stable
activity. To
be active you need to have adequate self-evaluation.
A person will be active in the direction of that activity, the success in which will gain him/her the authority in the group. The activity of students also depends not only on the mastering of the knowledge, but on the development
of sustainable professional interests, the formation of professional attitudes, motives for action, needs and the internal position
of an individual, which
is the most important prerequisite for the formation of professional suitability. Based on the thought experiment, we determined three levels of the development
of
a future teacher’s personality
as a
humanist: high,
average, low.
During the ascertaining experiment the following research tasks were solved:
- Identify
and characterize the students'
self-evaluation
at the
pedagogical universities.
- Identify the real level of students' activity and behavior skills
(methods).
- Determine the formation
of motivation, aspirations,
desires, interests, needs to study humanitarian subjects.
In order to study the development
of the cognitive, activity- behavioral and needs-motivational spheres of a
personality, the students of
pedagogical universities were offered a comprehensive questionnaire aimed at revealing their self-evaluation:
How do they evaluate their
humanitarian knowledge and how do they realize their need? How skills
are
evaluated? What motivations, aspirations, encourage them to study
humanitarian subjects?
The teacher questionnaire highlighted how difficult it is for the teachers to make real judgments
on how successful students are in their development as independent
learners. The responses
to the
questions highlight the inconsistencies teachers face with
what the guidelines expect
them to do and what they are faced with on a
daily basis. As a
result of the survey, we found that the students of pedagogical universities have different views on their knowledge of humanitarian subjects: The majority of the students rated their knowledge as average and low (47.6% and
23.8%, respectively), and only 27.9% of students rated their knowledge as high, (Table 2). For my research design and to answer my research aims
a humanist position will allow me to recognize and consider my data in view of being concerned with individual interpretation
of
my research
methods. The conducted
analysis of the survey showed that the absolute majority (58%) rated theoretical concepts knowledge at a high level. At
the
same time, it can be seen from
the
table that there is no significant
difference in the self-evaluation
of
students in all three universities. The high level of skills development based on the self-evaluation of students in three universities is defined in the range from 9.6% to 35.9%, the
average level ranges from 39.5% to 62.0%, the low level ranges from
17.2% to 45.4% (Table 3).
Table 2. Self-evaluation by the students at the universities of humanitarian
knowledge
|
Knowledge-
consciousness
|
The level of students' self-evaluation
|
|
"Syr-Darya"
University (198 pers.)
|
South-Kazakhstan
State Pedagogical University (81 pers.)
|
South-Kazakhstan
State University
named after M. Auezov (100 pers.)
|
|
H
|
A
|
L
|
H
|
A
|
L
|
H
|
A
|
L
|
|
Relevance of humanities education
|
5.0
|
38.9
|
56.1
|
1.2
|
39.6
|
59.3
|
9.0
|
52.0
|
39.0
|
|
The content of
humanistic
subjects
|
46.5
|
45.4
|
8.1
|
48.2
|
40.7
|
11.1
|
39.0
|
44.0
|
17.0
|
|
Humanitarian
understanding
|
32.3
|
51.5
|
16.2
|
28.2
|
55.6
|
16.0
|
31.0
|
52.0
|
17.0
|
|
The language
of humanitarian subjects
|
35.4
|
53.5
|
11.1
|
27.2
|
60.5
|
12.3
|
36.0
|
47.0
|
17.0
|
|
Systems of
teaching
methods
|
30.3
|
44.4
|
25.3
|
29.6
|
49.4
|
21.0
|
30.0
|
40.0
|
30.0
|
Note. H - High, A - average, L - low levels. Data are given in percent
It can be seen from the table that there is no significant difference
between the self-evaluation of the students' in all three universities. The obtained data
show
that
students
are not analyzing the
educational
material; they cannot communicate freely, express their thoughts in Kazakh, Russian
and foreign
languages, enter into a dialogue; they do not fully use the teaching methods. It is also important for us to identify motives, aspirations,
desires, and the needs of students to study humanitarian
subjects.
As a result of
the
survey,
we found
that a
significant part of students (76.3% at "Syr-Darya" University, 65.2% at
SKSPU, and 79% at SKSU named after M. Auezov) are positive
about
humanitarian subjects; neutral attitude was expressed by 22.7%, 31.1%
and
20% of students, respectively. And only 1.0%, 3.7% and 1.0%
expressed their negative attitude (Table 4).
|
Mastering
the skills of activity
and behavior
|
Level of students'
self-evaluation
|
|
"Syr-Darya" University (198
pers.)
|
South-Kazakhstan
State Pedagogical
University
(81
pers.)
|
South-Kazakhstan State University named after
M.Auezov (100
pers.)
|
|
H
|
A
|
L
|
H
|
A
|
L
|
H
|
A
|
L
|
|
1. Fully
understand the role
of humanitarian subjects
|
24.7
|
52.1
|
.23.2
|
28.4
|
51.9
|
19.7
|
21.0
|
47.0
|
32.0
|
|
2. Analyze the educational material
|
18.7
|
60.6
|
20.7
|
20.0
|
50.4
|
29.6
|
183
|
62.0
|
20.0
|
|
3. Lay
the vision of
the text structure and skills
of operating its elements
|
35.9
|
463
|
17.2
|
30.9
|
39.5
|
29.6
|
19.0
|
45.0
|
26.0
|
|
4. Think dialectically,
compare,
analyze
phenomena,
facts
and events
|
24.7
|
52.1
|
23.2
|
28.4
|
51.9
|
19.7
|
21.0
|
47.0
|
32.0
|
|
5. Communication, expressing thoughts in
Russian, Kazakh and
foreign
languages,
enter into a
dialogue
|
9.6
|
45.0
|
45.4
|
16.0
|
43.2
|
40.8
|
17.0
|
44.0
|
39.0 |
|
|
|
Table 3. Self-evaluation of students at higher education institutions by
mastering skills
|
6. Select and use teaching
methods
|
24.7
|
52.1
|
23.2
|
28.4
|
51.9
|
19.7
|
21.0
|
47.0
|
32.0 |
|
|
7. - Aesthetic taste, ethical and pedagogical tact of the teacher.
|
35.9
|
46.9
|
17.2
|
30.9
|
39.5
|
29.6
|
19.0
|
45.0
|
26.0
|
Note. H
- High, A - average, L - low levels. Data are given in percent
Table 4. The attitude of university students toward the study of humanitarian subjects (%)
|
Attitude
degree
|
Students of HEI
|
|
"Syr-Darya"
University
(198 pers.)
|
South-Kazakhstan
State Pedagogical
University (81 pers.)
|
South-Kazakhstan State
University named after
M.Auezov (100 pers.)
|
|
Positive
|
76.3
|
65.2
|
79.0
|
|
Neutral
|
22.7
|
31.1
|
20.0
|
|
Negative
|
1.0
|
3.7
|
1.0
|
Comparison of the results shows the coincidence
of data among
students of three universities. Consequently, the nature and characteristics
of
the educational process are adequately reflected in the need- motivational sphere of personality
development. Thus, the study of these motives allowed us to evaluate the results of motivational components
in the study of humanitarian
subjects, identify disadvantages,
and
timely make adjustments
to the teaching and educational process at the pedagogical universities. As a test method of research, we conducted an
intellectual game "Unknown about the known". The final-year students
were formed in seven teams. Each team consisted
of six players. Undoubtedly,
erudition, spacious
mind and
good
memory were the
indispensable
conditions for participation
in the game. The correctness of the answer was determined by the expert commission. The teams had to meet a number of requirements. First,
the answer must be clearly articulated.
Secondly, there should be only one variant of the response.
Participants were offered 95 different questions on humanitarian subjects during the game. As a result of the game "Unknown about the known" we
have got the following picture. There were no highly rated responses by
the
commission. Partial knowledge was characterized by only 34% of participants and lack of knowledge was recorded in the majority
(66%). The obtained data shows the necessity to introduce a system
of
innovative teaching methods during the study of humanitarian subjects in pedagogical universities. Consequently, if innovative teaching methods
are
not introduced in the study of humanitarian subjects, then the level of
development, knowledge and skills of students is reduced.
3.2.1. Forming stage. The forming experiment was carried out by us in accordance with the hypothetical model of the research subject on
the
basis of "Syr-Darya" University. Experimental
and
pedagogical work
was carried out by us consistently. Its content included:
1. Theoreticaltrainingofteachers.
2. Acquaintance of students with the possibilities of every teaching method.
3. General acquaintance with the methodology of
choosing teaching
methods.
4. Fulfilling series of pedagogical situations.
5. Developing and conducting a lesson in school.
258
Gulnar Mussabekova et al.
Opción, Año 34, No. 85 (2018): 241-272
It should be noted that the forming experiment was conducted on the basis of the school, where students were passing teaching internship, which allowed to analyze the students' abilities. The program of experimental
work included the theoretical training
of university teachers. We have developed a plan and work program
of
the scientific and methodological seminar "Theoretical Foundations of Teaching Methods."
The program is designed for 22 hours, including: 12 lectures, 10 practical.
Managing
the educational
process and regulating the degree of students'
independence, the teacher refers to the methods of teaching. Today the ability to choose a scientifically based system is an indicator of mastery in the profession of a teacher. After all, the goals determine the methods of teaching. The teaching methods determine the result. The possibilities of
humanitarian subjects were analyzed; and we proposed the following set of requirements, ensuring the optimal choice of teaching methods for the teachers:
- accounting goals and objectives of the lesson;
- accounting the specifics of educational material content;
- defining of ways to master this material;
- identification of the student's abilities;
- different teaching methods possibilities comparison;
- Reliance on a
set
of principles when choosing methods.
Teaching humanitarian subjects requires the application
of
not one but a number of methods, and their complex system. The
proposed system
of methods was practically implemented
in the classes of humanitarian
subjects. After general acquaintance
with the possibilities
of
individual
methods and methodology
of
their selection, the students were asked to perform a series of pedagogical situations, that realize a combination of
procedural and activity methods.
We offered students a system of teaching methods in line with the concept of E. Vasilyeva et al. (VASILYEVA, et al., 2005): goal-setting
method, information-enlightening method, orientation-labor method,
communicative method, evaluation method. With this method the subject of upbringing consistently learns various types of activities (prognostic,
information-educational,
orientation-labor, communicative and
evaluation) and enters a new integrated level of mastering professional
activity. A series of pedagogical
situations, implemented in strict
accordance with the requirements, makes it possible to ensure the
development of
humanist personality of students.
Let's
analyze it on
examples, how the choice of methods is carried out during the solution of
pedagogical situations.
The first series of pedagogical
situations was aimed at
understanding the method of goal-setting. The students were offered:
- to formulate the objectives of the lesson;
- to
compare goals by significance and integrity of their presentation;
- to show the
dialectics
of
goals and
tasks
depending on
the
content of the educational material;
- to justify the methodological
principle of the cognitive unity,
behavioral and motivational components in determining the goals
and
objectives of the lesson.
Based on the analysis, a collective discussion was held on the following issues:
1- What is the essence of the goal-setting method?
2- How
and
by whom
goals
and
objectives
are
defined
in
the
lesson? Are the students involved in their definitions?
3- What is the structure of the goal-setting method?
4- What are
the common goals of the
students in the
study of
humanitarian subjects?
The second series
of pedagogical
situations was aimed
at understanding the information and educational method.
The work was built in the same way as the first task. The students
were offered the following tasks:
- Explore the aspects of the humanities education content, such as
the
principles and factors of
its
selection.
- Prepare and present a report on the topic of "Different methods of teaching in the experience of teachers-innovators."
-
Prepare
and state
a
report about the
teachers-innovators of
Kazakhstan.
The third series of pedagogical situations was aimed at understanding the orientation-labor method.
a) Analyze various research approaches to the classification of teaching methods.
b) Make a
card-index on the problem of teaching methods.
c) Make the notes
of the lesson with using
the most effective, from
your point of view, teaching methods.
d) Investigate the criterion question of the lesson effectiveness. e)
Write a thesis of the scientific literature.
The fourth series of pedagogical situations was aimed at understanding the
communicative method
and
included
the following
tasks:
- discuss
in the
group the ideal model of
a
teacher, modern requirements for teachers;
- discuss
in the
group "pro"
and "cons"
of the humanities
education;
- Take part in the discussion "How do we read?”
The fifth series of pedagogical
situations was aimed at the
students' understanding
of the evaluation method. Future teachers were
offered:
- to analyze the curricula of
5 and 9 grades on the following
parameters: number of subjects, including humanitarian; degree of educational load, taking into account age peculiarities of students;
- to characterize the functionality of various teaching methods;
- Visit and analyze the lesson in 5 and 9 grades according
to the independently developed analysis scheme.
Based on the analysis of pedagogical situations, in order to solidify knowledge,
skills, develop interest in the selection
and use of various teaching methods, we asked students
to answer a number of problematic
questions:
1. Can I use the system of methods at the lesson?
2. How the structure of the lesson changes, if other teaching methods are used.
It was important that the students learned to consciously choose
and
apply the teaching methods in their future professional activities. In the
process of teaching internship the
students filled
the
"Internship diary", where
they
made
their comments, wishes, reflections.
Also students made self-examination of the lessons. This is a work on didactic mistakes. This work allows you consciously fix the lesson, and seek new
and
more successful teaching methods. At this stage, the development of
individual phenomena in the application of teaching methods was carried
out. Summing
up
the results of internship is a step towards mastering
the pedagogical skill, the humanist personality development. Students from a
theoretical stand points appreciated their successes and failures,
generalized knowledge. This was facilitated by the development of
theoretical questions relating to the methodology
for choosing teaching
methods during the preparation to the lessons. In order to solidify
the
system of teaching methods, the students were offered a creative task "Try to compose a script on one of the chapters (optional) according to the note." During the evaluation we followed the following rules:
1. Given the opportunity to your friend to answer on the question.
2. Skills to learn.
3. Ask questions that leave freedom of choice.
4. Ask only one question at once.
5. Speak in order.
6. Listen to each other.
7. Share your thoughts.
8. Speak to the point.
9. Spare other's feelings.
10.Do not diminish the dignity.
11.Respect all students without exception.
All completed tasks are analyzed and evaluated. Evaluation,
self-
evaluation, mutual evaluation, collective evaluation (public opinion) have
a great influence on the development of the student's personality. Self- evaluation is an objective indicator of the student's awareness and
experience of his/her level or preparation.
The subject of the evaluation
method is the value
of a work and
the
attitude to it throughout the educational process from the goal-setting to its achievement. In all cases, the evaluation
criteria are an approximation of the evaluated phenomenon
to the norm. The object of evaluation can be specific work, results and the
attitude of students towards the work; it's action and behavior in general,
the
motives of behavior.
3.2.3. Control stage. As a result of studying knowledge
formation among students, we obtained the following data (Figure 1).
Figure 1. Analysis of students' knowledge characteristics at the end of the experiment (in %)
An analysis of students' knowledge diagnostic characteristics at the end of the experiment indicates that significant changes have taken place
at all levels. Future teachers have realized the following knowledge at a
high level: knowledge of the humanitarian subjects language (18.3%); knowledge of the systems of teaching methods (15.0%); knowledge of the humanitarian
subjects content (11.7%); knowledge of the humanitarian
education
relevance
(10.0%);
knowledge of humanitarian concepts
(8.3%). We noticed a significant knowledge
increase in the middle level: knowledge of the humanitarian
subjects’ content (61.7%); knowledge of
the
humanitarian
subjects’ language (61.7%); knowledge of the
humanitarian
education relevance (56.7%) knowledge of the systems of teaching methods. (56.7%); knowledge of humanitarian concepts (53.3%). The low level is as
follows: knowledge of humanitarian concepts (38.4%);
knowledge of humanitarian education relevance (33.3%); knowledge of
the
teaching methods system (28.3%); knowledge of the humanitarian subjects’ content (26.6%); knowledge of the humanitarian subjects’ language (20.0%). There is an increase in the level of skills formation (Figure 2).
Figure 2. Diagnostic characteristics of the students' abilities formation at the end of the experiment (in %)
Communication, expressing thoughts in Russian,
Kazakh and foreign languages,
enter into a dialogue are developed at the following levels: high level - 61.7%;
average level - 20.0%;
low
level - 18.3%.
Aesthetic taste, ethical
and
pedagogical tact of the teacher is characterized by: high level - 60%, average level - 15%, low level - 25%. Sufficiently
formed skills to choose and use teaching methods: high level - 55%, average level - 31.7%, low level - 13.3%. Significant shifts occurred in
such criteria as
an ability to form a vision of the text structure and skills of
operating its elements (53.3%, 38.4%, 8.3%), analyze the educational material (46.7%, 46.6%, 6, 7%), dialectically think, compare, analyze phenomena,
facts and events (46.7%, 46.6%, 6.7%), understand meaningfully the role of humanitarian subjects (30.0%, 50.0%, 20, 0%). The effectiveness of the experiment is that there is a growing trend in the need-motivational sphere of personality development (Figure 3).
Figure 3. Diagnostic characteristics of the students' motives formation at the end of the experiment (in %)
Analysis of the data indicates significant changes in the criteria.
Thus, a high level is defined as follows: the ability to express the thoughts
skillfully (61.7%); the
need
for
the
development of oral
and written speech (61.7%);
the
desire to defend one's opinion, to prove and convince others (60.0%); the need to develop professional
and cultural level (60.0%); the
desire to clearly define the
goals
and objectives of humanities education (56.7%); interest toward teaching methods and the
desire to master them (55,0%); the desire to analyze and evaluate the
problems of humanitarian subjects (46.7%); the interest, desire, the need to study humanitarian
subjects (30.0%). The average level of students' motives formation
is as follows: the interest, desire and need to study humanitarian
subjects (50.0%). the desire to analyze and evaluate the problems of humanitarian subjects (46.6%) the desire to clearly define
the
goals and objectives of humanities
education (33.3%); interest toward the
teaching methods and the desire to master them (31,7%); the ability
to express the thoughts skillfully (26.6%); the need for the development
of oral and written
speech (26.6%). The low
level of the students' motives
formation ranges from 6.7% to 25.0%. The use of a complex of teaching
methods made it possible to prove the effectiveness of experimental work. The development of a future
teacher's personality as a humanist
is possible with specially
selected teaching methods in the educational process.
4. DISCUSSION
The study of psychological
and pedagogical literature allows us to
see
the absence of research on the influence of teaching methods for the development of future teacher's humanist personality (on the basis of
humanitarian subjects). This study aimed to examine the role of independence and critical thinking to make the connection between theory
and
the reality of teaching independence
and
critical thinking in modern schools. I was concerned with the assumption
that teachers trained in a
specific subject, were expected to deliver a new and in some ways radical discipline using the same academic constraints that govern the success
measurement for schools and which in some cases students were not
disposed to learning. The President's message to the people of Kazakhstan said: "We must patiently transform the mass consciousness, relying on the
younger generation, which has better adapted to the new value system, has
a new look at the future" [3]. Education without a teacher will
not happen,
however, a teacher without authority is not a teacher. Only when the
teacher
is
an authority, the student
becomes open
to pedagogical
influence,
and the teacher's help, advice and instructions will not restrain, but, on the contrary, encourage student's academic activity. The problem of teaching methods is one of the complex in modern pedagogical science.
It
covers a wide range of general and private areas, which are reflected in
a large number of studies on
philosophy,
sociology, psychology, pedagogy, methodology.
Theoretical
basis of the research is the ideas of the humanistic
education
by
(Bozhovich, 1968, Davydov, 1978, Valsiner, 1991, Shchuklina, Mardieva et al., 2016), where the problems of individual
socialization, its role and place in the transformation of society are
considered. In methodical terms, the problem
of
teaching methods in the study of humanitarian subjects was considered in the works of Kazakhstani
scientists (MENCHINSKAIA, 1978, MERLIN, 1981).
Almost similar problem
is considered in the scientific works of
Kazakhstani scientists (WILKES, 2011, GÜVENÇ, 2017) and others. The teaching methods, passed through
the teacher's soul, warmed by love for
children and filled with a sense of humanity,
become exquisite,
flexible,
purposeful and therefore effective. Effective methods
cannot be discussed if
the main thing is unknown.
The main thing is a teacher who will use these methods,
and
it is important what kind of soul and heart he/she has.
Hence, it is necessary to carry out the research aimed at resolving an
objectively existing contradiction
between the needs of the practice in a
humanist person and the level of the corresponding knowledge, skills and motives formed in a person. Influence identification of the pedagogically effective, scientifically
based teaching methods, contributing to the
improvement of humanitarian subjects study by students of pedagogical universities, is the problem of our study.
5. CONCLUSION
It is established that if the system of teaching methods is directed
to the study
of humanitarian subjects, then the humanist personality of the
teacher can be created. Such personality meets the requirements
of a
civilized society, since the process of humanitarian education will acquire a priority
character and will be built in the unity of cognitive, activity- behavioral, need-motivational
and
content components. The development
of
a future teacher's humanist personality
is possible with the specially selected teaching methods in the educational process. The prospects for
this study are included in the following:
- Identification of the procedure for selecting teaching methods
for
the
development
of humanist personality
of the students at
pedagogical universities;
- Conducting the research on motivated comprehension
of theoretical knowledge, mastering practical skills, the formation
of personal and professional qualities.
The development of a students' humanist personality at pedagogical universities is carried out by scientists and practitioners
in different ways, as was shown in the analytical part of our work. Some
practitioners solve
this
problem through
enriching the
content
of the educational material, others through inter-disciplinary relations. We tried
to solve this problem through the teaching methods, changing the nature of the educational process activities. The peculiarity of our methodology is the need for the whole use of the proposed teaching methods
in the
development of a humanist personality. The student must pass through the whole chain of actions from formalized knowledge, definitions of the
main information streams to the comprehension
and
mastering of skills. The methodology for selecting teaching methods for the development of students' humanist personality was determined
in accordance with the goals. This methodology demanded a purposeful design of educational
and
pedagogical situations. The implementation of educational and
pedagogical situations contributed to the formation of professional knowledge,
skills and qualities for future school teachers. Experimental work on the methodology of choosing teaching methods for the
development
of a humanist personality in students allowed us to establish
a noticeable dynamics in all structural components
of
the hypothetical
model in the spheres of personal development: cognitive, activity-
behavioral, need-motivational.
The analysis of experimental and
pedagogical work results shows the effectiveness of the developed methodology
for selecting teaching methods for the development of a
humanist personality in students.
6.
RECOMMENDATIONS
According to
humanistic learning theory, a learner who is
motivated in a learning activity becomes more autonomous and
self-
directed in their learning. The problem
of
the teaching methods influence the development of humanist personality in the students of pedagogical
universities has
a
socio-practical and
socio-cultural basis that
can be
understood and solved as a process of personal development. The process of humanist development involves considering the personality of a student at pedagogical university as a subject of one's own activity. Pedagogical university in the system of continuous education successfully develops the
students' humanist personality on the basis of optimal combination of the teaching methods, since the humanities subjects are the leading subjects.
The
conceptual basis
of the
methodology for
building the system of
teaching methods should be a model for the development
of a humanist personality. The hypothetical model assumes an awareness of humanitarian
knowledge, mastery of practical skills and the formation of motivation. The methodology of developing a humanist personality is
based on a system of
selecting the
teaching methods. It
requires the
construction of educational and pedagogical situations. Summarizing the
results of the study,
there
are reasons to conclude that
it
generally confirms the hypothesis and proves the legitimacy of using the developed methodology. However, the study did not exhaust all the aspects of the
problem. The questions of improving the humanistic upbringing
of
the students of pedagogical universities,
ensuring the continuity
and consistency of this work at all stages of continuous pedagogical education, and preparation of scientific and pedagogical personnel corresponding to these tasks need further development.
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