Opción, Año 33, No. 85 (2018): 308-326
ISSN 1012-1587 / ISSNe: 2477-9385
On the issue of modernization of the system of professional development of teachers of
high
schools
of Kazakhstan
Nurgaliyevа S.A.
Associate Professor, East Kazakhstan State University named after
S.Amanzholov, Ust-Kamenogorsk, Kazakhstan
sanianur@mail.ru
Zeynolla
S.Zh.
PhD, Leading Researcher, Al-Farabi Kazakh National University,
Almaty, Kazakhstan zeinollasaule@gmail.com Galiyeva A.N.
Associate Professor, Zhetysu State University named after I.Zhansugurov,
Taldikorgan, Kazakhstan
nurai_gali@mail.ru Espolova G.K.
East Kazakhstan State University named after S. Amanzholov,
Ust-Kamenogorsk, Kazakhstan gulden.11@mail.ru
Abstract
The relevance of the study
argued (further)
the ongoing
modernization of the training of teaching staff as a mechanism for the
formation of the new competences of the teacher of high school, the formation of
new goals,
values and ways of vocational teaching and administrative activity, as
well as the
need to maintain the country's
competitiveness in the education sector. Currently, higher education institutions are also interested in professional development
of teachers,
because teachers increased ability to adapt to changing social and economic conditions.
Keywords: training, competence, competitiveness,
efficiency, modernization, monitoring.
Recibido: 10-01-2018 Aceptado: 09-03-2018
Sobre
el problema de la
modernización del sistema
de desarrollo profesional de maestros de escuelas
secundarias de Kazajstán
Resumen
La relevancia del estudio argumentó (además) la modernización en curso de la formación del personal docente como un mecanismo para la formación de las nuevas competencias del docente de secundaria, la formación de nuevos objetivos, valores y formas de enseñanza profesional y actividad administrativa, así como la necesidad de mantener la competitividad del país en el sector educativo. En la actualidad, las
instituciones
de
educación superior también están interesadas en el desarrollo profesional de los docentes, porque los docentes aumentan su
capacidad para adaptarse a las cambiantes condiciones sociales y económicas.
Palabras clave: capacitación, competencia, competitividad, eficiencia, modernización, monitoreo.
1.
INTRODUCTION
Changing the education paradigm in
our country and the increasing
interconnectedness and interdependence (of the world) from the global
perspective of development has put unprecedented demands on teacher
education programs to retrain teachers of higher schools of the republic. Currently, higher education institutions are also interested in professional
development of teachers, because teachers increased ability to adapt to changing social and economic conditions. This will allow the Kazakhstan
universities more successfully maintain the necessary level
of
competitiveness as a result of optimization of professional development of teachers as a mechanism for
the formation
of new competences
of university teachers. The value
of professional
development
for
the teachers themselves is undeniable - this is the growth of their
qualifications, competence, satisfaction with their teaching activities, and
that much important - self-growth. The study identified problems such as the
lack
of a unified educational
space system
training, the
national database of the faculty (to be developed) the lack of a unified system of criteria, indicators and quality assessment methods to increase teachers. There
is a
system of professional isolation and falling
short
of international approaches to personnel training. Institute of professional
development requires further consideration of the best achievements of foreign pedagogical experience, cooperation with the competent international organizations (UNESCO, Council of Europe, the UN, the
British Consull), determine the prospects for the development
of education in
the
modern world,
but
at
the
same time, of
course,
considering our mentality, ethnic culture and identity. Lack of feedback
(determining the level of satisfaction of participants in the educational process and the consumers of educational services teacher training), is
insufficiently developed scientific and methodological recommendations
on the
introduction of new forms and methods of teaching students, training courses in the educational process in the field and others. The
situation is aggravated by the fact that high school teacher almost never cook. During certification in pedagogical high schools of our country found
that
not
all teachers
have
even
the basic
professional teacher education. It is imperative to overcome the situation in which the current teacher training institutions preparing teachers for school yesterday.
Therefore, the actual problem of Kazakh pedagogical science and
practice is the
creation of concepts and
models advanced training of teachers, including
interactive methods using distance learning training
techniques, which should include the formation of a unified system of
monitoring to ensure statistical
monitoring of
the
process of training teachers of universities of the country . Thus, the relevance and at the
same time the lack of scientific and methodical problem
elaboration improvement of professional skills in the modernization of the educational system led to the choice of our research themes.
2. METHODOLOGY
The main problems of professional training are closely related to
the
main purpose of adult education, articulated in the Declaration of the International Conference
"Education
throughout life"
- on the way to the
implementation of UNESCO's program objectives, "Education for
all" and the Fifth International Conference
on Adult Education (Learning
throughout life - on the way to the implementation of the program
objectives of UNESCO's "Education for All"
and the Fifth International
Conference on Adult
Education "). In
the context
of our study
of particular interest is the work of researchers and foreign countries,
dedicated to the description of the practical experience of the retraining of teachers.
For
basic research on teacher training are the work of Russian researchers: (SMIRNOVA,
et al., 1995, BISHOP and MANE, 2004,
GANIEVA, et al., 2014, KALIMULLIN and GABDILKHAKOV,
2014, FEDOROV and TRETYAKOVA, 2016) and others. Promising models of teacher training are: modular design training programs (WEBBER and
WEBBER, 1994), a multi-component
system of innovative training programs of the teaching staff (KRAIGER, 2003). The essence of training
is globally defined in the professional
development of teachers, which implies the possession
of
not just certain skills to work with ever- increasing volume and increasingly complex on the content of the
information
flow and the ability to use them to "get" this new knowledge,
self-building a holistic learning process
in
environmental information
environment. The more expert ready for self-government of the cognitive process in the changing information environment, the more successful
personal professional
growth, its social relevance,
the greater its
contribution to the expansion of social and cultural space, the higher its
social
importance (WALLACE, 1991). During the training conditions
should be created to move the student from the position of passive listener
into a state of active subject in relation
to the growth of their professional
competence for professional and personal development of each
teacher. In this regard, there is a problem
vocational training for teachers on the basis of integration of the two methodological
approaches that differ
significantly from each other: the competency and personality-developing.
On the other hand, professional development
should ensure that every teacher of the conditions for entry into the professional culture, for self- development and self-realization, and on the other - to create pedagogical conditions for mastering pragmatically relevant competencies necessary for a
successful career.
We support the views of the Russian
researchers (MAKAROVA
and
KOPYTOVA, 2012), which requires the development
of variant
competence-developing technologies of designing individual educational programs in accordance with the educational needs of different
categories
of students. One of the features of these programs to the content of the teaching staff is its advanced character in relation to higher professional education; the need to ensure diversity, variability
and flexibility
of
their operational response to the socio-economic needs to be met by the higher school practice, professional work of teachers, the level of their
professional culture and personal-significant qualities. In addition, each
program must be terminated with a specific product (result), developed by a student in the course of study in a professional development (Makarova and Kopytova, 2012). Analysis
of foreign experience leads to the conclusion
that the end of the 70-years of XX century was built not only the foundation, but mostly completely constructed building of national
systems of teacher training in developed English-speaking countries. Two main organizational
models became the "bearing" designs of these systems: course model based on higher educational institutions and advanced training is direct at schools.
Educational institutions in several countries (Malaysia, Israel, USA
and
others.) are offering
special training courses, training courses, dealing
with the problems of traditional and distance education and the use of new
technologies. Such programs can be implemented
in a full-time
(classroom) form, or remotely. JENKINS (1998) points out that "the vast majority
of
teachers, confidently coping with the traditional methods of training courses and software distribution, have limited understanding
of approaches
to learning, under which the focus is on the needs, choice and
study the student and used materials for self-education in various species, since the printed product and ending Internet". ROBINSON
(1997)
exploring remote training
issue, it concludes that: "The money invested
in training employees in
the
field
of open
and distance
learning, often
viewed
as a
cost ... and not as an investment. This
cost item is often a low priority in terms of organization and budget of the institution ...” Change
and
strategic program
objectives: to replace the focus on training skills,
coming program, based on the holistic theories of teaching, emphasizing the needs of the students
rather than teaching
skills and build on the technologies and an interactive problem-based learning. So in the US, there are a variety of forms of training teachers: day, evening,
correspondence, Saturday, Sunday courses, working with the advisory
firms or research centers that have programs with a theoretical or practical
bias. Many American universities coordinate the work of the so-called summer schools
that offer full-time
courses of intensive training lasting from 1-2 weeks to 3 months.
The research analyzes the relationship
of research and teaching community to the problem
of
training and professional development
of high school teachers showed the following changes:
- "Along with the presence of professional qualification, scientific
degree (for full-time teachers) is the development of additional qualification in the field of psycho-pedagogical training of
university teachers;
- Manifest desire for a clear definition of the conditions of access
to the teaching and the level of compliance with the criteria of
professional and pedagogical competence;
- Introduces a procedure of assessment of pedagogical competence of teachers of higher schools".
At a conference in Bournemouth under the auspices of the Centre for Educational Research and innovation has been a model of professional organizing training courses, which should solve the following problems:
encourage and support self-development of teachers;
be ready and able to accept new roles and responsibilities;
constantly to bring their knowledge up to date, to improve and
expand the skills and knowledge to cope with difficult situations
that arise in their professional activities;
provide solutions to practical problems arising;
contribute to the development of the teacher;
Able to innovate, to lead changes in the institution.
There is no doubt the need to address these problems in the Kazakh
system of professional development
of high school teachers. Thus, the results of these studies are the basis for improving and enhancing
the
qualifications
of teaching staff in Kazakhstan with a focus on the development of creativity and methodological thinking, design culture,
readiness for self-education and eventually - pedagogical competence.
According to NAZARBAYEV (2017), by 2020, the share of higher education institutions
with nationally registered registrations will be 30%, according
to international standards. The share of higher education
institutions that
have innovative activities and
the results of practical research in production will increase by 5%. At least two higher education
institutions will rank among the best universities
in the world. Today, in Kazakhstan, equipping all the schools with computers has completely ended. All schools are equipped with audiovisual
offices and interactive equipment. The share of educated children with pre-school education by
2015 will be 74% and by 2020 will be 100%.
Only
in 2010, 35 children were made, 1534 children's centers and 137 private children were set up.
172 kindergartens
were opened through the resettlement of previously privately
owned institutions. The efficiency of children's education
increased by 30 to 55 percent.
Figure 1. Problems of the system in the strategic areas of Kazakhstan
Education courses
3. RESULTS
Concluding
the analysis of the current situation in the field of training of the teachers analyze the activities
and training institutes in the
country. The State Program of Development of Education of the Republic
of Kazakhstan for 2011-2020 states that each year must undergo training
73.3 thousand teachers. In "On education" according to Law, each
teacher
should improve their qualifications at least once every five years. The existing system of professional development
in Kazakhstan was established in Soviet times, and functioned as a fragmented network
of organizations
improve qualifications, are in all regions of the country.
Training system for a long time served, functions assigned to it. The
content of educational
programs reflecting the main directions of development
of education system of Kazakhstan.
More than 20% of teachers held annually training. Thus, the quantitative indicators of the state order for training of educators carried out each year. However,
analysis of the training institutions shows that in the 10-15-year-last
year
up
to 2011 training system is not subjected
to reform. Naturally,
over the years I have accumulated
a number of problems requiring urgent
solutions
to the current period of training systems modernization
(Figure 1). The
study of the Republican training
system has been revealed that the existed
format training system does not have the desired effect on the quality of
education and does not fully meet the requirements
of time. In order to reform the system of training of educators through the merger RIDSES and 16 Institutes of professional development
in regions and Astana and Almaty is created
JSC
"National Centre
of Professional Development"
for development of leading, "which enables the introduction of corporate
management methodology. In this context, it is revealing the positive experience of the branch of JSC
"National Centre of Professional
Development"
for development of leading the Republican
Institute for Management and scientific-pedagogical staff of education system of the Republic of Kazakhstan and the further expansion
of its activities, taking into account the time requirements. He is one of the oldest public
institutions of additional education, work towards the preparation
of vocational training specialists. Institute of professional development of our country has its own history (Table 1).
Table 1.
History of development of Institute of professional development
|
Years
|
Events
|
|
1965
|
The resolution of Council of ministers of KAZSSR No. 899
of December 18, 1965 has created the Central
Institute of
Improvement of Teachers (CIIT)
|
|
1995
|
Accession to the Central institute of improvement of teachers
of Republican training center of frames of vocational training
|
|
1996
|
The central institute of improvement of teachers(CIIT)
is
renamed into
Republican
instituteof professional development
leading and research
and educational personnel of an education system (RIDSES)
|
|
2000
|
RIDSES is determined by the organizational and methodical
and coordinating body in the sphere of advanced training and
retraining
of employees of
the organizations of education
(Ministry of Education
and Science of the Republic of
Kazakhstan, order of December 29, 2000 No. 1211, point 2)
|
|
2012
|
RIDSES reorganized into a branch of JSC «National Center
for Professional Development «Orleu»
|
|
2011
|
Participates
in the implementation of e-learning project «E-
learning». During 2011 -
2012 years, courses on the project of the Institute
specialists trained
16000 employees of
educational organizations
|
|
2012
|
The Institute
implements a tiered
training
programs for
teaching staff developed "Nazarbayev Intellectual School" in cooperation with Cambridge University
|
|
2012
|
The program
of professional
development of
teachers of
pedagogical
specialties of higher education institutions of Kazakhstan
on
the basis of institute (245 listeners in Almaty)
and in foreign partner universities
(55 listeners) is
implemented
|
At RIDSES listeners are trained in all regions of the republic: heads of regional, city and district administrations (departments) of education; directors and deputy directors of schools, pre-school and after- school educational organizations, school teachers, teachers of pedagogical
specialties
of high
schools. Activities of RIDSES develop
in 4
main areas.
Target audience: heads of regional, city and district administrations (departments) of education; directors and deputy directors of schools, pre- school and after-school educational organizations.
Directions Short Courses: Education Management, a 12-year education, multilingual education,
inclusive education, teaching and educational works in correctional educational organizations,
ICT technology, and early
childhood education. Leveled training
programs for teaching staff at the Cambridge training program, developed jointly with the Center of
pedagogical skills AEO "Nazarbayev Intellectual Schools" and the
University
of Cambridge. RIDSESis fully responsible for the preparation
of
the 2nd
level for the Republic (since 2012). Target group: school teachers. Trained nearly 2,500 teachers. «E-learning» introduced since
2001. Target audience: administrators and users of e-learning (e-learning).
Trained more than 16,000 educators.
The Program of professional
development
of teachers of pedagogical specialties of higher education institutions
of
RK works since 2012. Target audience:
teachers of
pedagogical specialties of high schools. Total raised the qualification
for
the
years 2012-2015 - 3900 university teachers, including abroad - 933 from 40 universities of Kazakhstan. State order for 2016 amounts to 800
teachers, of which part of the students to improve their skills abroad.
Since 2013 the Institute trained heads of departments of education is carried out by the updated programs. More attention is paid to practical
training: training in leading kindergartens,
schools, colleges. The training leaders are increasingly used interactive and informational
technologies. Started carrying out remote training courses, which allows to eliminate the
unequal access of heads of rural and remote regions to improve the quality of professional skills. Program training of pedagogical specialties of high
schools teachers include distance learning, classroom training and
protection portfolio. In 2014 the program was updated to: it includes new author's courses "Pedagogical
deontology", "Modeling applications", "Emotional Intelligence", "Divergent thinking"
workshops on pedagogical
measurements, using Case-study
in teaching practice, Open Education, held listeners creative workshops, field practice in the leading universities of Kazakhstan. Fully updated distance learning program: recorded 35 video lectures for all modules of the program, updated database of test
tasks. Nazarbayev
University Professors are invited to give lectures, seminars as part of its broadcast
experience. For teachers, reading
discipline "History of Kazakhstan", developed and implemented in the
program the
new
module "to
new approaches of
teaching History of Kazakhstan."
In 2014, a group of 27 students traveled RIDSES training for this module in the University
of
Tsukuba (Japan). For teachers of the specialty "Social pedagogy and self-knowledge"
developed a new module
"Self-knowledge".
As part of its broadcast experience RIDSES holding
winter schools for graduate students of pedagogical specialties of higher educational institutions of Almaty. Since 2013 the Institute implements
the State order for training of
teachers of pedagogical specialties 39
Kazakhstan
universities in the amount of 1200 teachers, including 810 students on the basis of RIDSES (Almaty) and 390 foreign partner universities: International Academy of Management and Technology
(Düsseldorf, Germany) Newcastle University
(UK). Norwich Institute for
Language Education (UK), the
Polytechnic University of Valencia (Spain), the Higher
Technical
Institute of Lisbon (Portugal). Specificity of training
at the institute is that the object here is formed with teachers of
values, goals and objectives, experience. The leading form thus acts as modeling / designing of individual activities
and educational
organizations. All that is offered in the classroom, to digest (or vice versa
is not absorbed), in accordance with the direction, motivation
of
students. Consequently, the
learning
process cannot
be guided by
the final consumer of educational services - listener’s refresher courses. All of the surveyed respondents agree that the use of innovative technologies in the
system of
training influences the
degree of
satisfaction of teachers
enrolled in courses with various aspects of the course of preparation,
as well as on the effectiveness
of educational institution services (The high mission of "Orleu2013, p. 63-64). As a result of research, we came to the conclusion
that the Kazakh system of professional becomes the center of the innovation movement.
With
the support of the state to build capacity
and accumulated
considerable potential for the
formation of the
new
competences of the higher school and goes to a new paradigm of activity -
scientific and methodological
and
personnel support of education through scientific and methodical and staffing component
of developmental education.
4. CONCLUSION
Development of education, education and science is one of the strategic priorities of Kazakhstan's policy, which has a significant impact on Kazakhstan's cultural, social and economic development, while also defining the competitiveness of the nation in the coming years. In the
Kazakhstan, training teachers and instructors in specialized colleges will be organized in the form of supplementary education, training in
informatics
centers, teacher training courses, teacher training courses and
instructors and instructors training. The results of this study point to the
unique opportunities
and challenges faced by teachers in the process of
enhancing their skills in connection with the increasing growth of the requirements for
the qualification and
competence of teachers of the
Kazakhstan high school, result-oriented. The article analyzes the essence
of the training as a dynamic type of additional
vocational training of university teachers. The authors reviewed the international experience teacher training as well as experience in implementation of training
programs for teachers of pedagogical specialties
of
higher educational
institutions of Kazakhstan. Analysis of the current world development
allows you to emphasize the factors and trends that should be taken into
account in the process of modernization of the system of training and
retraining of teachers. Analysis of the current world development allows you to emphasize the factors and trends that should be taken into account
in the process of modernization of the system of training and retraining of teachers. These include:
- Accelerating the development of society, ideological pluralism,
political empowerment and social choice determines the need to
prepare citizens for the implementation of this choice;
- Transition to a postindustrial, information society, the expansion of the world scale intercultural and interfaith interaction involve
the
formation of information and communication culture and tolerance as the ability to engage in dialogue;
- Global problems of our time (Information, environmental, resource, security
issues, etc.), which can only be solved through
international cooperation, necessitated
the formation of common
understanding
of
these issues and a willingness to find common
ways of solving them;
- Development of
the world
economy, the
profound structural changes in employment,
reduce the scope of unskilled labor, the need for continuing professional development
and retraining of employees, increase their professional mobility;
- The growing role of "human capital" in the national economies of
developed countries (today in these countries it is on average 70-
80% of the national
wealth) determines the need for
intensive
advanced development of the education sector, both youth and
adult population (LYUBOVA, et al., 2014).
Thus, the purpose and objectives of the modernization of
Kazakhstan's
continuing education policy
- the implementation
of systemic and organic changes to create
new competences of the teacher of
high school, the formation of new goals, values and ways of vocational
teaching and administrative
activity, as well as the need for sustainable
development of the country as a
whole. In order to
achieve standard education in Kazakhstan,
the
government
has coordinated many efforts to reform the educational
and
scientific system. These systems, along with their modernization,
and their integration into the world scientific and
educational system, have been carried out. During the years after
independence, the educational system of Kazakhstan has taken a lot of
steps. To carry out the above programs, the Kazakh government has implemented several policies
to match the education
of the country with
international standards in order to meet the needs of political and social
modernization. Certainly, these measures will lead to the improvement
and
modernization of education in
Kazakhstan.
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