| Article |
|---|
| Article name |
Formation of Future Elementary School Teachers’ Competence in Promoting the Student in Cognitive Self-Development |
| Authors |
Vinogradova N.I. Doctor of Psychology, Professor, vin57@list.ruUlzytuyeva A.I. Doctor of Pedagogical Sciences, Associate Professor, alendra29@mail.ru |
| Bibliographic description |
Vinogradova N. I., Ulzytueva A. I. Formation of Future Elementary School Teachers’ Competence in Promoting the Student in Cognitive Self-Development // Scholarly Notes of Transbaikal State University. Series Pedagogy. Psychology. 2016. Vol. 11, No. 2. PP. 163–169. DOI: 10.21209/2308-8788-2016-11-2-163-169. |
| Section |
Pedagogical Psychology |
| UDK |
37.011.31 |
| DOI |
10.21209/2308-8788-2016-11-2-163-169 |
| Article type |
|
| Annotation |
The article actualizes the problem of formation of future elementary school teachers’ competence in promoting the student in cognitive self-development. The solution to this problem becomes particularly significant in the light of the Standard of primary education and of the Standard of higher education 3+. The authors give a definition of “teacher professional formation”, which is in line with the essential basis of formation of professionalism of the future teacher which acts to promote the younger student in cognitive self-development. Among the psychological mechanisms ensuring the establishment of professionalism, the authors consider the following ones: the regulatory function of the responsibility for the postponed effectiveness of cognitive schoolchildren’s self-development; the solution of problems related to the differentiation of the difficulties encountered by children during the development of self-defined actions, and the allocation of the dominant units of such difficulties. The Standard of higher education 3+ involves the development of specifically oriented pedagogical competence, including elements of the universal activity (analytical, prognostic, organizational, structural, and communicative self-control). The above mentioned elements of professional competence consistently reveal in this study, in accordance with the stages of future elementary school teacher’s training. Particular attention is paid to the initial stage of reflexive abilities, which are divided into two groups: the reflexive-perceptual and reflective projective, the development of which is important in the development of analytical and projective competencies. The next step of teacher’s training is actualization of organizational, communicative and self-control updated competences, the essence of which is also disclosed in the article. According to the authors, identifying mechanisms, conditions and factors of formation of future elementary school teachers’ pedagogical competence contributes to more effective training for professional activities.
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| Key words |
formation, competence, promoting, cognitive self-development and professionalism |
| Article information |
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| References |
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Istochniki
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