Author: Irina I. Makashina
Communicology. 2018. Vol.6. No.6
Makashina Irina Ilhamovna, Dr.Sc.(Ped.), professor of the English department, Director of International Education Center, Admiral Ushakov State Maritime University. Address: 353905, Russia, Krasnodar region, Novorossiysk, Serova st. 14. E-mail: irmak@inbox.ru.
Abstract. The main task of professional pedagogy is the training of specialists capable of ensuring safe and effective operation of a particular enterprise. This task is not new, but it requires constant attention owing to the rapid development of the most sectors of the economy, the need for constant updating of technical information, due to its rapid obsolescence, limits the possibilities of self-education in the field of professional pedagogy and psychology. Currently, technical universities are almost half staffed by professors and teachers who do not have pedagogical education. In addition, technical universities are increasingly attracting specialists from industries, those who can really share their experience and knowledge, but they also do not have pedagogical education. To some extent, this problem is solved by postgraduate education. But psychological and pedagogical training of postgraduate students and applicants is often optional.
In scientific and pedagogical literature the professional education of a teacher in postgraduate education is considered as a process of development of certain competencies, providing the possibility of high-quality implementation of the educational process. At the same time, external and internal factors, such as frequently changing Federal educational standards, social events, various regulations, etc. determine the need for the training of a teacher with not only special knowledge, but also a specialist with creative potential and striving for continuous professional self-improvement.
The article deals with the issues related to professional development of teachers who do not have pedagogical education, their adaptive readiness for pedagogical activity. The necessity of such training is determined and its main directions are shown.
Keywords: pedagogical education, professional adaptation, situational and functional approach, professional development
Text: PDF
For citation: Makashina I.I. On adaptation of specialists without pedagogical education to educational activities. Communicology (Russia). 2018. Vol. 6. No 6. Р. 124–133. DOI 10.21453/2311-3065-2018-6-6-124-133.
References
Binde Y. (1998). Communication and intelligence / Y. Binde. Futures. Guilford. Vol.30. №8. P. 843-849.
Boyatzis R. Stimulating self-directed learning through the managerial assessment and development course / Richard Boyatzis. Journal of education management. 18. No. 3. 1994. P. 304-323.
Higham J., Yeomans D. (2015). Curriculum choice, flexibility and differentiation 14–19: The way forward or flawed prospectus? London Review of Education.
Knowells M.S. (1973). The adult learner: a neglected species / M.S. Knowells. Boston. P. 32-33. Knowells M.S. (1996). Andragogy. An Emerging Technology for Adult Learning / M.S. Knowells. N.Y.
Makashina I. (2014). Innovative approach to the design of business games of maritime specialists training/ I. Makashina. In: sc. conf. Looking ahead. Innovation in maritime education 15th. Published by: Australian Maritime College. Launceston, Tasmania. P.10-19.
Makashina I. (2015). Poly-profile communicative competence is the necessary learning outcome in maritime education / I. Makashina. In: The International Conference “Innovation Challenges of the Maritime Industry. Batumi, Georgia. P.76-84.
Makashina I. (2016a). Advantages of poly-profile and communicative approach to the model courses development / I. Makashina. In conf. proceedings: Development on Interna-tional Maritime Technology. Shanghai Maritime University. Shanghai: Shanghai Pujiang Education Press. P. 136-142.
Makashina I. (2016b). Scientific and pedagogical support of distance maritime education / I. Makashina. In: 7th International Conference on maritime transport. Universitat Politcnica de Catalunya. BarcelonaTech. Barselona. Spain. P. 118-124.
Makashina I. (2017). E-learning environment for self-studies in maritime education and training /
I. Makashina. In conf. proceedings: Global perspectives in MET: Towards Sustainable, Green and integrated Maritime Transport. Vol. 1, Varna, Nikola Vaptsarov Naval Academy. P. 45-53.
Makashina I., Filatova E. (2018). Interaction of maritime education and human element issues in maritime industry. In conf.: 3rd ICMPTE International Conference on Maritime Policy, Technology, and Education. Shanghai Mari-time University, Southampton University Solent. Shanghai, China.
Makashina I.I., Malinochka E.G. (2007). Situational-functional approach in the preparation of the merchant marine fleet. Krasnodar: KRO APSN (In Rus.).
Makashina I.I., Shverova L.S. (2013). Providing professional and methodical training of teachers to work in a marine university. Sc. Bulletin of Ushakov Maritime State Academy. Exploitation, Safety and Economy of Water Transport. No.4. P.81-86 (In Rus.).
Malinochka E.G. (2007). Actual problems of pedagogy / E.G. Malinochka. Nvoros-siisk: Ushakov Maritime State Academy (In Rus.).
Marichev I.V. (2014). System organization of educational space. Sa Arbrücken. German land / Germany Skinner B.F. (1954). The Science of learning and the Art of teaching / B.F. Skinner. Harward Educational Review.
Slavin R.E. (2003). Educational psychology: Theory and practice. Boston: Allyn and Bacon. Swanson D.P., Edwards M.C., Spencer B. (2010). Adolescence: Development during a global
era. Academic Press Elsevier.
Communicology. 2018. Vol.6. No.6
Makashina Irina Ilhamovna, Dr.Sc.(Ped.), professor of the English department, Director of International Education Center, Admiral Ushakov State Maritime University. Address: 353905, Russia, Krasnodar region, Novorossiysk, Serova st. 14. E-mail: irmak@inbox.ru.
Abstract. The main task of professional pedagogy is the training of specialists capable of ensuring safe and effective operation of a particular enterprise. This task is not new, but it requires constant attention owing to the rapid development of the most sectors of the economy, the need for constant updating of technical information, due to its rapid obsolescence, limits the possibilities of self-education in the field of professional pedagogy and psychology. Currently, technical universities are almost half staffed by professors and teachers who do not have pedagogical education. In addition, technical universities are increasingly attracting specialists from industries, those who can really share their experience and knowledge, but they also do not have pedagogical education. To some extent, this problem is solved by postgraduate education. But psychological and pedagogical training of postgraduate students and applicants is often optional.
In scientific and pedagogical literature the professional education of a teacher in postgraduate education is considered as a process of development of certain competencies, providing the possibility of high-quality implementation of the educational process. At the same time, external and internal factors, such as frequently changing Federal educational standards, social events, various regulations, etc. determine the need for the training of a teacher with not only special knowledge, but also a specialist with creative potential and striving for continuous professional self-improvement.
The article deals with the issues related to professional development of teachers who do not have pedagogical education, their adaptive readiness for pedagogical activity. The necessity of such training is determined and its main directions are shown.
Keywords: pedagogical education, professional adaptation, situational and functional approach, professional development
Text: PDF
For citation: Makashina I.I. On adaptation of specialists without pedagogical education to educational activities. Communicology (Russia). 2018. Vol. 6. No 6. Р. 124–133. DOI 10.21453/2311-3065-2018-6-6-124-133.
References
Binde Y. (1998). Communication and intelligence / Y. Binde. Futures. Guilford. Vol.30. №8. P. 843-849.
Boyatzis R. Stimulating self-directed learning through the managerial assessment and development course / Richard Boyatzis. Journal of education management. 18. No. 3. 1994. P. 304-323.
Higham J., Yeomans D. (2015). Curriculum choice, flexibility and differentiation 14–19: The way forward or flawed prospectus? London Review of Education.
Knowells M.S. (1973). The adult learner: a neglected species / M.S. Knowells. Boston. P. 32-33. Knowells M.S. (1996). Andragogy. An Emerging Technology for Adult Learning / M.S. Knowells. N.Y.
Makashina I. (2014). Innovative approach to the design of business games of maritime specialists training/ I. Makashina. In: sc. conf. Looking ahead. Innovation in maritime education 15th. Published by: Australian Maritime College. Launceston, Tasmania. P.10-19.
Makashina I. (2015). Poly-profile communicative competence is the necessary learning outcome in maritime education / I. Makashina. In: The International Conference “Innovation Challenges of the Maritime Industry. Batumi, Georgia. P.76-84.
Makashina I. (2016a). Advantages of poly-profile and communicative approach to the model courses development / I. Makashina. In conf. proceedings: Development on Interna-tional Maritime Technology. Shanghai Maritime University. Shanghai: Shanghai Pujiang Education Press. P. 136-142.
Makashina I. (2016b). Scientific and pedagogical support of distance maritime education / I. Makashina. In: 7th International Conference on maritime transport. Universitat Politcnica de Catalunya. BarcelonaTech. Barselona. Spain. P. 118-124.
Makashina I. (2017). E-learning environment for self-studies in maritime education and training /
I. Makashina. In conf. proceedings: Global perspectives in MET: Towards Sustainable, Green and integrated Maritime Transport. Vol. 1, Varna, Nikola Vaptsarov Naval Academy. P. 45-53.
Makashina I., Filatova E. (2018). Interaction of maritime education and human element issues in maritime industry. In conf.: 3rd ICMPTE International Conference on Maritime Policy, Technology, and Education. Shanghai Mari-time University, Southampton University Solent. Shanghai, China.
Makashina I.I., Malinochka E.G. (2007). Situational-functional approach in the preparation of the merchant marine fleet. Krasnodar: KRO APSN (In Rus.).
Makashina I.I., Shverova L.S. (2013). Providing professional and methodical training of teachers to work in a marine university. Sc. Bulletin of Ushakov Maritime State Academy. Exploitation, Safety and Economy of Water Transport. No.4. P.81-86 (In Rus.).
Malinochka E.G. (2007). Actual problems of pedagogy / E.G. Malinochka. Nvoros-siisk: Ushakov Maritime State Academy (In Rus.).
Marichev I.V. (2014). System organization of educational space. Sa Arbrücken. German land / Germany Skinner B.F. (1954). The Science of learning and the Art of teaching / B.F. Skinner. Harward Educational Review.
Slavin R.E. (2003). Educational psychology: Theory and practice. Boston: Allyn and Bacon. Swanson D.P., Edwards M.C., Spencer B. (2010). Adolescence: Development during a global
era. Academic Press Elsevier.
