Ways of Forming Personal and Social-Labour Functions of a Future Teacher

Authors

  • Nazira P. Tangkish Department of Vocational Training, M. Auezov South-Kazakhstan State University, Shymkent, Republic of
  • Yussubaly N. Kamalov Department of Vocational Training, M. Auezov South-Kazakhstan State University, Shymkent, Republic of
  • Gulnur Aripzhan Department of English Philology, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of
  • Hanzada Kairakbaeva Department of Vocational Training, M. Auezov South-Kazakhstan State University, Shymkent, Republic of
  • Gulnara Duisebaeva Department of General Academic English, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of
  • Ainur S. Erbota Department of English Philology, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of

Keywords:

Teacher, professional self-development, scientific and methodological work, motivation, teacher qualities.

Abstract

Objective: The relevance of research is determined by the fact that it allows identifying the main criteria by which the development of a teacher is ensured both at the level of personal development and at the level of improving labour functions. The authors understand the complex development of personal and social-labour functions of a teacher as self-development in the process of fulfilling professional relations.

Background: Each of the participants in the educational process must meet the requirements set by state educational standards. With that, the personal qualities of a teacher should be fully correlated with the necessity of improving labour parameters.

Method: The effectiveness of the introduction of pedagogical conditions, which had a significant impact on the professional self-development of teachers, was tested experimentally with the use of anthropocentric and activity-based approaches to studying the problem, as well as with the use of the statistical method.

Results: The analysis presented in the paper showed that the indicated pedagogical conditions contribute to the formation of professional motivation, focus on the professional self-development of teachers, a high level of aspirations, awareness of the value of individual professional self-development, the ability to notice shortcomings, develop social skills and communication skills of teachers.

Conclusion: It was determined that the socio-psychological climate in an institution, where there is organisational support from the administration and informational support from other specialists, contributes to the development of operational-activity and reflective and value-based components.

Published

2020-09-14

Issue

Section

Thematic Issue - Special Education Paradigm in Contemporary Vital Environment at Educational Institutions