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Interaction with employers during professional training as a practice for self-change in future teachers

399

Chozgiyan O.P.

Candidate of Pedagogical Sciences
State Autonomous Educational Institution of Higher Education "Moscow City Pedagogical University",
E-mail: ChozgiyanOP@mgpu.ru

 

INTERACTION WITH EMPLOYERS AT THE STAGE OF PROFESSIONAL TRAINING AS A PRACTICE OF SELF-CHANGE OF FUTURE TEACHERS

 

This article explores the key areas and characteristics of interaction with employers in the professional education of future teachers. It emphasizes that, at the current stage of professional training, employers act as mentors, experts, and participants in the development and implementation of educational programs and monitoring the effectiveness of achieving planned educational outcomes. The author emphasizes that a future teacher's conscious need for self-improvement is a crucial criterion for developing their professional identity, and interaction with employers is an effective practice for promoting self-improvement for future teachers.

Keywords: self-change, subjective professional position, practice, employer, individual educational trajectory, pedagogical interaction.

 

OP Chozgiyan

COOPERATION WITH EMPLOYERS AT THE PROFESSIONAL TRAINING STAGE AS SELF-DEVELOPMENT EXPERIENCE OF FUTURE TEACHERS

 

The article focuses on the main trends and features of cooperation with employers in professional training of future teachers. It is highlighted that at the current stage of professional training an employer acts as a mentor, expert and participant of the development and implementation process, surveillance conduction on efficiency of achieving educational outcomes. The author draws attention to the fact that conscious need in self-development of future teachers is an integral criteria in one's professional subject position formation, and cooperation with employers is an effective strategy for self-development of future teachers.

Keywords: self-development, professional subject position, internship, employer, individual professional path, pedagogical cooperation.

 

The professional training of future teachers at the stage of organizing secondary vocational education is inextricably linked to addressing one of the most pressing challenges: the targeted development of a specialist's subjective professional position within the educational process. The structural and substantive aspects of the future teacher profile present a set of general and professional competencies, which, taken as a whole, reflect a systemic understanding of the fundamentals of the teaching profession, of oneself, and of one's own developmental trajectory along their professional and personal path.

One of the criteria for the development and manifestation of a future teacher's subjective professional position is self-development, manifested in a conscious need for self-change, an emphasis on setting personal and professional goals, and, based on this, determining an individual trajectory for developing one's own competence. Stimulating the development of potential for reflection and self-monitoring, and for building productive pedagogical interactions.

Internships are an effective criterion for assessing the quality of professional training. When organizing students' educational and on-the-job training, interactions with employers are particularly important. Key areas of interaction include organizing on-the-job training, developing human resources and long-term workforce planning, organizing methodological support and a system of motivated employment, implementing mentoring practices for mid-level specialists, and participating in independent assessments of the quality of specialist training.

In their article "The Impact of Social-Role Organization Features of Medical Workers on Their Professional Communication," S.V. Myskin and D.V. Lychagina reveal the specifics of professional communication across various professional fields and work situations [5]. The nature of professional communication is indeed influenced by various factors, including the areas we analyzed and the specific features of interaction with employers.

Demand for graduates is the most important criterion for assessing the college's performance and training of specialists at the secondary vocational education level. Regulatory documentation for organizing students' educational and industrial internships is developed in collaboration with employers, and the curriculum and practice-oriented electives are developed and coordinated in accordance with employer requests.

The main stages of organizing interaction are: the first stage – students master the program material (classroom hours, practical training) under the guidance of an employer-mentor in lectures, practical classes, and during internships; the second stage – independent work by the student, the future teacher, during which a systematic understanding of the fundamentals of theory and practice occurs, a professional pedagogical position is formed, and a readiness for self-change is developed both in the educational process and in mastering the fundamentals of professional practical skills.

Educational institutions conduct trainings, master classes, and internships for students and teachers, and implement innovative technologies. Future teachers, under the guidance of mentors, participate in research and practical conferences, thematic exhibitions, and professional excellence competitions organized according to WorldSkills Russia standards, encouraging conscious professional development and a desire for self-improvement. Employers, working with mid-level professionals, systematically improve their own qualifications in the areas of professional training offered to students.

Future teachers are committed to self-improvement, recognizing a personalized path to personal development and mastering their future profession, provided their employers provide a motivated employment system. Assistance with employment, compiling and providing students with information about vacancies offered by employers in their respective fields, the use of electronic and distance learning technologies, and posting information on the educational institution's website are all part of an organized work system that encourages self-improvement in future teachers and provides opportunities for professional fulfillment.

Collaboration with employers creates the necessary conditions for developing individual development trajectories for future teachers. This goal is achieved through employer participation in independent assessments of the quality of specialist training, which contributes to improved student learning outcomes and the growth of their professional competence. Through interaction, communication, and collaboration, students exchange experiences with leading practitioners, develop professionally relevant competencies, gain unique professional experience, and increase motivation. Future teachers' commitment to self-improvement contributes to increased competitiveness and professional mobility.

An employer's representative, who facilitates collaboration and communication with future teachers, motivates them to self-improvement, and creates a set of necessary conditions for advancing along their individual development trajectory, must possess a number of well-established qualities: a focus on results, responsibility and organization, professional competence and experience, and the ability to teach and develop, build relationships, and motivate others. As a mentor, the employer is open to new ideas and a willingness to engage in dialogue. Future teachers have the opportunity to select a mentor by reviewing and analyzing the teacher's portfolio, the content of original programs, and participating in open dialogue during scientific and practical conferences and roundtable discussions.

Through collaboration with employers during the practical training of mid-level specialists, innovative teaching practices are mastered, and individual trajectories for personal and professional growth are developed and implemented. This consistently and gradually creates conditions for developing a conscious, subjective professional position, demonstrating a desire for self-improvement through advancing along a defined individual development trajectory, and for the effective reproduction of teaching staff and the retention of young people in the field of education.

The benefits and challenges of organized interaction with employers during professional training as a practice for self-transformation in future teachers include: immersion in the educational environment (systemic approach); student adaptation (psychological, pedagogical, and methodological) to the internship environment; development of the student's subjective professional position/mastery of pedagogical technologies, including proprietary ones; and development of an individual trajectory for the student's professional development. The employer acts as a mentor and expert, participating in the development of training programs for mid-level specialists in leading specialties of secondary vocational education in light of current trends in the development of educational organizations.

In her article «Creative ways of developing the consciousness of subjects of the pedagogical process» M.L. Sosnova emphasizes the importance of cultivating creativity as a personal quality of subjects of the educational process in joint activities, reveals the content of approaches, technologies and techniques aimed at developing creativity [12].

During the professional development of future teachers, the interaction with employers requires particular attention to students' gradual progression from an awareness of their verbally expressed professional subjectivity to an internal, positive, and emotional acceptance of it. The next stage of interaction is the search for ways to realize their own developmental trajectory in their academic and professional activities.

At each stage of the interaction, questions were deliberately formulated to encourage reflection: «How do you assess the significance of the completed task for your professional development?», «How have your ideas about the work of a teacher changed?», «How has your position on this issue changed?», etc.

Providing freedom of choice, organizing reflective analysis, and conducting monitoring and self-monitoring are important and necessary conditions for future teachers to achieve self-change. In this regard, it is of particular practical importance for future teachers to take actions that involve adjusting their attitudes toward themselves and others, developing value orientations, and identifying possible paths for further self-improvement based on mandatory reflection and evaluation, highlighting successes, common difficulties, and mistakes made, and, on this basis, identifying prospects for self-change during the professional development phase.

Thus, interaction with employers at the stage of professional training is an effective practice for self-change of future teachers, manifested as a conscious need, characterized by the ability to set goals, design one's own personal and professional development, a desire for self-education, and the application of competencies in practice.

 

Literature

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  13. Sosnova M.L. Communicative Skills Training: A Study Guide. Moscow: Academic Project, 2010. 265 p.
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References

  1. Abakumov VA. Pedagogical support of the process of formation of self-development competence in secondary school students. [Text] / VA Abakumov: Avtoref. diss. … cand. ped. sciences. Kazan', 2012. 22 s.
  2. Maksimova SV. Creativity: creation or destruction? Moscow: Akademicheskij Proekt, 2006. 224 pp. (Psychological technologies).
  3. Morozov VV. Master's degree in psychological training: training as a method for actualizing subtextuality and self-knowledge [Text]: Study guide / VV Morozov. Cheljabinsk: UralPechat, 2011. 255 p.
  4. Morosanova VI. Samosoznanie i samoreguljacija povedenija. [Text] / VI Morosanova, EA Aronova. M.: Izd-vo IP RAN, 2007. 212 s.
  5. Myskin SV. The Influence of the Peculiarities of the Social-Role Organization of Medical Workers on Their Professional Communication// Organizational Psycholinguistics [Electronic Resource]: electronic scientific journal / chief ed. SV Myskin. Issue. No. 4. Electronic, text data (3.3 MV). – M.: OOO «Agency for Social and Humanitarian Technologies», 1998. 1 electronic. Optical disk (CD-ROM). pp. 48-66.
  6. Myskin SV. Organizational and psychological analysis of professional consciousness of employees of modern work teams// Organizational psycholinguistics. - M.: OOO "Agency of social and humanitarian technologies", 2018. No. 1 (1). P. 21-38.
  1. Myskin SV. Lexical structure of professional language. Part I // Philological sciences. Theoretical and practical issues. Tambov: Gramota, 2015. - No. 6 (48): in 2 parts. Part IC 103-111.
  2. Pigrov KS. Creativity and the personal diary // Questions of Philosophy. 2011. No. 2. pp. 34-43.
  3. Pruzhinin BI. Prognostic functions of pedagogical research: Philosophical and methodological analysis // Questions of Philosophy. 2018. No. 6. pp. 5-18.
  4. Sosnova ML. The Art of Acting: A Textbook for Universities. 3rd ed. Moscow: Akademicheskyj proekt: Fond «Mir», 2008a. 432 p.
  5. Sosnova MLCreative techniques for constructing consciousness // Questions of Psycholinguistics. 2008b, No. 7. pp. 26-36.
  6. Sosnova ML. Creative Ways to Develop Consciousness of the Subtexts of the Pedagogical Process // Organizational Psycholinguistics [Electronic Resource]: electronic scientific journal / chief editor SV Myskin. Issue. No. 2 (10). Electronic, text data (3.3 MV). M .: OOO "Agency for Social and Humanitarian Technologies", 2020. 1 electronic. Optical disk (CD-ROM). pp. 21-54.
  7. Sosnova ML. Communicative Skills Training: A Study Guide. Moscow: Akademichesky Proekt, 2010. 265 pp.
  8. Tarasov EF. On the construction of the theory of organizational psycholinguistics// Organizational psycholinguistics [Electronic resource]: electronic. scientific. journal / chief editor SV Myskin. Issue. No. 1 (1). M.: OOO «Agency for Social and Humanitarian Technologies», 2018. pp. 11-20.
  9. Shalashova MM. Comprehensive assessment of the competence of future teachers// Pedagogika. 2008. No. 7. P. 54-59.
Extract from the register of registered media dated May 23, 2019, El N FS77-75769, issued by the Federal Service for Supervision of Communications, Information Technology and Mass Media (Roskomnadzor)