Bildiri Konusu:Okul Öncesi Eğitimde Farklı Modeller
FORMATION OF PROFESSIONAL MOBILITY OF EDUCATORS OF PRE-SCHOOL EDUCATION ORGANIZATIONS
It can be seen that preschool education today is aimed at providing large-scale educational services to the population. Including the development of children, their early positive socialization, ensuring readiness for school and adapting to the various needs of families.
From this point of view, new demands are placed on the preschool education system in our country, and the preschool education organization expects new changes in the professional activity of the pedagogue-educator
The systematic-activity approach provides implementation in accordance with the program "Professional mobility of pedagogues-educators of preschool educational organizations" aimed at adapting pedagogues-educators to new conditions of professional activity.
Competency-based approach ensures that the pedagogue is directed to apply the acquired knowledge in new situations of social and professional activity.
The acmeological approach helps to form the interest of pedagogues-educators to increase their professional professionalism and creative attitude to professional activity by using active methods and methods (round talks, working in creative groups, business games, problematic pedagogical games) in their activities.
The andragogic approach of creating a problem in the educational process and solving it ensures the professional professionalism of pedagogues-educators. That is, it is appropriate to use "Open Space" technologies that organize collective mental activity.
When forming the professional mobility of pedagogues-educators of pre-school educational organizations, it is necessary to take into account their personal integral features. That is, pedagogical activities can be carried out effectively based on existing socio-professional experience and renewal of personal relationships, flexibility and dynamism.
Thus, the selected research methods made it possible to comprehensively determine the existence of one or another component of the professional mobility of pedagogues-educators of preschool educational organizations.
The test to determine the level of professional mobility of pedagogues-educators of pre-school educational organizations included determining the level of professional mobility according to all specified indicators. We compiled statements corresponding to indicators of cognitive, value-motivational, personal development and professional activity components. Educators were asked to express their level of agreement on a 5-point scale. Based on the points given by the teachers, we determined their level of professional mobility.
Educators with an average level of professional mobility have the necessary knowledge in the field of preschool pedagogy, child psychology, preschool education technologies, which correspond to the new paradigm of preschool education, but they may not be systematized. They do not know enough about the legal norms, which makes it difficult to build an educational process focused on the needs and age characteristics of the children entrusted to them. They are unstable in their interest in the development of new professional activities both within the relevant specialties and at a higher position. However, they are distinguished by their interest in mastering new technologies of preschool education. These pedagogues-educators periodically participate in various social events and projects that ensure the development of the personality of preschool children and the enrichment of their social experience. In their professional activities, they can find original and creative solutions to professional problems and problematic situations, they can quickly move from one type of activity to another, but this often turns into a stereotype of actions. Adaptation to new conditions of professional activity is carried out calmly, without excessive emotional stress. Educators of this category are able to objectively evaluate their actions and existing professional knowledge. They quickly acquire the skills of working with information that they can successfully apply in their work, but they do not have the ability to design their professional development trajectory.
In conclusion, it should be noted that in accordance with the requirements of the state and society for the development of the preschool education system in our country, preschool education organizations, pedagogues - a control is established that allows to evaluate the initial opportunities and achievements that ensure the development of professional mobility of educators.
Anahtar Kelimeler: preschool education, pedagogue-educator, professional mobility, preschool education program, children's education, professional activity, professional development trajectory, professional knowledge, social experience