Integration Paradigm Of Vocational Training Of Students

Abstract

The relevance of this problem is caused by requirements of modern education in putting into practice integration training of the teacher of a new formation with a dominant of the active creative personality, in an intensification, systematization of knowledge acquisition in the context of perspective of surrounding reality as whole and insufficient degree of readiness of its theoretical, substantive-process and scientific-methodical orientation. Integration approaches are aimed at strengthening of interrelation of professional and personal aspirations of students, at development of the creative independence allowing the person to define the interests and to make the correct decisions. The research objective consists in development of multifunctional, theoretically reasonable and practice oriented development paradigm of professional integration competence of students on the basis of integration, system, cultural, communicative and activity approaches and its approbation. As a result of the experiment (2016-2017 academic years) we have developed the multifunctional integration paradigm of development of professional integration competence including backbone components of target, substantive, organizational and productive orientation. The research has proved efficiency of used integration methods that is confirmed by results of an experiment. Materials of article can be useful for teachers of higher education institutions and teachers of comprehensive schools in aspect of use the developed integration components in practice.

Keywords: Integrationcognitive processinteractivityreflectionconceptualityeducational technologies

Introduction

Problem Statement

Andreyev (2015), Starodubtsev, Solovyov, & Valitova (2015) have devoted the works to a research of multidirectional integration problems. The competence paradigm, innovations in education, multifunctional essence of integration communications realization in the course of training, their classification is analyzed (Zeer, Pavlova, & Symanyuk, 2005).

Foreign scientists show considerable interest in this problematics. They consider an integration problem in the context of its many-sided orientation and importance. Rhodes (2001) analyzes social essence of professional integration. McKenzie (2011) refers development of informative independence of experts to important factors of vocational training. The problem of self-mastering communicative educational space reveals on basis of Implementation.

Boström, & Hallin (2013), Thomas (2012) analyze design of professional activity types. The problem of the organization of debatable communication on an integration basis is studied by Race (1993). Leavitt (1989) considers an important problem of development of students’ prescription to comprehensive study of surrounding reality problems.

Meyer, Haywood, Sachdev, & Faraday (2008) consider the problem of training of students for independent activity in different conditions. Hamilton investigates a problem of the integration opportunities influencing positive development of interest in independent work (Hsu, Hamilton, & Wang, 2015).

Recently integrated orientation problems of technological support of vocational training of students, considerations of independent work through a prism of integration requirements and new approaches, influence of integration orientation training on improvement of knowledge quality of students are deeply analyzed (Kiselyova, 2016).

The organization of independent work of students on the basis of various forms, methods with inclusion of an integration vector is presented in researches of many scientists. Authors consider the importance of organizational, substantive-process components as a condition for increase of training efficiency of the versatile expert (Tretyakova, 2015; Poletayeva, & Rodina, 2016).

The questions of integrated communications realization in aspect of development of professional integration competence is analyzed by scientists from a position of definition of optimum means and ways of designing special model with including core competence components in it. The important place in such researches is given to development of an integration complex of vocational pedagogical training of students (Koletvinova, & Flores, 2015; Lenkov, 2016).

In a polyaspect research of the integrated training problem a specific place is held by researches in the context of the concept of polyart education on the basis of a cultural dominant (Yusov, 2004).

The research of the importance of the anthropocentrism and cultural congruity principles in the integrative context of education is presented in works by Savenkova (2014), Melik-Pashayeva, Novlyanskaya, Adaskina, Kudina, & Chubuk (2006). Authors consider a professional position of the teacher as a condition for development of the pupil’s identity, pay attention to need for space expansion of "timeless" communication, dialogue of eras and cultures through "living", "deep feeling" of historical events, the phenomena of culture, life of the certain person.

Not less important problem of interactive cooperation on an integration basis is considered in Bukatov's work (Bukatov, 2017).

Education integration process is considered as an optimum form of substantive-process and organizational-functional training of the expert now. The integrated space creates conditions for the solution of the tasks, which go beyond strictly professional activity, allows to improve the real world from a position of new knowledge and new experience got in the integration way.

Now introduction of an integration paradigm to all spheres of vocational training of the teacher acts as one of priority problems of modern education. It is caused by serious changes of the traditional prescriptions of education directed to rapprochement with vital realities, and inclusion in it of the optimum professional components meeting economic, cultural and production requirements of both all society, and its certain representatives. Within the vocational practice-focused integration education the high potential of development of professional and personal qualities of the teacher is put, allowing students on the basis of mastering the complete system of knowledge and views of life independently to choose the vital purposes, to try to obtain them and to form worthy generation of the future. Scientific communities of the last years have developed the special integrative and interactive approaches of theoretical and empirical orientation considering current problems of professional integration competence development of future teachers (Tereshkov, 2011; Semyonov, 2012). Scientists pay attention to problems of different level management of education in the conditions of integration, to questions of functional ensuring complex interaction of the integration focused professional activity, quality criterion and indicators of effective management of integration competence development (Bolotov, 2005; Alimova, 2015).

The determined nature of management of integration activity of students in the context of subject and substantive-process integration, process of technological maintenance of integrationality development, the general, the regulatory, normalizing principles and also integration technologies is analyzed: predictiveness, componentwise, phasing, feedback, etc. (Postnikova, 2007).

Integration problems as the system of the necessary procedures considering features of contents, time, conditions of studying subject matters, orientation to studying a complex of various disciplines by a universalization of approaches, a problem of cognitive work activation in the context of development of need for self-education, a problem of educational resources integration are considered in researches (Milovanova, & Kharitonova, 2011; Tretyakova, 2015).

In works of modern scientists various aspects and types of integrationality use in educational process are deduced. Each type is considered in the context of their multifunctional activity and the informative importance. Classification of integration types by existence of necessary components of the integrated system, by its qualitative characteristics, temporary characteristics, by type of the integrated system subjects is considered. Each type carries out a role, necessary for reconstruction of a complete picture of surrounding reality (Shaydullina, & Valeeva, 2016).

A number of requirements to development of integration contents are output: the requirement of methodical and didactic ensuring the disciplines integrated horizontally and vertically; general interpretation of terms and concepts of various courses; development of a knowledge component due to intersubject communications at inclusion of the next course with a support on previous; dynamic development of content around the uniform target kernel providing the predicted result and also development of the competences providing not only a subject, knowledge component, but also formation of personal qualities; formation of students’ complete scientific outlook, but not fragmentary information in separate objects (Bazaykina, & Rostovtsev, 2016).

Recently the problem of integration is analyzed in the context of anthropocentrism and a cultural congruity. Connection of concepts of education and culture gives the chance to the teacher to overcome a narrow framework of the subject and to join in cultural activity with children on the basis of valuable comprehension of various phenomena (Evladova, 2000). According to the principle of anthropocentrism the pupil becomes the center of educational system, and his consciousness is the most important factor of educational contents integration (Danilyuk, 2000). It demands further improvement of system-activity and the integration approaches providing development of necessary competence components: communicative, research, speech, multicultural, etc. (Novikov, 2002; Savenkova, 2014).

Such approach is focused on broad use of interactive technology. In researches prospects of educational interactivity, interrelation of interactivity with situational integration, necessary conditions for integration of educational process with elements of psychological trainings are analyzed (Grigorovich, 2015; Bukatov, 2017).

In separate researches the levels of integrationality development in education are considered: 1. Technology of integration in education. 2. Distribution of material on the accepted classification characteristics. 3. Organizational function of integration. 4. Reflexive function of integration, etc. Derivation of new knowledge and conditionally new knowledge is carried out from a position of the integration importance of the developed material (Zhumayev, 2011; Bichurina, 2012; Koletvinova, & Flores, 2015).

Now the problem of integration education finds polyaspect reflection in researches of foreign scientists. The attention is paid to interrelation and interdependence of integration competence development with a problem of self-activation of students, development of independent thinking and abilities of introspection (Hsu, Hamilton, & Wang, 2015), to identification of features of integration text interpretation (Isidori, 2015). Methodological approaches are analyzed in the context of realization of integration training communications (Csorba, 2015), problems of scientific and practical orientation of training (Rotha, & Tobin, 2001).

Scientists allocate three important directions in development of pedagogics. Understanding of education as cultural congruous and culture forming environment (Bondarevskaya, 1997).

1. Transition from knowledge to the personal developing, personal focused paradigm (Terenti, 2001; Alimova, 2015); considerable increase of the general methodological culture of pedagogics, differentiation of empirical and theoretical thinking, a possibility of carrying out a scientific and pedagogical research at the theoretical level (Savenkova, 2014).

Research Questions

• to study necessary scientific-theoretical, scientific-pedagogical, philosophical-educational, scientific-psychological literature on a research problem;

• to theoretically prove a problem of creation of the corresponding device of students’ integration competence development in integrated cultural and educational space;

• to develop technologies, methodical techniques, realization approaches of professional integration potential of educational resources of vocational training of students;

• to experimentally check efficiency of the professional focused training in the developed technique, to generalize results of an experiment.

Purpose of the Study

The research objective consists in development of multifunctional, theoretically reasonable and practice oriented development paradigm of professional integration competence of students on the basis of integration, system, cultural, communicative and activity approaches and its approbation.

Research Methods

Findings

During the research the following results were achieved:

The most effective way of development of integration competence of students is the choice of an optimum paradigm of the professional and integration training based on creation of polyaspect integrated educational space with derivation of the sufficient and necessary resources and components providing requirements of modern education. It has been established that such professional qualification contributes the development of the expert of an innovative formation able to perceive surrounding reality in its integrity and unity, able to find new in already known and on this basis to present the world to the pupils in new unknown aspect.

In our opinion, work of students with the anthropocentrist principle allowing to make any phenomenon of surrounding reality at a lesson understandable and interesting to all has particular importance. In the course of the practice-focused activity with students we have come to a conclusion that it is necessary to use the integration professional adapted methods of training of students. Integrated, interactive, interpretative, hermeneutical, intellectual, communicative, empathic methods belong to them. They are considered in this article as means of inclusion of personal and semantic factors in author's interpretation of the educational text on the basis of mastering integration competence of training and education in the context of spiritual-moral and intellectual-research development of students.

These methods are considered by us in the context of their polyfunctionality and influence on development of personal qualities of future teachers. In the professional sphere they are directed to mastering erudition, formation of complete vision of surrounding reality and to make independent decisions.

These days integration as a process of teaching and vocational training of students acts as one of the main problems in pedagogics and education. Scientific communities correlate the analysis of this problem to reconsideration of the general structure of education organization, to training students in mastering competence of the presentation of a training material in aspect of creation pupils’ complete system of knowledge and views of the world as on a single whole.

The problem of integration is analyzed from a position of versatility of its aspects: pedagogical, philosophical, sociological, scientific.

In the researches scientists allocate tools and methods to improve quality of education on the basis of various integration forms of professional education. Types of professional activity, their influence on development of creative abilities of students are considered (Gushchin, Nikolsky, & Dyomin, 2009).

Classification of integration types is considered in Shaydullina’s, Valeeva's research. Authors allocate the following types of integration: 1) according to existence of necessary components of the integrated system; 2) according to qualitative characteristics of the integrated system; 3) according to modern characteristics of the integrated system; 4) according to the integrated subjects of system (Shaydullina, & Valeeva, 2016).

Harlamenkova in the research writes about forms of integration of research and educational activity. These elements of research activity are directed to improvement of scientific potential of high school education, to improvement of quality of scientific stuff training according to requirements of modern education.

Foreign scientists consider an integration paradigm of education in rational research aspects. The priority part in development of integration competence is assigned to social processes, self-education processes. Social integration in education is directed to union of various directions of science. In the works of Cunningham, Hsu, Hamilton, Wang, Virtanen need of establishment of knowledge interrelation and on the basis of the available experience obtaining new knowledge is emphasized. Integration approaches allow to correlate professional and personal aspirations of students in the context of mastering integration competence (Virtanen, 2008; Cunningham, 2010; Hsu, Hamilton, & Wang, 2015).

Meyer, Haywood, Sachdev, & Faraday (2008), consider integration as process of differential motivational conditionality, many-sided target orientation.

Contents and structure of integration approach are considered in work of Makarova (2008). The author dwells on a problem of its main components and conditions of their use.

Intrinsic indicators of integration processes in education in aspect of the new horizons are considered by Averbukh (2004). Modern requirements of education are analyzed.

A variety of interactive forms of education is analyzed in Bukatov's research. Interactivity is considered as an emergence condition of "situational integration" at a lesson, the potential of integrated educational process is analyzed (Bukatov, 2017).

However, comprehensive solution of problem of professional integration competence development of different level orientation isn't noted so far. Factors of design of professional activity types in the context of obtaining new knowledge and new experience are insufficiently analyzed, the substantive-process specifics of professional integration components are not investigated.

Conclusion

The research has shown that development of integration competence of students depends on special development of the plan, the program and model of its development taking into account availability to students. Specially developed complexes of integration tasks and systematic, stage-by-stage work with them in the course of the practice-focused training are necessary. The research has shown efficiency of the chosen approaches, the methods promoting vocational integration training of students. Rather high level of mastering the competence significant integration components providing success of their application in practical professional activity is noted.

Acknowledgments

The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

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