SYNERGETIC APPROACH IN RELATION TO ISSUES OF DEVELOPMENT OF RESEARCH COMPETENCE OF THE TEACHER
DOI: 10.23951/2307-6127-2017-3-51-56
Synergetic approach in pedagogy allows us to consider development of teacher’s competence as a self-organization process of complex structure. At the same time it becomes possible to use synergetic modeling and to find new approaches to the organization of teacher’s self-education and self-development, to give it humanistic traits – subjectivity, activity, consideration of individual needs. Synergetic modeling has several advantages. It allows to consider complex self-organizing systems, such as social groups, complex personality structure. Synergetic approach allows us to consider the social system using the principles developed in synergy: homeostasis, hierarchical, non-linearity, openness, instability, dynamic hierarchy, observability. Synergistic approach used in management, replacing technocratic management, gives possibilities of a soft impact on self-development of teachers through environmental management options. Based on the synergistic approach, it is possible to design the change of the educational environment with creation of disequilibrium points to initiate teacher’s self-development. This approach is of particular relevance in the development of the research competence of the teacher, since it forms the skills of activity in the situation of uncertainty, openness, activity, readiness for a wide range of variants of the development of events. By controlling the environment at the bifurcation points, you can initiate the process of self-development of teachers, which opens up opportunities for improving the quality of education
Keywords: synergetic approach, education, self-development, research competence
References:
1. Budanov V. G. Transdistsiplinarnoye obrazovaniye, tekhnologii i printsipy sinergetiki [Transdisciplinary education, technology and principles of synergetic]. Sinergeticheskaya paradigma: mnogoobraziye poiskov i podkhodov: sb. statey [Synergetic paradigm: a variety of searches and approaches: collection of articles]. Ed. V. I. Arshinov et al. Moscow, Progress-Traditsiya Publ., 2000. Pp. 285–304 (in Russian).
2. Yakusheva S. D. Sinergeticheskiy podkhod v razvitii professional’nogo masterstva sovremennogo pedagoga [The synergetic approach to the development of professional skills of the modern teacher] (in Russian). URL: http://spkurdyumov.ru/education/sinergeticheskij-podxod-v-razvitii-rofessionalnogo-masterstva-sovremennogo-pedagoga/ (accessed 14 August 2016).
3. Mozheyko M. A. Sinergetika. Gumanitarnaya entsiklopediya [Synergetics. Gumanitarnaya entsiklopediya]. Tsentr gumanitarnykh tekhnologiy, 2010–2016 [Center for Humanitarian Technologies, 2010–2016] (in Russian). URL: http://gtmarket.ru/concepts/6876.
4. Haken G. Mozhem li my primenyat’ sinergetiku v naukakh o cheloveke? [Can we use synergies in the human sciences?] (in Russian). URL: http://spkurdyumov.ru/what/primenyat-sinergetiku-v-naukax-o-cheloveke-german-xaken/ (accessed 14 August 2016).
5. Kalimullina O. A. Sostoyaniye razrabotannosti sinergeticheskogo podkhoda v pedagogicheskoy i sotsiokul’turnoy nauke [Status of elaboration of synergetic approach in educational and socio-cultural science]. Vestnik Kazanskogo gosudarstvennogo universiteta kul’tury i iskusstv – Bulletin of Kazan State Institute of Culture, 2013, no. 4-1 (in Russian). URL: http://cyberleninka.ru/article/n/sostoyanie-razrabotannosti-sinergeticheskogo-podhoda-v-pedagogicheskoy-i-sotsiokulturnoy-nauke (accessed 3 February 2017).
6. Lepskiy V. E. Na puti k upravleniyu sferoy obrazovaniya kak samorazvivayushcheysya sredoy [On the way to the management of education sphere as a self-developing environment] (in Russian). URL: http://spkurdyumov.ru/education/na-puti-kupravleniyu-sferoj-obrazovaniya-kak-samorazvivayushhejsya-sredoj/ (accessed 18 August 2016).
7. Urchuk O. A. Soprovozhdeniye deyatel’nosti pedagogov po sozdaniyu innovatsionnykh razrabotok v logike gumanitarnogo podkhoda [Accompanying teachers activities to create innovations in logic humanitarian approach]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, vol. 1 (7), pp. 65–72 (in Russian).
8. Mikhailova E. N. Opredeleniye rezul’tata samostoyatel’noy issledovatel’skoy deyatel’nosti pedagoga: prakseologicheskiy kontekst [Determining the result of independent research activity of the teacher: praxeological context]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, vol. 6 (134), pp. 40–43 (in Russian).
9. Pozdeeva S. I. Razrabotka kontseptsii otkrytogo professionalizma pedagoga kak issledovatel’skaya zadacha [Development of an open concept of professionalism of the teacher as a research problem]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, vol. 1 (166), pp. 88–90 (in Russian).
10. Budanov V. G. Metodologiya sinergetiki v postneklassicheskoy nauke i v obrazovanii [Methodology for synergy in postnonclassical science and education]. Moscow, LKI Publ., 2009. 240 p. (in Russian).
( 395.31 kB ) 
( 388.98 kB )
Issue: 3, 2017
Series of issue: Issue 3
Rubric: FORMATION OF GENERAL CULTURAL COMPETENCES
Pages: 51 — 56
Downloads: 1005