TEACHER TRAINING FOR EDUCATIONAL ACTIVITIES ON HUMANITARIAN GROUNDS
TEACHER TRAINING FOR EDUCATIONAL ACTIVITIES ON HUMANITARIAN GROUNDS

Summary/Abstract: The article presents the content and ways of using the components of a teacher‘s professional competence, which are relevant in the current influx of information, and which provide for a humanitarian approach to the substantive content building which is focused on a text in its essence, and organizing the understanding activity of school students in regard to different texts. The authors analyze the reasons for school students‘ personal exclusion from the historic and cultural contexts and offer some ways to overcome it. Based on the definition of activity as an evincing and developing form of human conduct resulting from personal needs and motives, this study considers teacher training in the logic of unity of vocational education, advanced training and methodological activity which matches the strategy of lifelong learning. As a basic humanitarian reason for teacher‘s educational activities in this research, we define a text as a sign-oriented organization with a cultural and personal meaning which provides for a cultural dialogue. By the methods of conceptual approach and terminological method defined by analysis and synthesis of scientific-pedagogical literature and normative documents, interpretation or analysis of the results of a teacher‘s methodical activities methods, growing a new experience of cooperation between teachers, students, and researchers we conclude that there is a teacher‘s need to transform their own activity, which in demand by the circumstances of the information society and globalizing world, but in fact, it is conflicting with the motives as with their personal meanings which are caused by the established value system of the relaying and knowledge paradigm. In this study, the components of a reflexive transformation of experience in the process of teacher training had been substantiated: admitting the text as an object of cognition, a way of cognition and a tool of designing meanings, the importance of presenting a didactic unit as a text; introducing the humanitarian context of scientific knowledge as a part of preparation and source of designing meanings; realizing practice of teacher training (micro-training, explanatory lessons, designing teaching situations, etc.), which would transform general theoretical provisions into personal techniques and specific actions. In this study, we made a conclusion about overcoming the pedagogical and methodological knowledge exclusion problem by the experience of role living through the pedagogic reality in professional training. It is embodied in projecting similar activities of school students and results in products of methodological activity (transformed lessons and working programs).

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