BASIC POINTS OF DEPARTURE FOR ELABORATION

OF QUALIFIACATION CHARACTERISTICS

OF MEDICAL HIGHER EDUCATION TEACHERS

Prof. S.I.ZmeyovStrasbourg, Bohum, 2010

© S.I.Zmeyov

BASIC POINTS OF DEPARTURE

Framework of essential actions and Framework of essential actions and

functions of higher education teacher;functions of higher education teacher;

Specific patterns of teaching in higher Specific patterns of teaching in higher

education establishment.education establishment.

Model of Model of teacher’s teacher’s activitiesactivities

System of actions and functions realized by System of actions and functions realized by

teacher at everyone stage of learning process: teacher at everyone stage of learning process:

diagnostics of learners, planning, creation of diagnostics of learners, planning, creation of

conditions, realization, evaluation and conditions, realization, evaluation and

correction of learning.correction of learning.

Determining factors of teacher’s Determining factors of teacher’s activitiesactivities

1.1. Social psychological peculiarities of age-Social psychological peculiarities of age-groups of learners:groups of learners:

Non-adults;Non-adults; Adults;Adults; Elderly people.Elderly people.

Students’ age represents period of Students’ age represents period of transition from non-adulthood to transition from non-adulthood to adulthood.adulthood.

Sciences of education corresponding to Sciences of education corresponding to life-span periodslife-span periods

0 20 35 50 65

Pedagogy Andragogy Gerontagogy

Non-adulthood Дет. Отроч. Юн.

Adulthood

Elder hood Ранняя Зрелость Поздняя

Pedagogical model of learningPedagogical model of learning

Pedagogical model of learning – a mode of Pedagogical model of learning – a mode of

organization of activities of learner and organization of activities of learner and

teacher, whereteacher, where

a) Teacher plays the dominant role and a) Teacher plays the dominant role and

determines all the parameters of learning determines all the parameters of learning

process;process;

b) b) Learner, by objective reasons, has Learner, by objective reasons, has

dependent position and can not really dependent position and can not really

participate in organization of learning participate in organization of learning

process.process.

His/her principal role – perception of social His/her principal role – perception of social

experience translated by teacher.experience translated by teacher.

Pedagogical model of learningPedagogical model of learning

Andragogical model of learningAndragogical model of learning

Andragogical model of learning - a mode of Andragogical model of learning - a mode of organization of activities of learner and organization of activities of learner and teacher, where teacher, where

a) Learner, a) Learner, by objective reasons, plays by objective reasons, plays the leading role in organization of the leading role in organization of his/her learning and, jointly with his/her learning and, jointly with teacher determines all teacher determines all the parameters the parameters of learning process;of learning process;

b) Teacher plays essentially roles of expert b) Teacher plays essentially roles of expert

in technology of learning, counselor in technology of learning, counselor

offering to learner aid in organization of offering to learner aid in organization of

learning process.learning process.

Andragogical model of learningAndragogical model of learning

2. Principal objective of learning in modern 2. Principal objective of learning in modern

establishment of higher education is establishment of higher education is

satisfying individualized educational needs satisfying individualized educational needs

of concrete learners of different ages.of concrete learners of different ages.

Determining factors of teacher’s Determining factors of teacher’s activitiesactivities

3. Specific conditions of learning in different 3. Specific conditions of learning in different

departments and programs of higher departments and programs of higher

education: face-to-face education, education: face-to-face education,

distance education, week-end courses, distance education, week-end courses,

recurrent education etc.recurrent education etc.

Determining factors of teacher’s Determining factors of teacher’s activitiesactivities

MODERN HIGHER EDUCATION TEACHER

must be able to organize the learning

process of learners of diverse age

and with different social and

psychological peculiarities.

Actions of teacher-pedagogueActions of teacher-pedagogue

Observation, testing, questioning, conversation.Observation, testing, questioning, conversation.

Elaboration of plans of learning and instruction.Elaboration of plans of learning and instruction.

Creation of favorable physical and psychological Creation of favorable physical and psychological

conditions of learning, providing teaching aid conditions of learning, providing teaching aid

materialsmaterials

Diagnostic questioning, monitoring of Diagnostic questioning, monitoring of

learning process, use of contents, learning process, use of contents,

sources, means, forms of learning sources, means, forms of learning

according to program of learning.according to program of learning.

Realization of planned activities of Realization of planned activities of

instruction.instruction.

Actions of teacher-pedagogueActions of teacher-pedagogue

Realization of planned activities of control Realization of planned activities of control

of achievements of learners.of achievements of learners.

Introduction of necessary changes in Introduction of necessary changes in

contents, forms, methods, means of contents, forms, methods, means of

learning and control.learning and control.

Actions of teacher-pedagogueActions of teacher-pedagogue

Functions of teacher-pedagogueFunctions of teacher-pedagogue

Source of knowledge, abilities, skills, personal qualities and values previewed in plans of teaching and instruction activities.

Organizer of learning process (learning, instruction and outdoors activities).

Executor of learning and instruction program.

Creator of necessary comfortable conditions of learning.

Diagnostic testing, questioning, Diagnostic testing, questioning,

conversation, observation.conversation, observation.

Joint creation of individual program Joint creation of individual program

(curriculum, contract) of learning.(curriculum, contract) of learning.

Realization of actions creating favorable Realization of actions creating favorable

physical, educational, psychological physical, educational, psychological

conditions of learning. conditions of learning.

Actions of teacher-andragogueActions of teacher-andragogue

Diagnostic questioning, observation.Diagnostic questioning, observation.

Use of contents, sources, means, forms Use of contents, sources, means, forms

and methods of learning adequate to and methods of learning adequate to

formulated objectives of learning and formulated objectives of learning and

taking account of social, psychological and taking account of social, psychological and

professional peculiarities of concrete professional peculiarities of concrete

learners. learners.

Actions of teacher-andragogueActions of teacher-andragogue

Use of different criteria, methods, Use of different criteria, methods, procedures of evaluation of achievements procedures of evaluation of achievements of learners and of organization of learning of learners and of organization of learning process, and also of activities both of process, and also of activities both of learners and teachers.learners and teachers.

Introductions of necessary changes in Introductions of necessary changes in those components of learning process those components of learning process which were considered as not effective which were considered as not effective enough.enough.

Actions of teacher-andragogueActions of teacher-andragogue

Expert in technology of adult education.Expert in technology of adult education. Organizer of joint activities with learners.Organizer of joint activities with learners. Counselor, tutor, animator of adult learners.Counselor, tutor, animator of adult learners. Coauthor of individual program (curriculum, Coauthor of individual program (curriculum,

contract) of learning.contract) of learning. Creator of necessary comfortable conditions of Creator of necessary comfortable conditions of

learning.learning. Source of knowledge, abilities, skills, personal Source of knowledge, abilities, skills, personal

qualities and valuesqualities and values

Functions of teacher-Functions of teacher-andragogueandragogue

must possess an adequate competence, i.e.

system of knowledge, , abilities, skills,

personal qualities and values which are

necessary for effective realizing of actions

and functions mentioned above.

MODERN HIGHER EDUCATION TEACHER