The Formation of Foresight Competence as a Factor in Improving the Quality of Teacher Training

Abstract

The article deals with the problem of forming the ability of a student teacher to foresee and shape his or her pedagogical career, providing not only short-term goals, but also a foresight in pedagogical activity. The relevance of the research is caused by the fact that it is necessary to form new teacher competencies demanded by educational transformations, which leads to a change in the content of the subject, psychological, educational and methodological training of future teachers. The novelty of the research is seen in the fact that the wording of new teacher competence is proposed: foresight competency as an integrative multi-level personality-professional education, which determines the students' ability and readiness to predict their professional future as a research-reflexive activity to transform their own professional activities. The purpose of the article is to present a structurally functional model of the development of prospective teachers' foresight competence and the results of the experimental work. The experimental work on the deployment of a foresight competency model in the process of studying modules of the educational program (basic and variable), on modeling the subject and social content of future professional activity is described. It is proved that by means of adequate pedagogical technology in educational modules the development from competencies provided by the basic professional educational program to professionally focused meta-competence, foresight competence, is achieved.

Resources of Foresight Education in the Strategic Development of a Secondary Education Organization

“…В целом же проблемы воспитания в ситуациях неопределённости, форсайтвоспитания в условиях «опережающих перемен» только начинают исследоваться на методологическом уровне. Данному вопросу уделяют внимание в своих работах А. И. Газизова, А. Н. Панфилов, В. М. Панфилова [8], И. Ю. Рыжухина [9], В. П. Сморчкова и Н. Н. Шевелёва [10]. Практического опыта применения форсайт-технологий в реальной деятельности общеобразовательных организаций крайне мало, чаще всего форсайт применяется в учебной деятельности старшей школы.…”