Professor, Dr.Hab. S.D. Dmitriev
Professor, Dr.Hab. E.V. Bystritskaya
Associate professor, PhD A.V. Stafeeva
Associate professor, PhD D.I. Voronin
Postgraduate I.Y. Burkhanova
Kozma Minin Nizhny Novgorod State University (Minin University), Nizhny Novgorod

Keywords: anthropic educational technologies, higher professional education concepts, “apology of draft” technology, “reflexive mirror” technology.

Background. The anthropic technologies imply the “integrated education models being implemented, with the trainee’s individuality being viewed both as a primary reference point for selection of the most appropriate methods and tools of educational activity, and the key measure of the educational process success” [3]. It is through these technologies that the personally-sensitive goals are attained to “convert professional knowledge to the project design methods and technologies whereby the cognitive, valuation and constructive capacities of the professional and tutorial conscientious competences of the student are duly combined” [2]. Therefore, the process naturally evolves towards the higher physical education being interlocked with the professional and tutorial activity [4]. The technologies are designed on the concepts of competency-building, active, social-culture-centred approaches to the educational sector of the social activities. The anthropic technologies being applied to test the teacher' professional competences should be based on the concepts of harmony with nature, culture and human values [1, 3].

Objective of the study was to identify, theoretically substantiate and verify by an experiment the potential of the antropic technologies being applied to form and test the professional competences and actual performance of future and current teachers.

Study results and discussion. We have developed and implemented a set of antropic technologies to test the teachers' professional competences and actual performance, with some of the technologies offered for consideration herein.

Drafting and defending a teacher's self-report with a projective reflexion in the form of a professional confession and teacher's oath [1] means the competence diagnosing and forming technology. In the report drafting process, the subject for the tests performs the following actions [3]:

a) Intention, i.e. self-settings for the activity;

b) Modelling that implies shaping up the future confession and/or oath; finding the key elements of such; identifying their relevance to the subject and problems of professional activity; combining the elements etc.;

c) Self-management in the process, including the process scheduling; workplace organizing; self-structuring the activity-focused consciousness; comparing the authors’ research positions with one's own opinion on the subject etc.;

d) Sketching that means structuring collected data with the relevant signage being applied;

e) Objective appraisal that includes the necessary assumptions being applied and the individual biases being rejected to form an unbiased view on the events or processes; and

f) Creativity that means searching for untraditional/ unusual ways to analyze the education/ research data and present the education material in an uncommon manner etc.

Depending on how successful the above actions are, one may determine the individual style of the professional activity and communication, qualities of the educational and professional environment and the professionally valuable personal qualities. The teacher may offer his/ her findings in writing or through an interpersonal dialogue.

“Reflexive mirror” that implies the ability to predict intentions and thoughts of other people [3]. It is the collective forms of activity and diagnostic procedures that facilitate the reflexion process being managed in a productive and subjective format. This tool is applied to help the subjects to diagnostics go through multiple changes of the cognitive positions to learn themselves through own efforts, and through the others’ views, and analyze own and his/her actions from one's own and others’ standpoints etc. These approaches are widely applied, among other things, in the educational cross-comments of different situations, texts, training plans, diagrams and charts, and in the mutual assessments of own actions, i.e. interreflexion process. The technology is verbalized by a variety of formulae including: “Anticipating your question as to... I would say that...”, “You might be thinking that it is due to...”, etc.

“Elements of aporetics” as the art of putting paradoxical questions (by S.V. Dmitriev) is one more  technology. The key benefit of this technology is that specific questions are used to mobilize the tutorial potential of a teacher. The diagnostics process gives a high priority not only to the way the teacher finds a response to the question and how relevant the answer is, but also to the respondent’s attitudes to the questions as they are always intended to highlight the barriers for the individual professional performance and help self-test their own personal and professional potential.

“Dialogue with a primary source” technology is used by a teacher to outline the problematic area of the professionally structured personality and self-controlled vocational activity since the right choice of a primary source is highly important for success of the diagnostics. Furthermore, this technology provides the means to train efficient professional communication skills. A set of simple tutorial tasks may be applied as “tutorial triggers” i.e. the tools to switch over attention to the focused dialogue, including, for instance, the following: “put five questions to the author”, “argue with the author” etc.

 “Apology of a draft” technology is designed to address the problem of dependent (imitative) performance of educational tasks by the trainees who tend to copy fragments of other people’s works from the internet sources, with the problem growing increasingly critical due to the fast progress of information/ communication technologies. Modern educational systems offer quite a few technologies to address the problem, albeit neither of them has been reasonably effective in fact so far. It may be pertinent to mention as the most effective one at this juncture the “open access” technology that implies the ready summaries and term papers being uploaded to the university/ research/ library websites legally by their authors rather than pirates. This technology efficiently supports the “apology of a draft” technology, and we would propose this technology being applied as an independent diagnostic method. “Draft” means a preliminary text/ manuscript including relevant written material, image, system, signage integrity or other tutorial product that later on may evolve to a final reporting document through the analytical and synthesizing activity of the subject. This educational method may be helpful in the efforts to counter the wrongful copying and data falsifications in portfolios, reports, presentations and other reporting/ research/ analytical printed materials. “Since every tutorial task requires certain creative efforts from the trainee, the process is somewhat similar to the artist’s work that goes through quite a few draft sketches before the final version is produced. The seemingly finished product may be viewed as one of the stops in the endless drafting process” [2].

It may be pertinent to add that the more critical is the subject person to him(her)self and the higher are his/ her ambitions in the vocational domain and personal format – the more drafts will be created in his/ her creative activity. Selection of the most appropriate format of a draft depends on the goals and content of the tutorial task, the trainee’s style of thinking and the individual educational approach.

Let us now group the actors of an educational process by their creative styles in the final product making and presentation process.

Group one is the synthesizing type creators that tend to collect information from multiple sources and use these odd pieces to put together a logical sketch by tracing the cause-and-effect, objective-and-result and other relations of the pieces to formulate the logic.

Group two is the creators of schematic type that tend to find semantic subsystems in the tutorial, present them in the form of a sketch and draw the cause-and-effect and other relations on the sketch. Then they would find out the key categories and regularities in the draft system and start performing the task proceeding from these base components and going to the other parts of the system in the process.

Group three is the cluster-type creators that tend to produce the kind of an objective-centred matrix and fill it in with the data found in the process, with those components of the cluster that turn the most informative ones being used later on as the key elements in the information presentation format.

Group four is the algorithmic-type creators that tend to persistently improve their educational product and never be happy with the process result.

Group five is the accumulative-type actors who give the top priority to the information accumulation activity, with part of the found information being immediately applied for the research/ tutorial report and the other part being left “in stock” with the relevant applicability tag – just in case it is needed later or to perform tasks of different types or themes.

Group six is the hierarchical-type actors that tend to range the incoming information and clearly classify it as important, secondary and irrelevant for the task performed at the moment. The more educated are the actors of this type in their core field, the higher are their performance standards since the key measure of the draft work progress for them is their own judgement in fact.

Group seven is the model-sticking creators that tend to be governed by some standard or strictly shaped model in their activity to have a clear vision of the anticipated result, with the future educational product being specified in every detail including the number of pages and the font applicable. They use the standard or model to produce an ideal final product when performing the task and to match the incoming information with the standard in the process. This type of creators may be also called the “comparing” type.

The technology may be also applied for the personality testing purposes in view of the fact that in any educational system “the process is absolute and the result is relative”. Any draft may be viewed as a reference to the future labour-intensive, complicated and even draining work, whatever vocation is concerned, and this work may be even monotonous at times – we all know how much efforts it takes for an artist to produce a masterpiece.

As far as the practical application of the proposed technology is concerned, it is important to explain to the teacher that the product drafting work is a highly respectful and important labour that is much the same as the work of a baker who has to be all dusted with flour to make a pie. By comparing the draft with the final product, we get the means to see how advanced the mastery of the creator is and how high the professional self-awareness of the teacher is. Moreover, drafts are always indicative of the creative process versatility and creative vectors – even when they are limited to brief notes on the margins or strikeouts in the lines.

The hard way made from the first draft steps to the final product makes it possible for the teacher to arrive to the dynamic assessment as declared by the “golden rule of education”: “Neither person may be matched with the other one but only with him/herself who he/she was yesterday”.

Conclusion. The technologies presented herein make it possible to personify the educational process result formation and diagnostics process for successful performance of a physical education teacher and coach. With the anthropic technologies being applied for the competence diagnostics and self-diagnostics, one can outline the core zone of the professional progress that manifests itself through the structured labour actions in the base education functions performance process including education, upbringing, development and general and professional skills mastering elements. The technologies also give the means to identify the nearest progress zone for the teacher or, to put it in other words, outline his/her professional and personal potential since they provide quite efficient progress- and process-assessment tools.

References

1. Bystritskaya E.V., Aksenov S.I., Arifulina R.U. et al. Nauchno-tekhnologicheskie podkhody v pedagogicheskom obrazovanii [Scientific and technological approaches in teacher education].Vestnik Mininskogo universiteta, 2014, no. 1 (5), 12 p.
2. Dmitriev S.V., Bystritskaya E.V. Antropno-deyatelnostnaya paradigma v pedagogike (Polemicheskie zametki) [Anthropic-activity paradigm in pedagogics (polemical notes)]. Teoriya i praktika fiz. kultury, 2013, no. 1, pp. 96-101.
3. Dmitriev S.V., Neverkovich S.D., Bystritskaya E.V. Obrazovatelnye tekhnologii - ot logiki vzaimodeystviya k logike sotvorchestva [Educational Technologies - from logic of cooperation to logic of co-creation]. Sportivny psikholog, 2011, no. 2 (23), pp. 72-77.
4. Stafeeva A.V., Deryabina A.L. Formirovanie professionalnykh kompetentsiy bakalavrov po napravleniyu «fizkulturnoe obrazovanie» v protsesse obucheniya distsipline «Proektirovanie ozdorovitelno-dosugovykh tekhnologiy» [Formation of professional competences of bachelors in "physical education" when learning the subject "Design of recreational and entertainment technologies"]. Vestnik BGU, 2011/13, pp. 69-74.

Corresponding author: irina2692007@yandex.ru

Abstract

The article gives an overview of anthropic technologies for the professional competence diagnostics as required by the Federal State Education Standards (FSES) and the relevant labour responsibilities  specified by the teacher's professional standard, the technologies being applied for staff assessments in the physical education sector. The authors give their opinion on the applicability and benefits of the technologies that make it possible to rate the qualities of the potential/ actual competences and fitness levels for the vocational education activity of a physical education department student or teacher.

The article provides the key specifications of the anthropic technologies designed based on the personality activation paradigm of the higher vocational training system. The technologies are intended to both form the individual competences in the physical education teachers and evaluate the educational process success as verified by the relevantly structured competences employable in practice through the labour process of the teacher and trainer.

The above technologies include the following: “reflexive mirror” that means the ability to predict intentions and thoughts of other people; “elements of aporetics” meaning the art of putting paradoxical questions; “dialogue with a primary source” applicable by the teacher to outline the problematic area of the professionally structured personality and the subject’s own vocational activity; “apology of a draft” meaning the product analysis in the form of a sketch or draft of the relevant text, image, system or signage integrity that later on may evolve to a final reporting document through the analytical and synthesizing actions of the subject.

All the above technologies have been successfully applied in the curriculum of the bachelors and masters of the pedagogical vector “Educational Technologies in the Physical Education Sector”.