Формирование общих компетенций в СПО: роль убеждений преподавателей
Аннотация
С целью исследования процесса интерпретации преподавателями СПО государственного запроса на формирование у студентов общих компетенций проведено 21 углубленное полуструктурированное интервью с преподавателями гуманитарных дисциплин из 7 профессиональных образовательных организаций, расположенных в Центральном, Сибирском и Уральском федеральных округах. В результате анализа материалов интервью показано, что механизм перехода от планируемого к реализуемому куррикулуму, т.е. от Федеральных государственных образовательных стандартов СПО к учебному процессу в колледжах, включает интерпретацию запроса на внедрение изменений на основе двух типов убеждений: индивидуальных и институциональных. Установлено, что для процесса интерпретации запроса первичны институциональные убеждения, которые задают диапазон допустимых педагогических практик. Они выполняют роль «колеи», ограничивающей реализацию инновационных проектов по изменению содержания образования. Индивидуальные же убеждения педагогов определяют, в какой части этого диапазона педагогических практик — более традиционной или более инновационной — окажется их план педагогической деятельности. При этом индивидуальная ориентация педагога на традиционное знаниевое образование ассоциирована с отказом от внедрения или с частичным внедрением общих компетенций, а ориентация на комплексное развитие обучающихся — с лучшими практиками по формированию общих компетенций.
В статье описаны выявленные в ходе интервью варианты подходов педагогов СПО к внедрению общих компетенций и соотношение этих вариантов с разными педагогическими убеждениями. Эти данные могут быть использованы для разработки мер по совершенствованию формирования общих компетенций лицами, принимающими решения по развитию СПО на федеральном и региональном уровнях, или руководителями отдельных профессиональных образовательных организаций.
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