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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

Глава 24.

PROFESSIONAL MOBILITY AS A DIDACTIC SOLUTION

TO THE PROBLEMS OF INTERDISCIPLINARY COMMUNICATION

Kulsharipova Z.K.

Candidate of Pedagogical Sciences, associate Professor of the higher school of pedagogy Pavlodar pedagogical University named after A. Margulan

Ivashchenko M.V.

Candidate of Pedagogical Sciences, Professor Omsk State Pedagogical University

Smykov A.S. doctoral student Pavlodar pedagogical University named after A. Margulan

Abstract: The study discusses the methodological foundations and principles of development of professional mobility of students in the process of studying at the University, which determine the readiness of the individual to effectively adapt to the requirements of the profession, the labor market and the growth of professional activity. The complexity of the process of professional mobility development is based on the following essential relationships: unity of content and procedural aspects, the unity of theoretical and practical training; the attitude to education and training; connection of training with professional activity; correlation of integration and differentiation of goals, content, forms, methods and means.

The methodology of pedagogical activities is an important factor of competitiveness, will contribute to the overall pedagogical culture of thinking and the formation of the main principles of pedagogical action, development of scientific Outlook of students as a holistic system of pedagogical competences, implementation thesaurus professionally written professional communication.

The study discusses the possibilities of supplementing the regulatory framework, employers‘ requirements for future specialists, as well as the possibility of changing the content of higher education in the context of sustainable development goals.

Key words: methodology of pedagogical activity, national strategy, development of professional mobility, pedagogical culture of thinking, principles of pedagogical actions, professional and pedagogical culture of teaching and learning, the main principles of pedagogical action.

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

ПРОФЕССИОНАЛЬНАЯ МОБИЛЬНОСТЬ КАК ДИДАКТИЧЕСКОЕ РЕШЕНИЕ К ПРОБЛЕМАМ

МЕЖДИСЦИПЛИНАРНЫХ КОММУНИКАЦИЙ

Кульшарипова Зару Касымовна Иващенко Мария Викторовна Смыков Амир Серикович

Аннотация: В исследовании рассматриваются методологические основы и принципы развития профессиональной мобильности студентов в процессе обучения в вузе, определяющие готовность личности к эффективной адаптации к требованиям профессии, рынка труда и роста профессиональной активности. Комплексность процесса развития профессиональной мобильности базируется на следующих существенных соотношениях: единство содержательной и процессуальной сторон, единство теоретической и практической подготовки; отношение к воспитанию и обучению; связь обучения с профессиональной деятельностью; соотношение интеграции и дифференциации целей, содержания, форм, методов и средств.

Исследование педагогической деятельности является важным фактором конкурентоспособности, будет способствовать общей педагогической культуре мышления и формированию основных принципов педагогической деятельности, развитию научного мировоззрения обучающихся как целостной системы педагогических компетенций, реализации профессионально написанного тезауруса, профессиональное общение.

В исследовании рассматриваются возможности дополнения нормативной базы, требования работодателей к будущим специалистам, а также возможность изменения содержания высшего образования в контексте целей устойчивого развития.

Ключевые слова: методика педагогической деятельности, национальная стратегия, развитие профессиональной мобильности, педагогическая культура мышления, принципы педагогического действия, профессионально-педагогическая культура учения, основные принципы педагогического действия.

Formulation of the problem

In recent years, scientific interest in professional mobility as one of the characteristics of the processes of social pedagogical activity in the modern educational space has been growing rapidly. As part of the development of technological professional education, the analysis shows an intensive change in the processes of mobility and their increasing importance.

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At the same time, representatives of different areas of pedagogical science offer concepts and definitions of "professional mobility" as a didactic solution to problems of interdisciplinary communication

The process of formation and development of professional mobility of students-future specialists in higher education is possible only if the University itself meets the requirements of mobility and provides graduates with the opportunity to show their own initiative and key competence of professional training. Since the implementation of competencies occurs in the process of performing various types of pedagogical activities to solve managerial and practical tasks, the structure of competencies, in addition to activity (procedural) knowledge, skills, and motivational and emotional-volitional spheres. The development of professional mobility is an integrative integrity of knowledge, skills and abilities that ensure professional activity, it is the ability of a person to implement their competence in practice. An important component of competencies is experienceintegration of individual actions, methods and solutions learned by a person into a single whole

Competence-based educational standards determine the formation of a system of General knowledge, skills and abilities, including self-activity and personal responsibility of students for the results of this activity, that is, a system of modern specialized competencies.

Of course, it is a matter of the near future that innovative pedagogical and managerial ideas are necessary to create an effective strategy for the development of the system of higher pedagogical education. However, this is not enough at the current level. The emergence of a new, for many, unique social and educational system requires a change in the generally accepted approaches to the implementation of professional and pedagogical activities. including through the use of psychological career guidance.

In a number of psychological and pedagogical studies, professional mobility appears as a value-semantic system that manifests itself in response to the professional situation in the constantly changing conditions of educational activity.

In a scientific study, Buyanova G. V., Gitman Y. K considers the problems of the formation of pedagogical conditions for the development of professional mobility, which is implemented in the process of teaching business communication through communicative competence. A didactic and methodological review of technologies and means of becoming a competitive personality in the context of global infocommunication, presented by Dolmatova N. S. gives scientists a definition of positions and directions for effective training of future specialists [1].

Professional competence and personal significance of the future specialist is represented as a value-semantic construct, which is consistent with the position of pedagogical value as a basic tool that contributes to the organization of professional actions to solve pedagogical situations.

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

The issues of training future specialists are considered by Claudiu Langa as a successful teacher's career in the context of professional mobility and the dynamics of reassessment of the competencies of a European teacher, where, as it is supposed, scientists should ask questions about whether teachers are ready for increasing mobility.

To discuss these aspects, they refer to two studies, one from the COPE project and the other from the revised longitudinal study (2009). As a result, Romanian scientists proposed a model for expert assessment of the level of professional competence (Fortygina S. N., Pavlova L. N.) competence [2].

In connection with the above, the relevance of research in the field of assessing the quality of education in a competency-based manner is undeniable. However, in recent years, many scientists are inclined to the following interpretation: the quality of education is an integral characteristic of the education system, which reflects the degree of compliance of educational results with regulatory requirements, social and personal expectations. It is required to replace traditional assessment tools with new assessment tools that will meet modern requirements for the quality of training.

Scientists at the University of Constantine the Philosopher in Nitra have carried out a number of studies in the direction of developing professional competencies. The research team is currently working on project APVV-14-0446. Appraisals the competence of teachers and the range of importance of their competitiveness. The collected data were analyzed by them using the method of nonparametric statistics, which led to the study of their results.

In connection with the materials presented by Frank Quansam (Cape Coast University, Ghana, Department of Education and Psychology), the relevance of research in the field of assessing the quality of education in a competency-based way and ideas regarding the implementation of assessment strategies are undeniable [3].

The definition of professional mobility of a teacher is also introduced. Personal and professional mobility of a teacher combines the following qualities into professional mobility, which integrally combine personal (value-semantic) and professional (competent) qualities, which contributes to the formation of the ability to timely, expediently, optimally, quickly and positively solve a variety of professional socio-pedagogical tasks in the conditions of dynamically changing social realities of society and the state [4].

The complex orientation, reflecting the diverse aspects of understanding the essence of professional mobility, can be traced in the Trinity of the following components:

- the quality of personality that provides an internal mechanism for the development of the teacher through the formation of key, General professional competencies;

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

- the activity of the future professional, determined by changing the environment events, results of self-realization in the profession and life; the process of transformation of teachers themselves and the surrounding professional and living environment. Professional mobility-an indicator of competitiveness is determined primarily by its level of education to bring the national education system to the international level. For full integration into the world educational space, it is necessary to have a systematic understanding of educational culture as a means of changing, forming professional culture as a key factor in the quality system of products of one's own activities. Educational culture is an integral sociopsychological and pedagogical phenomenon, according to J.O. Fors [5].

Professional mobility is regarded by us as a functional component of professional culture and a set of its means and methods, forms, patterns and guidelines of interaction to support certain structures of activity and communication.

The well - known American sociologist B. Malinovsky believed that culture is mainly an instrumental system through which a person puts himself in the best position to solve specific and specific tasks that arise in the course of professional activity, a way to resolve professional positions. Moreover, the elements of a quality culture are the subjects of understanding and commitment to the quality of education (through quality assurance procedures), combined with its effectiveness as a necessary factor. World renowned social anthropologist, traveler, ethnologist, religious scholar, sociologist and writer. He is the creator of the school of functionalism, an advocate of intensive field research, and a forerunner of new methods in social theory.

Methodological solutions to this problem.

In the works of many researchers from far and near abroad, such as Jurgen Enders, the main provisions of the integrated approach are presented, characteristics are given to various concepts for the development of cooperation between public and private universities. Jurgen Enders was involved in the formation of a policy for the development of new ideas, a model of higher education. In the materials of his research, the creative nature of scientific methodology was considered, which determines the vector of dynamics of modern science, private management and funding, public-private partnerships between universities and firms, the growth of private higher education and business models in university management. Standards and guidelines for quality assurance in the European Higher Education Area.

Problems of methodology of practice and evaluation of quality assurance is based on the fact that the concept of "professional mobility – an indicator of competitiveness" and as a quality indicator should be used in relation to the higher education system, since the quality of educational products is a consequence of the effective development of the resource potential of future specialists. Methodological problems of measuring students ' knowledge in the field of qualification assessment practice and there is a mechanism for external and internal quality control directly

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

related to quality assurance systems: European Association ENQA for quality assurance in higher education [6].

These mechanisms are assumed to be based on a specific set of quality standards, primarily the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (ENQA 2015).

The quality of the educational process consists of many components: - quality of teaching staff;

-the degree of satisfaction of the student's needs:

-quality of educational programs and manuals;

-quality of objective characteristics and subjective aspects of the educational process;

-quality of educational products – a set of their properties that determine the satisfaction of certain needs of subjects of the educational process in accordance with its purpose.

Domestic research on the problems of modern higher pedagogical education is aimed at strengthening the contradictions between the increasing demands of society for intellectual development and the moral position of the future teacher, the development of his ability to predict and design future teaching activities. Analysis and evaluation of the quality of higher pedagogical education is an assessment of the quality of services (the quality of educational services) and the level of product quality (the quality of the final result of educational services provided by the University).

The quality of university education as a multidimensional and complex substance is determined by the following characteristics:

-operational quality of setting and implementing goals;

-multi-level learning system; versatility and multi-dimensionality;

-a set of criteria and the variability of criteria and indicators of quality;

-focusing on the development of multi-factor areas of current education.

The modern labor market is characterized by high innovation dynamics and imposes new requirements on future specialists. To ensure a competitive quality of education, the University implements modular educational programs based on certain competencies, according to the content nature of the discipline. They allow you to quickly update or replace certain modules as the requirements for the specialist change due to changes in technology and organization of work.

The strategic plan until 2025 represents the process of investing in education and science to Finance innovative projects and start-UPS as a course for Kazakhstan's higher education to join the Bologna process. Innovative approaches to planning higher pedagogical education are aimed at achieving specific indicators of the quality of the organization and management of the pedagogical education system, ensuring a high level of competitiveness in the Republic of Kazakhstan. Systemic reforms will help to maintain socio-economic stability, as they move forward quickly: the effectiveness of changes, which should be felt by the entire

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society and all regional pedagogical universities in Kazakhstan [7]. According to Russian scientists, the reform system promotes the effectiveness of students' motivational readiness for future professional activities (Bedenko N.N., Bakhtigulova L.B., Klychkov K.Yu., Kaftan V.V., Oborsky A.Yu., Brega G.V., Polyakova IV) [8]. The system of strategic planning, created by the President of Kazakhstan, Nursultan Nazarbayev, is based on the firmness of the strategic course and the progressive sequence of changes, makes it possible to act ahead of global threats and internal problems.

The quality of the educational process at the University includes not only the level of content of educational programs and technologies used, but also the quality of human resources involved in the educational process, as well as the quality of the material and technical base. In other words, the content and quality of the educational process depend on the research skills of future specialists. The educational process must meet the changing requirements of the labor market, where the teacher must be not only a translator of knowledge, but also a researcher.

In accordance with the modern paradigm, higher education should be ahead of the curve. At this stage, the pedagogical University organizes programs for the development of international cooperation, students ' participation in scientific conferences, round tables with famous scientists. We can speak in General about the understanding of the importance of developing academic mobility of teachers and students, as well as the implementation of scientific and educational projects with the participation of partner universities.

The quality of the educational process can meet modern requirements and global trends in the development of education, if the University's activity is based on the concept of creating a complex of continuing professional education that meets the results of its activities.

The twenty-first century presents not only new requirements for the higher education system, but also new methods that promote professional development. Modern higher pedagogical education should become an incentive for concrete actions that stimulate the formation of a positive attitude to life. Within the framework of various scientific directions, several special positions have been formed aimed at determining the category of motivation for specific actions.

The accuracy of positions in the language of communication proves that complex phenomena can be understood only through their earliest decomposed elements, which are modeled as feedback functions and systematically, in parallel, link the development of the General structure of thought activity as an idea of pedagogical education.

The search for the perfect student feedback concept is essential in the academic movement. However, in the opinion of scientists (Ledovskaya T.V., Khodyrev A.M., Brown G.T.L., Peterson E.R., Yao E.S.), little is known about how students' perceptions of feedback correlate with self-regulatory learning, selfefficacy beliefs and academic achievement [9, 10].

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For example, consider the meaning and meaning of the word "idea of teacher education development" on the example of non-rock authors;

The idea of development of pedagogical education is the main idea underlying the theoretical system of formation of pedagogical thinking. The idea expresses the creative nature of thinking (table 1).

Table 1 Functional analysis of the word as the basis of pedagogical thinking

An idea is a thought image of a creative product of thinking that turns into action.

We have identified their functional significance and the definition of the basis of word formation as a pedagogical communication. With a parallel understanding of the meaning of the word by the subjects of the educational process, we have identified elements and components of the creative nature of thinking as a process of entry and exit, and then summing up the transfer functions of knowledge. Transfer functions of automatic knowledge and skills management systems in the application of the pedagogical communication thesaurus. Terminological. the conceptual, categorical thesaurus of pedagogical communication is a professionally oriented thesaurus as a meta-language of communication and a conceptual framework for the methodology of thinking.

Thus, stimulating socio-pedagogical cultural meanings from the point of view of innovative renewal of self-consciousness of future professionals and transformation of information globalization is a pedagogical way of developing pedagogical communication.

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

Methodological work, writes G.Р. Shchedrovitsky, involves not only research, but, above all, the creation of new types of activity and thinking among students, and therefore we define the concept of pedagogical communication-the culture of teaching with access to the main functions of methodology: it serves the entire universe of pedagogical activity" (Shchedrovitsky, 1995, p. 95). (Table 2).

Table 2

Functional analysis of the word as a universe of pedagogical activity

CRITERIA are logical laws that serve as a criterion for evaluating the truth or falsity of judgments made by different philosophical schools about the theory of knowledge or epistemology.

Thus, the analysis of scientific and pedagogical sources on a comprehensive system for assessing the quality of education, aimed at meeting the needs of subjects of vocational education, is synthesized from the following types: the quality of educational programs, scientific and pedagogical competencies of the teaching staff involved in education, studying process; potential level of students; innovative techniques and technologies used to support the educational process. Pedagogical search makes it possible to form, according to researchers, certain knowledge, skills, strategies of activity, personality traits [11-12]. All this can be denoted by the term ―methodological competence‖ of the teacher-researcher. In the

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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ

research of Mullen P. R., Uwamahoro O., Blount A. J., Lambie G. W. it is known that the preparation of students is multifaceted and includes the development of knowledge, skills and competence. In addition, their self-efficacy is an important development factor in the field of education [13].

We believe that the quality of modern pedagogical professional education is a systematic, integral category that includes the following components:

- a set of characteristics of the object related to the practice of meeting the needs of students with the provision of educational services of the University by the highest level of the teaching staff; - the degree of compliance of the inherent (University) characteristics with the requirements for students: a need or expectation that is established and mandatory in the process of implementing educational services: characteristics of the values of quality indicators of the evaluated educational products with the basic values of the corresponding indicators; achievement of socially necessary demand for educational products as a future specialist in the educational labor market, components of the quality of the graduate model; functional fitness of the future graduate, which characterizes the area of the acquired set of competencies.

Methodology of professional mobility development in the context of an integrated approach, there is an understanding of the methodology of pedagogical communication as a metalanguage of teaching, and it should become exactly the impulse that can awaken the students' intellectual activity and direct the logic of meaning to functional actions. This is the main sign of future teachers' competitiveness. The methodology of metalanguage in teaching as a metalanguage culture defines the General and main categories of speech utterance and language expression as the natural essence of knowledge, its functions, and its connection with the culture of thinking.

Results and discussion of the study

Pedagogical thesaurus is a set of terms, concepts and categories that consolidate the most important knowledge of pedagogical science. So that the acquired knowledge ensures optimal use of the resources of their transmission, without limiting the subjects of communication only to information, and contributes to the integration of a special conceptual apparatus of the language-the thesaurus of pedagogical communication. The pedagogical thesaurus can be used to expand the General horizon of knowledge, forms a functional orientation of professional competencies, performing the process of meaning formation of the content of

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