BSU bulletin. Philosophy
Bibliographic description:
, AXIOLOGICAL DETERMINANTS OF PRESCHOOL TEACHERS’ GENDER COMPETENCE // BSU bulletin. Philosophy. - 2016. №4. Педагогика. Pedagogy. - С. 202-212.
Title:
AXIOLOGICAL DETERMINANTS OF PRESCHOOL TEACHERS’ GENDER COMPETENCE
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Annotation:
The article analyzes the axiological determinants of preschool teachers’ gender competence. We have defined the differences of gender role and gender approaches to preschool education. The specific negative consequences of gender role approach to modeling of educational environment are concretized. Based on methodological substantiation of the humanistic paradigm in educa- tion we have defined the concept of teacher gender competence as a professionally significant position of educator focising on egalitarian values, modeling educational environment, forming social aspects of gender. The method of self-examination acts as a diagnostic standard for as- sessing the level of teacher gender competence development, it includes an assessment of the levels of competences development in particular and in general. These levels are methodical, productive and reproductive. The peculiarity of teacher gender competence formation is its fo-
cus on andragogical learning principles. The system of interactions in different communicative environments includes four stages – orienting, cognitive, practical and reflexive evaluative.
cus on andragogical learning principles. The system of interactions in different communicative environments includes four stages – orienting, cognitive, practical and reflexive evaluative.
Keywords:
The article analyzes the axiological determinants of preschool teachers’ gender competence. We have defined the differences of gender role and gender approaches to preschool education. The specific negative consequences of gender role approach to modeling of educational environment are concretized. Based on methodological substantiation of the humanistic paradigm in educa- tion we have defined the concept of teacher gender competence as a professionally significant position of educator focising on egalitarian values, modeling educational environment, forming social aspects of gender. The method of self-examination acts as a diagnostic standard for as- sessing the level of teacher gender competence development, it includes an assessment of the levels of competences development in particular and in general. These levels are methodical, productive and reproductive. The peculiarity of teacher gender competence formation is its fo-
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ВЕСТНИК БУРЯТСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА 2016. Вып. 4
cus on andragogical learning principles. The system of interactions in different communicative environments includes four stages – orienting, cognitive, practical and reflexive evaluative. Keywords: gender culture, pedagogical competence, learner-centered interaction, levels of con- trol, gender role approach, gender approach, professionally significant position of educator.воспитателя.
211
ВЕСТНИК БУРЯТСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА 2016. Вып. 4
cus on andragogical learning principles. The system of interactions in different communicative environments includes four stages – orienting, cognitive, practical and reflexive evaluative. Keywords: gender culture, pedagogical competence, learner-centered interaction, levels of con- trol, gender role approach, gender approach, professionally significant position of educator.воспитателя.
List of references:
1. Barabanova Z. P. Organizatsiya obrazovatel'nogo vzaimodeistviya mezhdu pedagogom i uchashchimisya [Organization of Educational Interaction between Teacher and Students].
Sovremennye naukoemkie tekhnologii — Modern Knowledge-Intensive Technologies. 2008. No. 1.
Pp. 40–42.
2. Gendernaya psikhologiya [Gender Psychology]. St Petersburg: Piter Publ., 2009. 496 p.
3. Koshelev S. S. Tekhnologiya razvitiya sub"ektivnosti pedagoga v professional'nom obuchenii [Technology of Development Teacher’s Subjectivity in Vocational Training]. Pedagogicheskoe obrazovanie i nauka — Teacher Education and Science. 2005. No. 4. Pp. 21–26.
4. Kostikova I. Perspektivy gendernogo obrazovaniya v Rossii: vzglyad pedagoga [The Pro- spects for Gender Education in Russia: Teachers’ Attitudes]. Vysshee obrazovanie v Rossii — High-
er Education in Russia. 2001. No. 2. Pp. 68–75.
5. Metodika i metodologiya gendernogo obrazovaniya v srednei shkole [Methods and Method- ology of Gender Education in High School]. Ivanovo: Ivanovo State University Publ., 2004. 203 p.
6. Petrovskii A. V. K voprosu o ponimanii lichnosti [To the Problem of Understanding Person- ality]. Voprosy psikhologii — Problems of Psychology. 1998. No. 1–2. Pp. 40–47
7. Fedotova E. L. Produktivnoe vzaimodeistvie kak osnova sovremennogo obrazovatel'nogo protsessa [Productive Interaction as a Basis for Modern Educational Process]. Gumanitarnyi vector
— Humanitarian Vector. 2015. 1(41). Pp. 35–40.
Sovremennye naukoemkie tekhnologii — Modern Knowledge-Intensive Technologies. 2008. No. 1.
Pp. 40–42.
2. Gendernaya psikhologiya [Gender Psychology]. St Petersburg: Piter Publ., 2009. 496 p.
3. Koshelev S. S. Tekhnologiya razvitiya sub"ektivnosti pedagoga v professional'nom obuchenii [Technology of Development Teacher’s Subjectivity in Vocational Training]. Pedagogicheskoe obrazovanie i nauka — Teacher Education and Science. 2005. No. 4. Pp. 21–26.
4. Kostikova I. Perspektivy gendernogo obrazovaniya v Rossii: vzglyad pedagoga [The Pro- spects for Gender Education in Russia: Teachers’ Attitudes]. Vysshee obrazovanie v Rossii — High-
er Education in Russia. 2001. No. 2. Pp. 68–75.
5. Metodika i metodologiya gendernogo obrazovaniya v srednei shkole [Methods and Method- ology of Gender Education in High School]. Ivanovo: Ivanovo State University Publ., 2004. 203 p.
6. Petrovskii A. V. K voprosu o ponimanii lichnosti [To the Problem of Understanding Person- ality]. Voprosy psikhologii — Problems of Psychology. 1998. No. 1–2. Pp. 40–47
7. Fedotova E. L. Produktivnoe vzaimodeistvie kak osnova sovremennogo obrazovatel'nogo protsessa [Productive Interaction as a Basis for Modern Educational Process]. Gumanitarnyi vector
— Humanitarian Vector. 2015. 1(41). Pp. 35–40.
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