communicologyКоммуникологияCommunicology2311-30652311-3332МАК10.21453/2311-3065-2018-6-6-124-133communicology-197Research ArticleСОЦИАЛЬНАЯ СТРУКТУРА, СОЦИАЛЬНЫЕ ИНСТИТУТЫ И ПРОЦЕССЫSOCIAL STRUCTURE, SOCIAL INSTITUTIONS AND PROCESSESОб адаптации специалистов без педагогического образования к преподавательской деятельностиOn Adaptation of Specialists without Pedagogical Education to Educational ActivitiesМакашинаИ. И.MakashinaI. I.

Макашина Ирина Илхамовна, д.пед.н., доцент, профессор кафедры иностранных языков

353905, Краснодарский край, г. Новороссийск, ул. Серова, 14

Makashina Irina Ilhamovna, Dr.Sc.(Ped.), professor of the English department, Director of International Education Center

353905, Krasnodar region, Novorossiysk, Serova st. 14 

irmak@inbox.ruГосударственный морской университет имени адмирала Ф.Ф.УшаковаРоссияAdmiral Ushakov State Maritime UniversityRussian Federation20182601202266124133Copyright © Макашина И.И., 20222022Макашина И.И.Makashina I.I.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.communicology.ru/jour/article/view/197

Основной задачей профессиональной педагогики является подготовка специалистов, способных обеспечить безопасную и эффективную работу конкретного предприятия. Данная задача не является новой, но требуют постоянного внимания. Быстрое развитие большинства отраслей народного хозяйства, необходимость постоянного обновления технической информации, из-за быстрого ее устаревания, ограничивает возможности самообразования в области профессиональной педагогики и психологии. Технические вузы почти на половину укомплектованы профессорско-преподавательским составом, не имеющим педагогического образования. Кроме того, технические вузы все больше привлекают специалистов с производства, тех, кто реально может поделиться своим опытом и знаниями, но они также не имеют педагогического образования. В какой-то мере эту проблему решает постдипломное образование. Но психолого-педагогическая подготовка аспирантов и соискателей часто носит факультативный характер.В научно-педагогической литературе профессиональное становление педагога в постдипломном образовании рассматривают как процесс развития у него определенных компетенций, обеспечивающих возможность качественного осуществления учебного процесса. Вместе с тем, внешние и внутренние факторы, такие как часто меняющиеся федеральные образовательные стандарты, социальные изменения, различные регламенты и др. обуславливают необходимость формирования педагога, обладающего не только специальными знаниями, но и творческим потенциалом и стремящегося к постоянному профессиональному самосовершенствованию.В статье рассматриваются вопросы, связанные с повышением квалификации педагогов, не имеющих педагогического образования, их адаптационной готовности к педагогической деятельности. Обосновывается необходимость такой подготовки и показаны её основные направления.

The main task of professional pedagogy is the training of specialists capable of ensuring safe and effective operation of a particular enterprise. This task is not new, but it requires constant attention owing to the rapid development of the most sectors of the economy, the need for constant updating of technical information, due to its rapid obsolescence, limits the possibilities of self-education in the field of professional pedagogy and psychology. Currently, technical universities are almost half staffed by professors and teachers who do not have pedagogical education. In addition, technical universities are increasingly attracting specialists from industries, those who can really share their experience and knowledge, but they also do not have pedagogical education. To some extent, this problem is solved by postgraduate education. But psychological and pedagogical training of postgraduate students and applicants is often optional.In scientific and pedagogical literature the professional education of a teacher in postgraduate education is considered as a process of development of certain competencies, providing the possibility of high-quality implementation of the educational process. At the same time, external and internal factors, such as frequently changing Federal educational standards, social events, various regulations, etc. determine the need for the training of a teacher with not only special knowledge, but also a specialist with creative potential and striving for continuous professional self-improvement.The article deals with the issues related to professional development of teachers who do not have pedagogical education, their adaptive readiness for pedagogical activity. The necessity of such training is determined and its main directions are shown.

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The authors declare that there are no conflicts of interest present.