AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
The study of the basic ideas of the professional training of the
future teacher based on the features of the object of his activity-
a holistic pedagogical process is proposed in the "Concept of
Pedagogical Education" (20). The concept stipulates the essence
of vocational education reform, which should be considered
from the point of view of forming a future specialist (personal
aspect), introduction of changes in the content and structure of
acquired knowledge (content aspect), training in ways of self-
regulation of behavior and use of acquired knowledge for
transformation into practical actions in solving standard creative
professional tasks (technological aspect). Therefore, for
effective pedagogical activity in modern conditions, the system
of training pedagogical personnel must change the goals of
pedagogical education, its content, and technology in
accordance with the social order of modern society for teachers.
The existing structure of pedagogical education as a whole
reflects the idea of what it is necessary to teach the future
teacher to give serious general theoretical training, to form the
foundation of knowledge (20).
Based on all of the above, we can say that in the Republic of
Kazakhstan there have been certain trends aimed at improving
the quality of vocational education in higher education
institutions, and the main tasks of training professional and
competent specialists have been determined. It should be noted
that the problem of training pedagogical personnel really exists,
but it is being solved. The task of higher education institutions is
their practical implementation.
The work of the school includes training and education of the
individual, as well as working with parents. This direction is
called "interaction", "cooperation", and “joint work”.
The interaction between school and family is one of the
necessary conditions in the whole pedagogical process (8).
The problems of establishing constructive relationships with the
parental community, providing them with pedagogical,
psychological support, the family as a social institution,
including parents in the whole pedagogical process, are studied
in the works of the scientists of Kazakhstan G.A. Umanov, N.D.
Hops, S.A. Uzakbayeva, G.K. Baydeldinova, and R.M.
Koyanbaeva.
The family in the new socio-economic conditions continues to
be the main institution of socialization, but it is difficult to fulfill
this function (5). This is due primarily to abrupt changes in the
social background in which the family lives and its slow
adaptation to new conditions.
At the present time, many sciences are studying the problems of
the family: economics, law, sociology, demography,
psychology, pedagogy, etc. Each of these sciences in accordance
with its subject identifies certain aspects of its functioning and
development. Pedagogy considers the educational function of
the family of modern society in terms of goals and means, the
rights and duties of parents, the interaction of parents in the
process of raising children with the school and other children's
institutions, reveals the reserves and costs of family educational
impact (24).
It should be noted that today the interaction between the school
and the family is one of the topical issues since the future
teacher needs to know the problems of family upbringing, be
able to cooperate with parents in the upbringing of the future
generation.
Family and school are the main participants in the upbringing of
the younger generation. The influence of the family on children
is due to family ties. The role of the school is determined by its
official status.
Family and school are two public institutions that are at the
source of our future (9). The process of interaction between the
family and the school should be aimed at the active inclusion of
parents in the educational process, in extra-curricular activities,
cooperation with children and teachers.
The family in pedagogy is regarded as one of the spheres of the
child's living space. Studies confirm that in the life of a child the
family has the strongest influence on its development.
Philosophy, sociology, psychology, and pedagogy study the
family as a unique phenomenon. It is associated with the
concept of "sociocultural environment" - a socio-ethical
characteristic, a typology, a characteristic of the everyday,
objective world of the family, customs, and traditions (2).
The socio-cultural family reproduces from the generation to the
generation universal values and on this the viability of the
society depends.
Factors that affect the impact of the family on the child are
different: the status of the family, the level of the social culture
of the society, the typology, its microclimate,
According to Mudric (16), the factors of the life of the family
are divided into the following types:
Socio-cultural;
Socio-economic;
Technic-hygienic;
Demographic.
With the advent of children in the family, parents must be
psychologically ready to change their responsibilities and
change in the socio-cultural environment. Modern parents need
psychological and pedagogical knowledge. They are not only
necessary for the successful education of children within the
family, but also contribute to uniting the efforts of parents and
educators (13).
Modern pedagogy emphasizes the priority of the family in the
upbringing of the child, manifested in the diversity of forms of
interaction, in the range of values that the child learns.
However, not all families fully realize the whole complex of
interaction with the child. The reasons are different: one family
does not want to raise a child, another does not know how to do
it, and others do not understand why it is necessary.
Therefore, today qualified specialists are needed who can come
to the aid of the family. The initiator of the establishment of
cooperation should be teachers who are professionally trained
for educational work and understand that its success depends on
coherence, continuity in the upbringing of the younger
generation.
The success of cooperation largely depends on the mutual
attitudes of the family and the school. The best way is if both
parties realize the need for a targeted impact on the child and
trust each other. World statistics convince that modern family
education is not as effective as it should be. Therefore,
innovative programs are currently being developed to improve
the pedagogical culture of the family (7).
Innovation is a purposeful change that brings to the educational
space stable elements (innovations) that improve the
characteristics of individual parts of the system, its components,
and the whole.
There is a certain classification of innovations:
1)
By type of activity;
2)
By the nature of the changes introduced;
3)
By the scale of the changes introduced;
4)
By the scale of use;
5)
By the source of occurrence;
6)
By the subject of renewal.
The innovation process is "a complex activity for the creation,
mastering, use, and dissemination of innovations" (21).
Thus, the innovation is regarded as a development process
innovation (means, method, technique, technology, programs),
their introduction into the education process and creative
interpretation.
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