The trend of changes in education raises the issue of partnership in the field of education, the creation of a special creative environment of educational institution. Therefore, this paper presents an analysis of works that focus on the educational aspect such as the elaboration of recommendations for teachers and parents, the administration of educational institutions for partnership organizations to overcome the main barriers that violate the effective interaction. This paper presents a review of scientific articles on the theory and methodology of professional education, pre-school child development, humanities, theory and methodology of education. The article reveals the possible solutions to key problems of vocational education: development and implementation in practice of teaching innovation of professional training, assessment of their qualifications in line with the innovation, personality-oriented technologies, methodology, theory and practice of the organization of independent work of students.
J.Edwards, N.Rothbard (2000) consider mechanisms that can improve relations between the school and parents. Authors discover the relationships that satisfy all the participants in the educational process and are the basis of quality education. The implementation of the educational process is understood as the assistance of parents at the school and their participation in extracurricular activities (entertainment, charity, business, labor). The same type of activity includes methodological assistance to parents with homework. J.Epstein (1995) says that the partnership is a sign of their long duration, it implies the focus on the subjects of long and repeated nature of the interaction. If the interaction between families and schools is chaotic, although intensive (for example, when carrying out some local events or shares, where the parents speak only as participants, but organizers do not), then such an interaction can not be called a partnership. Exposure of children and parents on a long-term work with the school allows for joint projects of strategic importance. C.Freytag (2001) underlines the importance of feedback and open communication channels. This means that schools must regularly study the opinions of parents about the quality of the process and results of activities. Educational institutions need to clearly define what level of responsibility can carry one or another family, and divide their attention and support to the families that are differentiated. That is why monitoring (feedback) at all stages is important to the interaction. In addition, the questionnaire typology of attitudes of parents on the criterion of "ready-unwillingness to cooperate with the educational institution" be proposed. All of these types of analysis made it possible to see the whole picture and to develop recommendations.
G.Crozier, J.Davies (2007) found that parents are not prepared to co-management or self-education. They choose the participation form either completely passive such as supervising the lessons, obtaining information at parents' meetings, or active, but outside of the educational process: the organization of extra-curricular activities. Based on these facts, authors recommend a dialogue to expand the representation of parents about the forms and methods of their participation in the educational process, as a partnership implies equal contribution. R.Spoth et al. (2004) suppose that parent participation in preventive education should be supplemented by training courses held in the form of regular parent-teacher meetings. This will allow the school to establish a partnership with the families of students and will help parents to enrich their ideas about education and get experience with the teacher and friends of parents and their child classmates. N.Hill, L.Taylor (2004) believes that parental involvement in various forms of social control can be seen as the realization of their constitutional rights. Any form of social control is a right, not a duty of the citizens. Working parents in school boards, participate in the evaluation of their work is an expression of their desire to support the school and to participate in its improvement. In this case, the work of the school council is based on the informed consent of citizens to participate in the management in accordance with the policy pursued by the state. New forms of public administration can not be regarded as having been completed and is already stable functioning social micro-systems. Usually such forms adaptable to the circumstances and often have the character of a social experiment. According to G.Biktagirova and R.Valeeva (2014) independent work of students and monitoring of their implementation promotes the formation of independent thinking and creative approach to solving the educational and professional level problems. Organization of independent work of students in modern higher education is becoming one of the most important areas of all teaching methods. This is due to the need to enhance the cognitive activity of future specialists, to transform the process of learning from the memory of the school of thought in school.
P.Christensen, A.Prout (2002) give a description of the methods and techniques of working with the parents, to meet the challenges of their involvement in the educational process. All the proposed methods and techniques developed from the standpoint of humane education. One of the conditions of actualization of junior student life lesson is to involve parents in the educational process, because they are also its members. It is essential that parents shared the views of the teacher or agree with it at key moments of education and training of children. In this case, the teacher efforts are supported by the family, which leads to increased capabilities to mainstream life of the child in the classroom, the quality of the educational process, family upbringing. P.Mishra, C. Fahnoe, C.Henriksen (2013) believe that the organization of independent work of the student is always a pedagogical creativity of the teacher. The success of the guide determined by the willingness of the teacher to design a dynamically developing intellectual and communicative activities with the students in a specific learning situation. At the organization of independent work is necessary to use a variety of instructional techniques.
Research specialists in didactics, psychologists, representatives of private practices have shown that targeted and specially the organized development of cognitive independence of students is carried out in the course of the entire educational process in high school (as in the classroom and extracurricular) (Merzon, 2015). This is the main condition for the successful organization of the educational process in the conditions of modern working professional educational institution. This is due to the need to enhance the cognitive activity of future specialists, to transform the process of learning from the memory of the school of thought in school. Modern specialist decides to frequently changing tasks, often wearing exploratory in nature. Therefore, high school should not just prepare expert, but also to form a creative person (Kalimullin, Gabdilkhakov, 2014).
Consequently, one of the challenges facing teacher pedagogy, is to reveal the mechanisms of communication universal educational actions with the content of school subjects, different diagnostic techniques (Hu et al., 2007). Students familiar with the theoretical basics of quality control of educational activity of younger schoolboys, considering the genesis of the concepts of "educational activity", "control", as well as identifying the main characteristics of the quality of educational activity. Students come to the conclusion that control is one of the fundamental components of the educational process, as evaluation and assessment are the primary means of management of pedagogical process in general and the individuality of each student's work (Fuchs et al., 1997). Based on this, students need to learn as much as possible a large arsenal of diagnostic methods by which they can track the progress of students in achieving the expected results of development of the basic educational programs of primary general education (Khairullina, 2015).
Understanding the new social role of students requires purposeful activity of the teacher on the identification of learners themselves as a representative of a certain age group, identify its distinguishing features based on a comparison with other age groups. L.Tien et al. (2002) supposes that the experience of compiling diagnosing task will be to orient the future teachers in the educational process on the informal recognition of student subject's own education, to the rejection of an authoritarian teacher positions in training, the willingness of the hidden management of students' activity, tolerance, a willingness to accept different points of view subjects of education on the issues discussed, on the optimistic view of the prospects for the development of education. T.Cate and F. Scheele (2007) considers the competence-based approach, which is the methodological basis of state educational standards and is used for the formulation of the main features of the image of a young high school specialist. The results are expressed in the language of education competencies that help navigate the graduate labor market.
Almost all scientists say that core competencies are the basis for the development of professional competence in any field of activity. It should be noted that the core competencies differ significantly from the educational competencies that define the requirements for the educational training model learner activities, the range of objects needed for the implementation of personal and socially meaningful productive activity. M.McMullan(2003) concludes that the competence approach and competence in its basis is an important basis for decision specialist pan-European integration problems in the labor market. Reflecting this approach in the structure of the content, forms and methods of formation of competences makes it possible to objectively evaluate the professional training in accordance with the requirements of the European educational standards. This study is generally directed to the identification and application of personal and professional potential of the team of teachers, united in a team in order to support young teachers at the stage of adaptation, as well as education in difficult situations of school life. This study is generally directed to the identification and application of personal and professional potential of the team of teachers, united in a team in order to support young teachers at the stage of adaptation, as well as education in difficult situations of school life (Opdenakker, Van Damme, 2000). In this paper I raised the issue of professional personal accompaniment of young teachers in the system of educational space of modern school, where they were identified core competencies, which are methodological base structure of activity of professional and personal accompaniment of young teachers in the educational process in the aspect of his professional development. Each of the participants of the young teacher professional and personal support should have a sufficiently defined competencies.
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