Scientific and methodological support of the activities of a novice university teacher as a factor of professional self-development in the conditions of education for a complex society

Abstract

The article substantiates the demand for the support of novice teachers of the university. The instrument of support is the scientific and methodological support of the professional development of the named target category as a process of its interaction in the natural conditions of pedagogical activity with the help of a specially organized system of interrelated activities in the direction of self-development. The novelty of the article lies in the presentation of materials and research results at the M. Kozybayev North Kazakhstan University on the content and organizational and methodological forms of scientific and methodological support. The main content of the article is connected, firstly, with the description of professional self-development of novice teachers in accordance with the shift of the educational paradigm (from studying and teaching to the student's personality and its comprehensive development for tomorrow) and the actualization of futures thinking, futures studies, studying the future. Secondly, with the materials of monitoring the level of professional development of beginning teachers, which allowed to clarify the content of scientific and methodological support. Thirdly, with the obtained research results, which establish the influence of the content and forms of scientific and methodological support on the course and quality of professional development processes. The article presents the conclusions based on the results of the study. Professional self-development results in professional and pedagogical identification, assumes an integral and dynamic personality characteristic, reflecting readiness, as well as theoretical and practical readiness for professional activity, including the personal qualities necessary for this. The complex nature of the content of scientific and methodological support is due to a number of approaches: problematic, harmonizing, value-based, integrative, constructivist, applied, consulting and mentoring, activity-based. The organization of support allows you to positively influence the focus: from teaching with a predominance of the knowledge component to the cognitive and research needs and socio-educational expectations of students, to the attributes of a university graduate.