The paper discusses the model of professional training of students for teaching psychology on the basis of remote educational technologies in pedagogical high school. The model is presented by blocks of the maintenance of professional training, the information-educational environment, psychological-pedagogical support of professional training.Remote education technologies, training of students, psychology teaching, Teaching/Communication/Extension/Profession,

Seitbattalova, Aigerim

English

Research Papers in Economics

Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
 
International Cross-Industry Studies  
 
81
USING THE REMOTE EDUCATIONAL 
TECHNOLOGIES IN TRAINING STUDENTS FOR 
PSYCHOLOGY TEACHING  
  AIGERIM SEITBATTALOVA 
 
Pavlodar State University  
named after S.Toraighyrov, Kazakhstan 
 
UDC:  378:371.13 
 
Key words:  Remote education technologies, training of students, psychology teaching  
 
Annotation:  The paper discusses the model of professional training of students for teaching psychology on the basis of 
remote educational technologies in pedagogical high school. The model is presented by blocks of the maintenance of 
professional  training,  the  information-educational  environment,  psychological-pedagogical  support  of  professional 
training. 
 
 
The  current  practice  of  using  the  remote 
educational  technologies  in  training  the  teachers-
psychologists in pedagogical universities is insufficient 
because it is undeveloped from the pedagogical field. 
Therefore, the need to build a model of professional 
training  of  students  of  teachers-psychologists  on  the 
basis  of  remote  educational  technologies  has  been 
occurred. To do this we need to reveal the criteria for 
optimization of the professional activity, rates, levels of 
professional  development,  psychological  and 
pedagogical  conditions  of  improving  professional 
activity,  partially  compensating  shortcomings  of  the 
existing education system, demonstrating the  need to 
form a new type of future graduates who are acting on 
the information society. 
The  model  of  professional  training  of  future 
teacher-psychologists  on  the  basis  of  remote 
educational technologies (Chart 1), implemented on the 
basis of pedagogical university, is represented by three 
blocks:  the  content  of  professional  training, 
information  and  educational  environment  (IEE), 
psychological and educational support of professional 
training,  which  contributes  to  the  description  and 
expansion  of  knowledge  about  the  investigating 
process for transforming and running it. On the basis of 
remote educational technologies the psychological and 
educational support of professional training reflects the 
psycho-pedagogical  conditions  of  improving  the 
effectiveness  of  teacher-psychologists  activity  in  the 
informatizaton of education. 
To fulfil the requirements of the state order on 
training teacher-psychologists that completely meet the 
needs of qualifying characteristics,  we developed the 
model  of  professional  training  the  future  teacher-
psychologists, according to Chart 1. 
The model demonstrates the content of student’s 
professional  training  in  accordance  with  the  State 
obligatory  standard  of  education  (SOSE),  of  the 
specialty 050103 “Pedagogy and psychology” and the 
Rules of organizing the educational process by remote 
educational technologies (MESRK, 2007). 
The  professional  training  of  students  for 
psychology teaching with using the remote educational 
technologies  is  being  implemented  during  the 
educational process of studying the general, basic and 
major disciplines. The leading type of training activity, 
which  brings  together  all  disciplines  in  a  single 
complex, is a pedagogical practice, aimed at gaining 
the  scientific  and  theoretical,  teaching-methodical, 
educational  knowledge, abilities and skills  which are 
necessary for professional work of the students. 
The implementation of the professional training’s 
content  is  carried  out  in  the  information  and 
educational environment (IEE). The term «information 
educational  environment»  (IEE)  is  treated  as  an 
educational environment, which is based on the use of 
ICT.  IEE  of  educational  institution  is  a  complex 
system, that accumulates the software and methodical, 
organizational  and  technical  resources,  along  with 
intellectual  and  cultural  potential  of  the  university, 
informative  and  activity  components  of  the  learners 
themselves  and  teachers,  the  management  of  such 
system is based on the goals of society, trainees and 
teachers. IEE of the pedagogical university represents a 
system-organized  set  of  tools  aimed  to  meet  the 
educational needs of student-teachers (Polat, 2006). 
IEE  includes  a  diagnostic  block,  a  block  of 
organizing  the  educational  process,  a  block  of 
information and didactic software, virtual communities 
of students, teachers, pupils. An important feature of 
IEE is the presence of virtual communities that allow 
organizing a virtual interaction with other characters of 
the  educational  process.  The  various  forms  of 
interaction  are  included:  a  virtual  practice, 
telecommunication,  scientific  projects,  educational 
projects,  etc.  During  organizing  the  interaction  of 
students  with  pupils,  students,  teacher-psychologists 
gain  experience  in  influencing  on  pupils 
psychologically  and  pedagogically.  In  the  future, 
gained virtual psycho-pedagogical experience is being 
transferred to the real professional work.  Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
 
International Cross-Industry Studies  
 
82Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
 
International Cross-Industry Studies  
 
83
Each  element  of  the  IEE  of  pedagogical 
university  has  psycho-pedagogical  provision  that  is 
carried out by psychological and educational support of 
professional  training  through  remote  educational 
technologies.  Psychological  and  educational  support 
allows to maintain a continuous monitoring of remote 
learning process, to carry out psychological adaptation 
of the student-teacher to the distance learning, to the 
implementation of a professional pedagogical activity 
in the system of open education, allows to overcome 
technophobia,  phobia  of  «Open  Space»,  phobia  of 
«distance  learning»  (independent  study).  Therefore, 
including  the  psychological  and  pedagogical  support 
facilitates  the  effective  organization  of  distance 
learning. 
The  basis  of  the  IEE  of  the  university  is  an 
educational portal (Andreev, Soldatkin, 1999). One of 
the key aspects of the creation of portals is the creation 
of  mechanisms  that  support  information  and 
educational  environment  in  the  sought  and  working 
condition.  The  educational  portal  corresponds  to  the 
structure  of  the  information  and  educational 
environment;  the  psycho-pedagogical  support  of  the 
educational process is being implemented based on it. 
Practical  implementation  of  the  system  «Pedagogical 
university-school»,  the  functioning  of  virtual 
communities is carried out in the educational portal. 
The  developed  remote  educational  model  of 
professional  training  for  future  psychology  teachers 
based  reflects  the  structure  of  training,  aimed  at 
mastering  the  students’  theoretical  knowledge, 
practical skills and proficiency (object-basis, the higher 
education components).  
The  effectiveness  of  the  developed  model  of 
professional  training  for  a  student  of  the  teacher-
psychologist is carried out by the diagnostic map. To 
research  the  students’  professional  competence  the 
diagnostic  card  of  future  teachers’  professional 
competence  and  method  of  communicative 
competence’s  group  assessment  that  represents  a 
modification  of  technique  developed  by  Lukianova 
(1999)  were  used.  Both  methods  assume  the  peer 
review  and  are  conducted  in  two  stages:  a  primary 
diagnosis  prior  to  the  experiment  and  re-diagnosis, 
after the implementation of experimental work, which 
depends on the  need of confirmation of the research 
hypotheses  and  the  establishment  of  the  growth  of 
professional  competence  of  experimental  group’s 
students  in  comparison  with  a  control  group  and 
themselves. 
  
References 
 
Andreev,  A.,  Soldatkin,  V.,  1999.  “Distant  learning: 
the  essence,  technology,  organization”, 
Мoscow: Publisher IESI.  
Lukianova,  M.,  1999.  "Professional  training  of 
psycologisits", Moscow. 
MESRK,  2004.  “The  State  obligatory  standard  of 
education  of  the  Republic  of  Kazakhstan. 
Education  higher  professional.  Bachelor. 
Speciality 050103 - Pedagogy and psychology. 
SOSE  RK  3.08.003-2004”,  Astana:  The 
Ministry  of  education  and  science  of  the 
Republic of Kazakhstan. 
MESRK,  2007.  “The  principles  of  organizing  the 
educational  process  based  on  the  remote 
educational  technologies”,  Approved  by  the 
order of the MES RK from 29.11.2007, №590. 
Polat, E. (ed.), 2006. “The pedagogical technologies of 
distant  learning:  teaching  aid  for  students  of 
higher education”, Мoscow: The Academy.  
Prohorov, A. (ed.), 1988, The Soviet encyclopaedia, 4
th 
issue, Мoscow, 1988. 
Seitbattalova,  A.,  2007.  «The  distant  system 
«Pedagogical  university-school»  as  a  factor  of 
implementation of the distant education model at 
pedagogical  high  schools  of  the  Republic  of 
Kazakhstan», in The innovations in pedagogical 
education:  The  materials  of  International 
scientific-practical  conference,  Novosibirsk: 
Publisher NSPU, Part2,  pp.191-198. 
Skibitskii, E., Egorov, V., 2004. “Distant learning: the 
theory,  practice  and  perspectives  of 
development”, Almaty: Gylym, 2004. 
 

3.08.003-2004”, Astana: The Ministry of education and science of the Republic of Kazakhstan. MESRK,

Distant learning: the essence, technology, organization”, Мoscow:

Distant learning: the theory, practice and perspectives of development”,

Professional training of psycologisits&quot;,

The distant system «Pedagogical university-school» as a factor of implementation of the distant education model at pedagogical high schools of the Republic of Kazakhstan»,

The pedagogical technologies of distant learning: teaching aid for students of higher education”, Мoscow: The Academy.

The State obligatory standard of education of the Republic of Kazakhstan.

Using the remote educational technologies in training students for psychology teaching

Using the remote educational technologies in training students for psychology teaching

Abstract

Similar works

Full text

Available Versions

Research Papers in Economics