Formation of competitiveness of future teachers in the university education system.

Shaikhislamova Nazerke Beikutkyzy Master's student, Department of Pedagogy and Educational Management, Al-Farabi Kazakh National University 050000, Kazakhstan, g. Almaty, ul. Sayaly, 41, kv. 1 nazerke.sheyh@mail.ru Bulatbaeva Aigul' Abdimazhitovna Doctor of Pedagogy Professor, Department of Pedagogy and Educational Management 050000, Kazakhstan, g. Talgar, ul. Pugacheva, 4A a.bultabaeva@yandex.ru Akbaeva Gul'shat Meirkhanovna Senior Lecturer, Department of Pedagogy and Educational Management, Al-Farabi Kazakh National University 050000, Kazakhstan, g. Almaty, ul. Bogenbai Batyra, 229, kv. 53 gulshat.akbayeva@mail.ru

Abildaev Bakhytzhan Zhetpisbaevich Teacher, Department 5 Special Department, Border Academy of the National Security Committee of the Republic of Kazakhstan 050000, Kazakhstan, Almatinskaya oblast', g. Almaty, ul. Dostyk, 117G, kv. 38 bahonti331@mail.ru

Introduction

The new paradigm of training and specialist training actualizes the development of self-awareness, self-regulation and competitiveness of the individual. The very understanding of competitiveness is changing from competing with competitors to fighting their bad habits that do not allow a person to be successful.

A competitive personality is a flexible personality, capable of solving problems in non-standard situations, having clear goals for the future, planning her career. It is from these positions that we consider the essence of the competitiveness of the future teacher. The article presents a holistic vision of this process in the conditions of their training in the university system. After all, it is the formation of a specialist's competitiveness that is the key goal of the higher education system. 

The main part

The theory of competitiveness proposed by Porter (1980) is the theoretical basis for many studies of competitiveness. His concept of five forces analysis has been applied to the analysis of industrial competitiveness across many industries. Competitiveness in the economic sector is considered as a concept of striving for excellence, which improves the quality of products, increases profits or improves the services provided in order to better satisfy consumers (customers). At the moment, the competitiveness of the organization is directly related to the competitiveness of the staff. If a person can develop his/her competitiveness in order to become better than competitors, then he/she must have a competitive advantage. In this regard, the competitiveness of future teachers can be defined as their ability to strive for excellence in work, improve the quality of education and productivity, as well as surpass others in order to become competitive.

Competitiveness as a complex individual education is considered by P.A. Fatkhutdinov and according to his concept, the criterion of competitiveness is the ability to determine, as well as quickly and effectively use their advantages, special personal and professional qualities in competition ^[1]. G.K. Iskakova defines competitiveness "as an integral quality of personality, representing a set of key competencies and value orientations that allow this person can successfully function in society and solve the problems of professional growth in a civilized manner." At the same time, as the fundamental properties of a person's competitiveness, he accepts: clarity of goals and value orientations of future specialists; diligence; creative attitude to business;  ability to take risks; independence; paradigmality of thinking; ability for continuous self-development; ability for continuous professional growth; striving for high quality of the final product ^[2]. According to the research of S.Y. Lavrentiev, D.A. Krylov, etc., the competitiveness of the individual is "a dynamic open system developing on the basis of a personal program of self-determination and self-development and enabling a university graduate to effectively adapt to the world of work" ^[3]. V.I. Andreev interprets competitiveness as "a synthesis of qualities such as clarity of goals and values orientation, diligence, creative attitude to business, ability to take risks, independence, ability to be a leader, stress resistance, striving for continuous self-development and professional growth, for high quality of the final product of their work" ^{[4, p.149]}. L.M. Mitina understands the development of a competitive personality as "the formation of a reflective personality capable of organizing their own activity and behavior in dynamic non-standard situations" ^{[5, p.115]}. At the same time, the dynamics of the development of the elements of competitiveness ensures the formation of professional experience, the formation of readiness for innovation ^{[6, p.30]}.

The success of the formation of a competitive personality lies in a person's awareness of their potential, prospects for personal and professional growth, constant experimentation, understood as search, creativity, the possibility of choice. The decisive element of this situation of professional development of a person is the opportunity and the need to make a choice, which means to feel their freedom, on the one hand, and their responsibility for everything that happens and will happen, on the other ^{[5, p. 11]}.

According to L.V. Vernienko, being a dynamic quality of personality, competitiveness "includes basic social competitiveness, the foundations of which are laid in the system of general education; socio–professional competitiveness, the development of which is carried out in the system of higher professional education; professional and social competitiveness, which develops in the process of self–realization of the individual as a citizen and specialist." Further, the researcher emphasizes that acmeology defines a competitive specialist as "a specialist with a complex personal need to combine narrow professionalism and universalism, an acmeological need for self-development, integrative acmeological qualities that ensure his professional success in a competitive environment, intellectual maturity, resourcefulness, effective interpersonal communication, professionalism in public administration" ^[7].

Competitiveness is an integrative set of personality qualities (personality and specialist qualities) that ensures its viability, including development and self-actualization, in a changing environment.

I.Katane, I.Kristovske consider the following signs of a competitive personality: 1) characterizing personal indicators such as self-esteem, including determination and focus on actions to success; willingness to overcome difficulties and take risks; perseverance, adequate self-esteem and courage to take risks; 2) developed self-regulation, including will, stress tolerance, self-reflection, including analytical and evaluative and systemic thinking; personality flexibility (flexibility of thinking, emotional sphere, behavior), the ability to make decisions; responsibility for decisions made and their consequences; 3) various competencies, including professional competencies and creativity as an ability, friendly thinking, self-oriented (ego) and the environment (eco), attitude and behavior: compliance with moralethical principles, the principles of the environment, including the social environment (community), balance and sustainability, willingness to cooperate with other people; 4) willingness to change oneself in order to maintain balance with the changing environment, willingness to start changes in the environment based on respect for the environment and actions ^[8].

In this regard, I would like to present the structure of the competitiveness of the future teacher as a set of objects to be mastered in the course of training, requirements for personal qualities and professional qualities.

Figure 1 – The structure of the future teacher's competitiveness

In pedagogical science, much attention is paid to the study of the conditions for the formation of the competitiveness of the younger generation. In this regard, the greatest interest was presented by the works of E.V.Evplova ^[9], V.I. Shapovalov ^[10], which substantiate the criteria and levels of competitiveness formation; research by I.V. Darmanskaya ^[11] and I.M.Ilkovskaya ^[12], which determine the organizational and pedagogical conditions for the formation of competitiveness of graduates of the education system.

The main goal of the university's educational system is to form the competitiveness of a specialist and this is important for all subjects of the educational process. We consider the process of forming the competitiveness of a future teacher at the stage of his training at the university as a complex of substantive, procedural, criteria-diagnostic blocks based on the ideas of personal-activity, competence and environmental approaches. Our holistic view of the process of forming the competitiveness of future teachers is presented in a schematic form in Figure 2.

The formation of the competitiveness of future teachers can be achieved under the condition of significant changes in the system of education and their training. In this system, cognitive-productive technologies can be used, reflected in the works of M.E.Bershadsky, Rivers, etc., and intellectual abilities can be developed here, creative inclinations can be developed.

A special place among the active methods of developing the competitiveness of future teachers, the development of their personal competencies is occupied by training. The advantage of the training is that the training uses a set of techniques: gaming (business, role-playing games), cases, group discussion, brainstorming, video analysis, moderation, etc. We have analyzed the experience of Kazakhstani universities and various centers of development and advanced training, offering training services aimed at improving the personal competence of specialists.  It should be noted that their direction is different. For example, courses such as Stress Resistance Training are offered,

development planning, "Time Management", "Communicative competence", "Communicative Leadership", "Influence and Persuasion Strategies", "Effective decision-making", "Public speaking", "Telephone conversations", etc.

Figure 2 - Model of competitiveness formation

future teachers in the university education system

The next technology that expands the field of forming the competitiveness of the future teacher is connectivism and constructivism. The theory of connectivism, or the theory of learning in the digital age, was developed in its modern form by George Siemens and Stephen Downs. This theory began to be actively discussed in the blogosphere in 2005, which led to the expansion of the discourse around the term "connectevism" as a new theory of learning. In general, connectivism is based on the theories of chaos, network, complexity and self-organization. Connectivism technologies are focused on the development of learners' skills of learning new things, seeing the meaning and establishing connections between branches of knowledge, concepts and ideas, help to be "in the topic", make decisions. Constructivism involves educating students of such quality as adequate personal multidimensionality, which is considered as the main component of the concept of "competitive behavior".

All these technologies, of course, should be taken into account in the didactic design of the process of forming competitiveness. In addition, it should be noted that at the level of specific methodological and technological solutions, these technologies overlap to one degree or another. The set of technologies presented can also be expanded.

Now let's turn to the analysis of the process of forming the competitiveness of future teachers in the university education system on the example of the specialties of the Department of Pedagogy and Educational Management of Al-Farabi Kazakh National University.

Every year, the Ministry of Education and Science of the Republic of Kazakhstan increases the number of grants for pedagogical specialties. The same is observed in the specialties "Pedagogy and psychology", "Social pedagogy and self-knowledge". Thus, in the master's degree in pedagogy and psychology at Al-Farabi Kazakh National University, the increase in grant places in the 2020-2021 academic year was 60%. For example, if there were 18 grant places in the 2019-2020 academic year, then in the current academic year – 29 places. The dynamics of applicants to the specialties of the Department of Pedagogy and Educational Management for undergraduate courses is shown in the diagram below (Figure 3).

Figure 3 – Contingent of trainees

at the bachelor's degree of specialties of the department

The bachelor's degree program is updated annually according to the requirements of employers, the Atameken rating and the requests of trainees. We do not aim to characterize all the difficulties and wishes in the implementation of educational programs. We just want to highlight some aspects that were identified during the study and they should be taken into account when forming and supporting educational programs.

In-depth interviewing of first-year students and graduates, in which they participated:  27 1st year students and 35 4th year students, allows us to draw the following conclusions. Most undergraduates are not yet confident in planning their career, and even in choosing the right profession.  First-year students also find it difficult to choose a specialization or an individual learning path. For example, respondent O.E.: "The curator and teachers explain the specifics of the subjects, but it is not a fact that these subjects and skills formed as part of his study will be needed in the future." However, there were the following answers, S.J.: "I am interested in the direction of correction and speech therapy. I think I will develop in this direction." That is, the first-year students can be divided into two conditional groups: doubters who require advisory assistance and purposefully developing students who require a clearer selection of the content and technologies of training.

The graduation rate data is interesting. It was revealed that graduates are more specifically aware of the demands of the professional community, are determined in priorities and professional preferences, are financially interested in their future professional activities, are aware of their "weak points". They can also be divided into professionally-oriented ones that require more careful inclusion in research project work and "casual" ones who do not want to continue their career in their chosen profession, providing for a transition to another industry. A part of graduates who want to work and develop in related fields was also identified. 

Conclusions

In general, the study at the preparatory stage of experimental work shows that during the progress of studies, students' preferences change, they become more confident in their ambitions and desires, the clarity of understanding of professional requirements increases. The majority of respondents highly appreciated the progress and quality of continuous pedagogical practice, which allows you to look "from within" at your future professional activity. For further study, we have prepared a questionnaire "My professional career" and diagnostic tools that will allow us to more clearly identify the existing elements of competitiveness development. A training program "Teacher competitiveness" has been developed, including training webinars and a selection of practical exercises that allow you to develop independently the components of competitiveness.