Using interactive methods of teaching in training of future teachers

This article discusses the use of interactive teaching methods in the preparation of future teachers, revealed features of interactive teaching methods, as well as a brief description of such interactive methods as creative (problem) assignments, discussion, brainstorming, role play and cluster. Presented kinds of interactive teaching methods are one of the effective tools aimed at optimizing and intensification of the learning process, activation of educational activity and the formation of professional skills of future teachers. The main feature is the interactive teaching methods initiative of students in the learning process, which encourages teachers from the position of assistant to the partner.

Modernization of Kazakhstan's system of higher vocational education requires improving the content of training of future education specialists. The revision of traditional goals and objectives appears as urgent need for the system of higher vocational education. The main result of education should not only be the sum of knowledge of graduates, but mastering the ability to act in the real conditions, to build their own life trajectory, to have experience of independent work and personal responsibility.

Using of traditional teaching methods in the educational process shows that in the educative process a reproductive property dominates in perception and assimilation of information by students. Traditional teaching methods and activities involve mainly the teacher’s activity on transmission of information. Scientists have proved that the successful mastery of learning material depends only on the mental activity of the learner. Therefore lately there is a great interest of teachers to interactive teaching methods that are most effective in improving the professional competence of future education specialists.

The main distinguishing feature of interactive teaching methods is an initiative of students in the learning process, which is stimulated by teacher from the position of assistant partner. Course and outcome of teaching attains personal significance for all participants in the process and allows us to develop the students' ability to solve the problem themselves.

Interactive methods are the methods that involve co-education, i.e. collaborative learning: students and teacher are the subjects of learning [1].

Kashlev S.S. considers that interactive methods are methods of well-aimed enhanced intersubjective interaction of the teacher and students to create optimal conditions for their development [3, p. 5].

According to the Russian scientist Ioffe A.N., using of interactive methods allows students:

• to make knowledge more accessible;
• to learn how to formulate their own opinion, to express their thoughts correctly, to build evidence of their point of view, to be able to argue their point of view, to lead the discussion;
• to learn how to listen to the other person, to respect an alternative view;
• to simulate different situations and resolve them jointly, to enrich their life experience;
• to learn how to build a constructive relationship in the group, to determine their place in it, to avoid conflict, to resolve them, to reach compromise, to seek to the dialogue;
• to analyze accounting information, to take an imaginative approach to the educational process;
• to nurture skills in project activities, independent work, creative work [4].

During training of future education specialists you can use the following interactive teaching methods: creative (problem) tasks, discussion, brainstorming, business play and cluster.

Creative (problem) tasks

Creative task is the content, the foundation of any interactive method. It creates an atmosphere of openness and search around itself. Creative task gives the meaning to learning and motivates students. Response obscurity and opportunity to find your own "correct" decision based on your personal experience and experience of your colleague, friend, allow you to create a foundation for cooperation co-education, communication of all participants in the educational process including the teacher [5].

Selection of creative task in itself is a creative task for teacher as it is needed to find such task that would meet the following criteria:

• has no clear and one-word answer or decision;
• is practical and useful for students;
• is interested in the students;
• serves for learning objectives to the

Brainstorming

The method "Brainstorming" was offered by American scientist Alex Osborn by the end of the 1930s of XX century.

Brainstorming consists of the following stages:

• preparatory;
• generations of ideas;
• analysis and evaluation of

Author of this method considers that a brake for the original decisions arising in the human brain may be the fear of critical perception of others. A person, especially in the business environment, is afraid to seem ridiculous because of his nonstandard decision. Something likes syndrome "of fear to look stupid." Endowed with such syndrome specialist (and there is a majority of them in a real professional environment) triples gradually the ability to think "not how all men", to offer bold, original ideas. Therefore, one of the main conditions of "brainstorming" is avoidance of criticism [2].

Business game

Business game is the simulation modeling of activities and role interaction according to the gaming rules of involved specialists, under certain conditions, in the atmosphere of uncertainty, in the collision position, with role-playing and estimation [6].

Business games unlike other traditional teaching methods allow you to reproduce the situation more fully, to identify problems and their causes, to develop solutions to the problems, to evaluate each of them, to make a decision, and to determine the mechanism for its implementation. We give examples of business games used to improve the professional competence of future education specialists.

"Point of View" (business game) Participants:

• opponents groups of students maintaining one or another point of view;
• observers teacher with some

Game contents: two groups of students prove the correctness of opposing viewpoints.

Before the game: teacher announces in advance the topic of dispute, provides students with necessary knowledge, facts. During the game:

1. Groups discuss their arguments and possible counterarguments of
2. They enter into the
3. Group of observer assesses, who was more logical? Who was more convincing emotionally?
4. Who made mistakes, incorrectness in dispute (become ..)?

"SRL" (scientific research laboratory) (business game) Participants:

• game technician this role is performed by teacher or specially trained student;
• inventors or researchers or solvers depending on the type of task a group or several groups of students;
• reception committee this role also assumes the teacher, but as a team with 2-3

Before the game: teacher prepares tasks. They are not just creative it is desirable to apply them soundly. This can be a report, or development of a project, or let it be a mini-play for 5 minutes. Show how it is important to solve this problem originally.

During the game:

1. Groups perform If a topic is suitable, you can use brainstorming method.
2. They process the result: discuss a report plan, prepare poster, and choose a speaker or speakers who will present the result of the
3. Speaker reports the result of the The reception committee analyzes the results and makes decisions.

"Cluster" 

Before learning a new topic it is useful to apply method of "Cluster", which prepares students to take the new information and activates their brain activity. This method is carried out as follows: it is need to write keyword in the center, to draw rays from it, to record invented by students and corresponding to the topic word for each ray. Of these words to make the text, a keyword in the center can serve as its name.

Thus, the using of different types of interactive teaching methods to improve training of future education specialists contributes to the formation of high-quality specialist, able to quickly and correctly make decisions in difficult situations, as well as independence, initiative and competitive at the labor market.

1. Gadzhiyeva D. Interactive teaching methods in legal education of students: diss. of Cand. Sc. (Education) Makhachkala, 2005. P.244.
2. Kaikenova K. Interactive forms and methods of training of civil servants: Textbook. Astana, 2008 P. 201.
3. Interactive teaching methods: Textbook of methodics/Kashlev S. Minsk: TetraSystems, 2011. – P. 224.
4. Gutnikov A.B., Ioffe A.N. Active methods are recipe for success/Civic education is the way to a democratic society. Petersburg, 1999.
5. Dzhumatayeva A.D. Using of interactive teaching methods for the development of self-dependence of students //Teacher of the Republic, 2006 No 13, 9-13.
6. Shevchenko Interactive forms of training as a means of individual development of the student // Teacher of 2004, No 5, P. 12- 17.