scholarly journals Pedagogical excellence in the focus of research at Russian universities

2020 ◽  
Vol 87 ◽  
pp. 00081
Author(s):  
Emmanuil Bagramyan ◽  
Elena Sakharchuk ◽  
Elena Volya
Keyword(s):  
Theoretical Concept ◽  
Interdisciplinary Studies ◽  
Pedagogical Practice ◽  
Development Education ◽  
Teacher Formation ◽  
Pedagogical Skills ◽  
Subject Areas ◽  
Russian Education ◽  
Russian Universities ◽  
Technological Model

The article presents the results of systematizing the subject areas of psychological and pedagogical researches in 2016-2020, dedicated to generalizations of the reflexively advanced Russian pedagogical practice in the context of the competence characteristics of pedagogical skills accentuation. We analyzed reports on the activities of scientific centers of the Russian Academy of Education, materials of scientific conferences and publications in the reference area of large Russian universities, as well as the regulations of pedagogical excellence competitions. To describe the concept of pedagogical excellence as a theoretical concept, the general orientation of the ideas of the most authoritative authors in psychological and pedagogical science was synthesized: pedagogical excellence is the highest level of a teacher’s ability to involve students in joint educational activities to achieve the planned results of development, education and training. The main vectors of differentiation of scientific directions are determined, based on: 1) a personality-oriented model of the teacher formation in the conditions of modern Russian education transformations; 2) the pragmatic and technological model of the pedagogical excellence formation. Interdisciplinary studies are identified as promising, integrating a personality-oriented approach and elements adapted to Russian conditions: 1) western technological pedagogical approaches, 2) the experience of Soviet pedagogy.

Prospects for the Development of Russian-African Cooperation in the Cultural and Humanitarian Sphere

2020 ◽  
pp. 5-14
Author(s):  
Olga Konstantinova
Keyword(s):  
Soft Power ◽  
Russian Language ◽  
Cultural Relations ◽  
African Countries ◽  
Science And Culture ◽  
Political Economic ◽  
Russian Education ◽  
Further Development ◽  
Russian Universities ◽  
The Russian Language

The relations between Russia and Africa today go to a new level. This was successfully demonstrated by the first Russia-Africa Summit. The «soft power» that is capable of creating an atmosphere of trust and mutual understanding and supporting the further development of political, economic, and cultural relations between the Russian and African peoples is of great importance for the further advancement of Russia’s interests, which is considered in this article. Currently, the «soft power» of Russia in Africa is represented by the activities of the Russian centers of science and culture, the «Russkiy Mir» Foundation, schools at the Russian Embassies in African countries, the education of Africans in Russian universities and more. However, the author concludes that Russia does not fully use «soft power» on the continent. It is necessary to increase the number of Africans studying the Russian language, to more actively promote Russian education, to involve compatriots and graduates of Soviet / Russian universities to joint projects, which will undoubtedly contribute to the further development of mutually beneficial Russian-African ties.

scholarly journals Efficiency of working memory: Theoretical concept and practical application

2008 ◽  
Vol 40 (1) ◽  
pp. 84-100
Author(s):  
Dejan Lalovic
Keyword(s):  
Working Memory ◽  
Teaching Practice ◽  
Short Term Memory ◽  
Theoretical Concept ◽  
Pedagogical Practice ◽  
Applied Psychology ◽  
Personality Variables ◽  
Psychological Phenomena ◽  
History Of ◽  
The Individual

Efficiency of working memory is the concept which connects psychology of memory with different fields of cognitive, differential and applied psychology. In this paper, the history of interest for the assessment of the capacity of short-term memory is presented in brief, as well as the different methods used nowadays to assess the individual differences in the efficiency of working memory. What follows is the consideration of studies that indicate the existence of significant links between the efficiency of working memory and general intelligence, the ability of reasoning, personality variables, as well as some socio-psychological phenomena. Special emphasis is placed on the links between the efficiency of working memory and certain aspects of pedagogical practice: acquiring the skill of reading, learning arithmetic and shedding light on the cause of general failure in learning at school. What is also provided are the suggestions that, in the light of knowledge about the development and limitations of working memory at school age, can be useful for teaching practice.

scholarly journals The program of pedagogical practice in the context of mastering the basics of pedagogical communication

2020 ◽  
pp. 43-49
Author(s):  
Valentyna Honcharuk ◽  
Oksana Gomotiuk ◽  
Lidia Pletenytska ◽  
Valentyna Zvozdetska ◽  
Nadiya Lanchukovska ◽  
...  
Keyword(s):  
Physical Education ◽  
Educational Process ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Pedagogical Skills ◽  
Communication Pedagogy ◽  
Perceptual Abilities ◽  
Favorite Teacher

We aimed to develop pedagogical techniques among students, improve their pedagogical abilities as important components of pedagogical excellence during practical classes in the educational disciplines “Introduction into the specialty”, “Culture of professional speech and communication”, “Pedagogy”, “The content and types of professional activities in the field of physical culture and sports”, in particular: organizational, creative, perceptual abilities, emotional stabilit y, optimistic forecasting, For future physical culture teachers to learn how to introspect their skills in pedagogical interaction, we proposed such topics for creative reflection: “My pedagogical culture”, “Pedagogy: science or art”, „My memories of my favorite teacher”, “Physical culture teacher of the future” etc. The inclusion of students in personally oriented activities through the use of the latest educational technologies and the introduction of a special course in the educational process “Fundamentals for the development of pedagogical skills of future physical education teachers” made it possible to reveal the potential of each future teacher of physical education. The comprehensive observance of the above-mentioned pedagogical conditions ensured the effectiveness of the pedagogical skills development of future physical education teachers in the process of training.

scholarly journals FORMAÇÃO DOCENTE PARA A EDUCAÇÃO PROFISSIONAL: limites e possibilidades de institucionalização

2019 ◽  
Vol 26 (4) ◽  
pp. 200
Author(s):  
Lucília Regina de Souza Machado
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
Early Years ◽  
Pedagogical Practice ◽  
Teacher Formation ◽  
Fundamental Values ◽  
Education In Brazil ◽  
Formación Docente

Constitui-se como objetivo deste artigo analisar os limites e possibilidades do processo de institucionalização da formação docente para a educação profissional no Brasil. Suas justificativas decorrem da necessidade de discutir e compreender questões que mostram o caráter ainda insipiente desse processo. Foram, inicialmente, apresentados o conceito de institucionalização, seus usos, dimensões e perspectivas de análise dos processos aos quais se reporta. A labiríntica e inacabada institucionalização da docência nos anos iniciais da escolarização básica no Brasil foi recuperada para evidenciar a complexidade desse processo. Para analisá-lo com respeito à formação docente para a educação profissional, seus limites e possibilidades, buscou-se interagir com quatro perspectivas de análise: a teórica, a formal, a prática e a substantiva. Essa última vista como amálgama das outras por trazer os valores fundamentais da prática pedagógica comprometida com a emancipação social.Palavras-chave: Formação de professores. Educação profissional. Institucionalização. TEACHER FORMATION FOR PROFESSIONAL EDUCATION: limits and possibilities of institutionalizationAbstractThe objective of this paper is to analyze the limits and possibilities of the process of institutionalization of teacher education for professional education in Brazil. Their justifications derive from the need to discuss and understand issues that show the still incipient character of this process. Initially, the concept of institutionalization, its uses, dimensions and perspectives of analysis of the processes to which it refers were presented. The labyrinthine and unfinished institutionalization of teaching in the early years of basic schooling in Brazil was recovered to highlight the complexity of this process. To analyze it with respect to teacher education for professional education, its limits and possibilities, we sought to interact with four perspectives of analysis: the theoretical, the formal, the practical and the substantive. This last view as amalgam of others for bringing the fundamental values of pedagogical practice committed to social emancipation.Keywords: Teacher formation. Professional education. Institutionalization.FORMACIÓN DE PROFESORES PARA EDUCACIÓN PROFESIONAL: límites y posibilidades de institucionalizaciónResumenEl objetivo de este trabajo es analizar los límites y las posibilidades del proceso de institucionalización de la formación docente para la educación profesional en Brasil. Sus justificaciones derivan de la necesidad de discutir y comprender los problemas que muestran el carácter aún incipiente de este proceso. Inicialmente, se presentó el concepto de institucionalización, sus usos, dimensiones y perspectivas de análisis de los procesos a los que se refiere. La institucionalización laberíntica e inacabada de la enseñanza en los primeros años de la educación básica en Brasil se recuperó para resaltar la complejidad de este proceso. Para analizarlo con respecto a la formación del profesorado para la educación profesional, sus límites y posibilidades, buscamos interactuar con cuatro perspectivas de análisis: el teórico, el formal, el práctico y el sustantivo. Esta última visión como amalgama de otros para traer los valores fundamentales de la práctica pedagógica comprometida con la emancipación social.Palabras clave: Formación de profesores. Educación profesional. Institucionalización.

scholarly journals Happiness is when they understand you

2021 ◽  
Vol 122 ◽  
pp. 01002
Author(s):  
Olga Vladimirovna Petrova
Keyword(s):  
Foreign Language ◽  
Full Range ◽  
Translation Studies ◽  
Bachelor's Degree ◽  
Foreign Language Teaching ◽  
Degree Programs ◽  
Pedagogical Skills ◽  
Special Programs ◽  
Russian Universities

Today translation experts agree that a translation teacher should be a practicing translator, aware of modern translation studies, having methodological knowledge and pedagogical skills, including the knowledge of translation didactics. A survey shows that in Russian universities there are practically no teachers with a degree in translation or those who have completed a specialized professional retraining program as a translation teacher. Thus, none of them has the full range of competences required to prepare translators who fully meet the requirements of the current translation industry. To change this situation, it is necessary to develop and implement special programs that allow translation teachers to supplement their education. These programs can be implemented in two formats. Firstly, there can be two different master’s degree programs: for those with a bachelor’s degree in translation and those with a bachelor’s degree in foreign language teaching. The program for the former should include more psychological and pedagogical disciplines, while the program for the latter should focus on translation. Secondly, it can be long-term courses of specialized professional retraining for translation teachers with two different sets of disciplines depending on their degree. Within the above-mentioned programs, special attention should be paid to the course of translation didactics.

scholarly journals History of development of pedagogical skill in Russia: an outside perspective

2020 ◽  
pp. 117-125
Author(s):  
Andrei Aleksandrovich Ostapenko
Keyword(s):  
Peer Review ◽  
Russian Language ◽  
Scientific School ◽  
Pedagogical Practice ◽  
History Of Development ◽  
History Of ◽  
New Perspective ◽  
Xix Century ◽  
Russian Education

This peer review analyzes a monograph “Pedagogical Skill in Russia: history, theory, practice (mid XVIII – XX centuries” by L. A. Milto published in Ukrainian language in Kiev (2008). The goal of peer review lies in familiarization of the Russian language experts in the area of history of education and national pedagogical thought with a new perspective upon the development of pedagogical practice in Russia for the period of two and a half centuries. Modesty of the edition (300 printed copies) and language of publication makes the book virtually unreachable for the Russian audience. The review of the presented monograph is carried out in the context of retrospective analysis of the entire Ukrainian scientific school of pedagogical art. It is underlined that this research represents a worthy development of ideas of the academician I. A. Zazyun. Novelty of the monograph consists in viewing the evolution of Russian education in the aspect of determination of pedagogical findings, approaches of pedagogical art of school teachers and university pedagogues. Of special relevance is the analysis of memoir literature on the lecturing skill of the prominent Russian professors of the XIX century and pedagogical activity of theatrical pedagogues, stage directors and actors of the early XX century. L. A. Milto’s monograph greatly contributes to the history of development of the national pedagogy.

scholarly journals SYSTEMITY AND SITUATIONALITY vs TRANSFORMATION OF RUSSIAN EDUCATION

2021 ◽  
Vol 31 (3) ◽  
pp. 316-321
Author(s):  
E.Yu. Shammazova ◽  
A.R. Zalyaev
Keyword(s):  
Learning Technologies ◽  
High Tech ◽  
Historical Time ◽  
Development Education ◽  
The World ◽  
Coronavirus Infection ◽  
Entire World ◽  
Distance Learning Technologies ◽  
The Times ◽  
Russian Education

Modern Russian (and worldwide) education is hostage to the controversial situation associated with the pandemic of the new coronavirus infection COVID-19, which invariably entails a reorientation of traditional methods of education. At present, higher education and the entire world education system are painfully looking for new ways and guidelines for their development. Education paradigms that were formed in the preceding historical time and effectively served the needs of this time are not relevant in the conditions of modern sociocultural realities, therefore the problem of teaching is faced with the need to develop new paradigms of one's own existence. Distance learning technologies challenge us to keep up with the times, be progressive and increasingly use high-tech products. At the same time, there is a danger that the world is becoming increasingly virtualized. The “sense of the edge” disappears, the world is mythologized. The article analyzes the existing systemity of Russian education and the need for its transformation in the light of new realities.

scholarly journals SCIENTIFIC DIALOGUE AS A CONDITION FOR PROFESSIONAL DEVELOPMENT OF A TEACHER

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.S SAKHAROVA ◽  
◽  
I.K KIRILLOVA ◽  
M.N BULAEVA ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Qualitative Change ◽  
Controversial Issues ◽  
Methodological Research ◽  
Research Activities ◽  
Scientific Dialogue ◽  
Pedagogical Skills ◽  
The University ◽  
Russian Universities ◽  
Scientific Interaction

Professional development is a purposeful process that affects the qualitative change of all elements of educational activities. One of the important conditions for professional development of a teacher is a scientific dialogue. The article reveals the experience of organizing scientific interaction between teachers of Russian universities. The study of the features of research activities organization that affect the professional development of lectures. The article describes the methodological, research, and publication activities of faculty of the University. In the course of research, activities are presented the developed materials at conferences, scientific forums, symposiums, seminars. Cooperation allows you to generalize the experience of teachers and interact in solving controversial issues. The goal of professional development is the results obtained by teachers in the course of interaction in the process of research activities. Cooperation of lectures in scientific works contributes to the exchange of experience, demonstration of their research, continuous improvement of professional level and pedagogical skills.

scholarly journals Novas formas de aprender e ensinar: a integração das tecnologias de informação e comunicação (TIC) na formação de professores da educação básica

2018 ◽  
Vol 11 (2) ◽  
pp. 160-176
Author(s):  
Renata Reis Chiossi ◽  
Christine Sertã Costa
Keyword(s):  
Information And Communication Technologies ◽  
Online Social Networks ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Skills ◽  
Information And Communication

RESUMO: A formação docente relacionada ao uso das tecnologias digitais é uma importante questão para a Educação Básica na contemporaneidade. As novas competências docentes são fundamentais para práticas de ensino e aprendizagens exitosas, principalmente as que envolvem o uso das tecnologias, tais como Internet, dispositivos móveis, redes sociais online, entre outros recursos. A capacitação docente precisa explorar o desenvolvimento de competências e habilidades técnicas e pedagógicas, norteadas pela reconstrução do conhecimento como forma de relacionar a informação à prática formativa, utilizando a tecnologia não como um fim em si mesma, mas capaz de revolucionar a prática pedagógica. Dessa forma, o presente estudo tem como objetivo abordar a utilização das tecnologias digitais e oferecer material didático com propostas de trabalho com as TIC, a ser disponibilizado por meio de um curso de formação para docentes da Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ), via plataforma Moodle, com o objetivo de capacitar e oferecer estratégias para incentivar os educadores a inserirem as tecnologias de informação e comunicação em suas práticas docentes de forma contextualizada e planejada pedagogicamente. PALAVRAS-CHAVE: tecnologias de informação e comunicação; aprendizagem colaborativa; ensino.   ABSTRACT: The teacher’s training related to the use of digital technologies is an important issue for Basic Education in contemporary times. The new teaching skills are essential to the successful teaching and learning practices, especially in those that involve the use of technologies such as the Internet, mobile devices, online social networks, among other resources. The teacher’s training needs to explore the development of technical and pedagogical skills, guided by the reconstruction of knowledge as a way of relating information to a formative practice, using technology not as an “end” in itself but as a way of changing the pedagogical practice. Thus, this study intends to discuss the use of digital technologies and offer a pedagogical material with proposals to work with ICT through a training course for teachers of the State Secretary for Education of Rio de Janeiro (SEEDUC-RJ), through the Moodle platform, in order to offer strategies to encourage Educators to insert the information and communication technologies into their teaching practices, in a contextualized and pedagogically planned way. KEYWORDS: information and communication technologies; collaborative learning; teaching.

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