SMM-Promotion of Additional Education Services in the Aspect of Vocational Guidance for Schoolchildren

2020 ◽  
pp. 39-44
Author(s):  
I. Voinova ◽  
L. Safonova
Keyword(s):  
Social Network ◽  
Educational Institution ◽  
Federal State ◽  
Professional Orientation ◽  
Education Services ◽  
Mathematical School ◽  
Internet Resources ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
Additional Education

The article shows a number of problems of modern Russian education and outlines ways to solve them through additional education, which allows you to implement the professional orientation of schoolchildren. To select additional education courses, the younger generation turns, first of all, to Internet resources, often to social networks. SMM promotion technology can be applied in the field of education to popularize scientific knowledge, attract and inform consumers of educational services. The purpose of the article is to describe the effective experience of SMM-promotion of additional education services in the aspect of professional orientation for schoolchildren on the VKontakte social network. The functionality of this social network allows you to create conversations, thematic groups and place informational messages and educational media content in them. The article describes the community "Physico-mathematical school" Quantum"", representing the school of the same name, operating on the basis of physical and mathematical faculty of the federal state budgetary educational institution of higher education "Mordovian State Pedagogical Institute named after M. Ye Evseveva".

EDUCATION 4.0: NEW COMPETENCES FOR THE DIGITAL ECONOMY

2021 ◽  
Vol 27 (7) ◽  
pp. 103-111
Author(s):  
I. Ivanchenko ◽  
◽  
V. Romanov ◽  
M. Romanova ◽  
V. Khubulova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Technological Environment ◽  
New Approach ◽  
Digital Revolution ◽  
Approach To Learning ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
Future Of Education ◽  
Educational Paradigms

Education 4.0 is a conceptually new approach to learning that meets the challenges of the digital revolution, aimed at transforming the future of education with the help of advanced technologies and automation. To integrate into the new digital space, it is necessary to revise the traditional educational paradigms with a futuristic approach. Students should acquire the skills necessary in the era of a dynamically changing technological environment. In this context, the article considers the main directions of digital transformation of education, namely, the modification and integration of traditional models of education. Also, within the framework of the study, the mechanisms of introducing digital technologies into the educational process were isolated, using the example of the Branch of the State budgetary educational institution of Higher Education «Stavropol State Pedagogical Institute»

scholarly journals HUMANISTIC CONCEPT OF IVAN ZIAZIUN IN CURRENT AND FUTURE PROSPECTS

2018 ◽  
pp. 20-31
Author(s):  
Mykola Stepanenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Significant Feature ◽  
Higher Educational Institutions ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
State Pedagogical Institute ◽  
Higher Educational

The article describes the humanistic paradigm of Ivan Ziaziun on the harmonious synthesis of art and pedagogy in teacher training. In particular, the philosophical and pedagogical and organizational and managerial ideas of a scientist- philosopher and teacher, a long-time rector of Poltava V. G. Korolenko State Pedagogical Institute have been discovered. Pedagogy of humanity of Academician I.   Ziaziun through the system of professional training in Poltava V. G. Korolenko State Pedagogical Institute – the formation of a person, the formation of a strategy for person’s development and self-development, the basis of which is the value-semantic constituency of a man have been estimated from the diachronic-synchronous positions. A significant feature in the research is given to the ideas of the personal subject-subject and environment approaches to the training of the future teacher, the idea of forming the image of a higher educational institution as a leader of the region, self-management and autonomy of higher education institutions. Moreover, the system of professional training (careful selection and individual work with young people who show a tendency to pedagogical activity) through the establishment (on the initiative and with the direct participation of Ivan Ziaziun) a comprehensive target program «Teacher» (School – teacher – school), and its implementation into schools with the help of introduction of an optional course «Young teacher», with the help of selecting institutions that interviewed university entrants, and recommended those who are capable to study in higher educational institutions. The constituents of Ivan Ziaziun's humanistic conception are presented in the projection on the basis of the continuity of education postulates: formal, nonformal, and informal. In this aspect, the following priorities were determined such as training at Poltava Pedagogical Institute, first of all through the introduction of the special course «Fundamentals of Pedagogical Teaching Excellence», the opening of blended majors, additional qualifications at the Faculty of Public Professions, through the development of informal artistic and educational activities in higher education, which has its contemporary creative sustainable development. Exclusive attention was paid to Poltava Pedagogical Institute as a leader of higher educational institutions during the rectorship of Ivan Ziaziun and the rector himself.

scholarly journals «THE STATION OF DESTINATION IS SIMFEROPOL»: THE FIRST POST-WAR ACADEMIC YEAR AT THE M. V. FRUNZE CRIMEAN TEACHER TRAINING INSTITUTE

2021 ◽  
Vol 7 (73) (2) ◽  
pp. 94-111
Author(s):  
D. A. Lomakin
Keyword(s):  
Educational Institution ◽  
Ministry Of Education ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
The Crimea ◽  
State Pedagogical Institute ◽  
Post War ◽  
State Archives ◽  
The University ◽  
Academic Year

On the basis of extensive archival material from the fund of People’s Commissariat of Education of the RSFSR (file A-2306 «People’s Commissariat of Education of the RSFSR: 1917–1945, Ministry of Education of the RSFSR: 1946–1988») of the State Archives of the Russian Federation (SARF, Moscow), the history of M. V. Frunze Crimean State Pedagogical Institute after its return to Simferopol in 1944 has been restored. Various groups of documents have been widely used: correspondence of the director of the institute V. M. Borovsky with numerous authorities on the functioning of the university; directives, decisions of state institutions, reflected in the activities of the CSPI; reporting and planning documentation of the Institute; materials of inspections of the educational institution by the supervising bodies for its readiness to conduct training sessions during the period under review. The stage of restoration of the activity of the university after its re-evacuation to Simferopol has been examined in detail; the measures for preparing for the beginning of the first academic year in the Crimea have been examined. The unrealized project on restoration of the university on the peninsula on the basis of M. V. Frunze Crimean State Pedagogical Institute is analyzed.

scholarly journals Sovremennoe pedagogicheskoe obrazovanie: analiz trendov razvitiia (po materialam luchshikh praktik raboty federal'nykh innovatsionnykh ploshchadok v 2021 godu)

2021 ◽  
pp. 15-31
Author(s):  
Tat'iana Aronovna Lavina ◽  
Anna Nikolaevna Zakharova ◽  
Tat'iana Igorevna Gritskevich
Keyword(s):  
Higher Education ◽  
Immanuel Kant ◽  
Professional Education ◽  
Educational Institution ◽  
Federal State ◽  
State University ◽  
Education Development ◽  
State Budget ◽  
State Pedagogical ◽  
The Republic

The chapter of the monograph highlights effective models of activities in the field of teacher education based on the best practices of federal innovation platforms. The authors discuss the projects of federal innovation platforms of higher education institutions aimed at achieving a new quality and formats of education. The paper analyzes the innovative experience of Federal Innovation Platforms: State Budgetary Educational Institution of Additional Professional Education «Institute of Education Development» of the Krasnodar Krai, State Autonomous Institution of Additional Professional Education Institute of Education Development «of the Republic of Bashkortostan, Federal State Budget Educational Institution of Higher Education «Kemerovo State University», Federal State Budget Educational Institution of Higher Education «Vladimir state university», Federal State Budget Educational Institution of Higher Education «Tomsk State Pedagogical University», FGAOU VO «Immanuel Kant Baltic Federal University», Federal State Budget Educational Institution of Higher Education «Naberezhnye Chelny State Pedagogical University», FGBOU VO «Russian State Pedagogical University named after A.I. Herzen», the Starooskolsk branch of the Belgorod State National Research University, Federal State Budget Educational Institution of Higher Education Altai State Pedagogical University, Federal State Budget Educational Institution of Higher Education «Ryazan State University named after S.А. Yesenin».

Distant professional training of additional education teachers at Pedagogical University

2021 ◽  
pp. 48-52
Author(s):  
E.A. Shatalova ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Development Program ◽  
Professional Activity ◽  
Advanced Training ◽  
Professional Standard ◽  
Cultural Conditions ◽  
State Pedagogical ◽  
Distance Courses ◽  
Additional Education

Examined are possibilities of an innovative approach to improving the qualifications of teachers of additional education on the example of the Altai State Pedagogical University. The advanced training program for teachers of additional education “Professional activity of a teacher of additional education in modern socio-cultural conditions” contributes to the development of the competencies necessary for the professional activity of a teacher of additional education in accordance with the requirements of the professional standard “Teacher of additional education for children and adults”. The innovative content of distance education for this category of teachers is dictated by changes in the regulatory framework of pedagogical activity, namely, the approval of the 2018 “Professional standard for teachers of additional education for children and adults”, new requirements of innovative projects of the Development Program of an educational institution. The remote form of organizing advanced training courses for teachers of additional education at the Altai State Pedagogical University serves as an experimental platform for further designing retraining programs for teachers of additional education and contributes to obtaining high-quality advanced training for specialists from the most remote parts of the region without interruption from work. The presented program of distance courses for advanced training will have positive results in terms of promoting IR technologies in the educational space of the Altai Territory.

scholarly journals CONTENT OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS IN THE PROCESS OF CONTRIBUTING TO STUDENTS’ PROFESSIONAL SELF-DETERMINATION (USING THE EXAMPLE OF A PEDAGOGICAL UNIVERSITY)

2021 ◽  
pp. 17-23
Author(s):  
Светлана Васильевна Шаляпина
Keyword(s):  
Educational Institution ◽  
Point Of View ◽  
Self Determination ◽  
Federal State ◽  
University Graduates ◽  
Organizational Conditions ◽  
State Pedagogical ◽  
Professional Self ◽  
Definition Of

Введение. В условиях быстрых изменений в общественной и профессиональной сфере актуальным становится вопрос о том, как организовывать процесс профессионального самоопределения и эффективного трудоустройства выпускников вузов. В этой связи рассмотрено содержание организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Цель – поиск и определение содержания организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Материал и методы. Использованы теоретические (изучение, анализ, обобщение литературы, изучение статистических данных, моделирование) и эмпирические (анкетирование, опрос, апробация) методы исследования. Обоснование комплекса условий строится на основе эмпирического обобщения деятельности центра содействия занятости студентов. Обзор литературы. Представлены подходы современных исследователей к дефиниции «организационно-педагогические условия». Выделена группа ученых, рассматривающих организационно-педагогические условия как совокупность факторов. Описана позиция исследователей, считающих, что организационно-педагогические условия – это комплекс каких-либо мероприятий. Отдельно проанализированы научно-исследовательские работы ученых, считающих, что в дефиниции «организационно-педагогические условия» выделяются две смысловые составляющие: организационные условия и педагогические условия. Результаты и обсуждение. На основе анализа литературы и обобщения эмпирического опыта уточнено, что под организационными условиями в работе будут пониматься факторы, которые обеспечивают управление процессом, а под педагогическими – факторы, включающие в себя содержание, методы, приемы, формы обучения, воспитания, обеспечивающие достижение педагогических целей. При этом объединение организационных и педагогических условий в один комплекс, подчиненный общей цели, будет являться организационно-педагогическими условиями. На основе этого на базе Томского государственного педагогического университета определен и апробирован комплекс организационно-педагогических условий содействия профессиональному самоопределению студентов. Заключение. Предложено уточненное определение организационно-педагогических условий содействия профессиональному самоопределению обучающихся педагогического вуза, в том числе студентов с низкой мотивацией на педагогическую профессию, которое может быть использовано в качестве основы для деятельности вузовских центров по трудоустройству выпускников. Introduction. Under rapid changes in social and professional spheres urgent appears the question of organizing the process of professional self-determination and effective employment of university graduates. In connection with it, the article will cover the content of organizational and pedagogical conditions in the process of contributing to the professional self-determination of students of a pedagogical university. Aim – to search for and define the content of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university. Material and methods. Such methods of analysis as theoretical methods (analyzing and summarizing what is in literature, analyzing statistical data, modelling) and empirical methods (using surveys, questioning, testing) were applied. Stating the set of conditions is based on summarizing empirically the activities of the center for students’ employment. Modern researchers’ approaches to defining “organizational and pedagogical conditions” are presented. Apart from others is the group of researchers analyzing organizational and pedagogical conditions as a set of factors. Also, the article reveals the point of view of researchers who think that organizational and pedagogical conditions are a set of some schemes. Separately we analyze research works by scientists who think that in the definition of “organizational and pedagogical conditions” there are two sensible components: organizational conditions and pedagogical conditions. Results and discussion. Analyzing issues and summarizing empirical experience, it was specified that under organizational conditions we will mean factors that guarantee controlling the process and pedagogical conditions will be understood as factors including content, methods, means, forms of teaching, upbringing that provide achieving pedagogical goals. In such a case, putting together organizational conditions and pedagogical conditions into one set used for achieving one mutual goal will result in organizational and pedagogical conditions together. On the basis of it in Federal State Budgetary Educational Institution of Higher Education “Tomsk State Pedagogical University” we made up and tested a set of organizational and pedagogical conditions contributing to students’ professional self-determination. Conclusion. There has been put forward the definition of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university, including students with low motivation for pedagogical profession, that can be used as a basis for the activities of university centers for students’ employment.

scholarly journals Development of senior preschool children’s readiness for social orientation in the organizations of additional education

2019 ◽  
Vol 8 (3) ◽  
pp. 310-315
Author(s):  
Natalia Vladimirovna Ryabova ◽  
Elena Vasilyevna Barcaeva
Keyword(s):  
Preschool Age ◽  
Social Adaptation ◽  
Social Orientation ◽  
Social Activities ◽  
State Pedagogical ◽  
Extended Day ◽  
State Pedagogical Institute ◽  
Group Form ◽  
The Individual ◽  
Additional Education

This paper considers development of senior preschool childrens readiness for social orientation in the organizations of additional education. On the basis of psychological and pedagogical literature analysis the authors substantiate key concepts of the research and consider possibilities of additional education organizations for social activities development. The concept of readiness for social orientation is defined in the logic of socio-cultural, systemic, activity, anthropological approaches and is characterized as a property of the individual, allowing to design an indicative basis of social and household activities and implement all its types. In this paper additional education is considered as a tool for the development of socially significant qualities of the individual, providing social adaptation to the pace of social and technological change. The organization of additional education for preschool children ensures the unity of the processes of education, training and development of the child. The paper presents the results of designing the substantive and procedural aspects of social orientation readiness development. The experimental research was conducted on the basis of the Extended Day Centre in the Mordovian State Pedagogical Institute named after M.E. Evsevyev. In this organization there is a developing educational environment where a complex interaction of experts (teacher-psychologist, teacher-speech therapist, social teacher, teacher-defectologist) provides equal starting opportunities for all children of preschool age in the aspect of social and household adaptation. The study showed that the developed content of the program circle with a focus on social orientation, implemented with preschoolers in the individual and group form of developing methods and means of training, provided the dynamics of mastering the readiness for social activities.

scholarly journals IN THE ORIGINS OF THE ASSOCIATE MAKARENKO STUDIES

2018 ◽  
pp. 58-69
Author(s):  
Andriy Tkachenko
Keyword(s):  
International Association ◽  
100Th Anniversary ◽  
International Studies ◽  
Research Issues ◽  
Internet Resources ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
State Pedagogical Institute ◽  
Scientific Meetings ◽  
First Time

The name of THE academician I. Ziaziun is inextricably linked with all major events of the last decades in the field of Makarenko studies, among which the most important is the creation of the International Makarenko Association, an international association of scholars, which brings together individuals and organizations interested in the study, propaganda and creative introduction of the pedagogical heritage of A. S. Makarenko. Having taken up the position of the rector of PoltavaV. G. Korolenko State Pedagogical Institute (1975), I. A. Ziaziun deeply realized the integrity of the world process of Makarenko studies, the urgent need to combine international studies. For the first time, the idea of creating International Makarenko Association was fixed in the celebration of the 100th anniversary of Makarenko, whose training was led by I. Ziaziun. International Makarenko Association project was discussed at the 6th International Makarenko Symposium, supported by researchers from 15 countries. International Makarenko Association was created at a conference in Poltava Pedagogical Institute on September 23-28, 1991 – the charter and governing bodies were approved, Poltava Pedagogical Institute was recognized as the association's scientific and organizational center. Presidents of International Makarenko   Association   were   elected:   M. Yarmachenko,   I. Ziaziun,   G. Khillig, T. Korablova, N. S. de Kumis. The objectives of International Makarenko Association are: studying the life, activities and creative heritage of A. S. Makarenko, mastering and developing his legacy in modern conditions, studying, propagating and disseminating the experience of Makarenko followers. While maintaining the organizational integrity of the Academic Ziaziun, today the activities of International Makarenko Association include the following: coordination and organization of scientific meetings, discussion of research issues, presentation of Makarenko studies publishing projects, exchange of information and literature, support and consultation of the relevant Internet resources, initiation and conduct of public-pedagogical actions and memorial events, etc.

scholarly journals SOCIO-PEDAGOGICAL SUPPORT FOR THE FORMATION OF THE STUDENT’S SOCIAL COMPETENCE: A TECHNOLOGICAL ASPECT

2020 ◽  
Vol 116 (5) ◽  
pp. 8-16
Author(s):  
Tatiyana N. Gushchina ◽  
Keyword(s):  
Social Competence ◽  
Educational Institution ◽  
Effective Means ◽  
Point Of View ◽  
Federal State ◽  
Technological Aspect ◽  
State Budget ◽  
Scientific Institution ◽  
Innovation Platform ◽  
Additional Education

In this article, the author actualizes the problem of socio-pedagogical support for the formation of social competence of students, which expands their positive social experience, helps the subjects of support to realize their capabilities and assign the value of social competence. The purpose of the article is to substantiate the essence, content, advantages and limitations of the technology of socio-pedagogical support for the formation of social competence of students in additional education. The study of the socio-pedagogical support of formation of social competence of students is conducted under the scientific guidance of the author on the innovative area «Socio-pedagogical support of students in secondary education» of the Federal state budget scientific institution «Institute for the study of childhood, family and education of Russian Academy of education» on the basis of municipal educational institution of additional education of children «Yaroslavl city Palace of pioneers». The article attempts to present a new direction in pedagogical science at the level of identifying and presenting the content, advantages, risks and limitations of socio-pedagogical support as a technology for the formation of social competence of students in the organization of additional education. The author emphasizes the main theoretical positions that reflect the possibilities and features of additional education for the formation of social competence of students in the system of additional education of children; indicates a number of provisions that characterize social and pedagogical support from the point of view of the formation of social competence of students; argues the relevance of the formation of social competence for students. The article presents the main characteristics of socio-pedagogical support, identifies the stages and effective means of technology of sociopedagogical support for the formation of social competence of students in the organization of additional education. The article also outlines the prospects for experimental work on the topic of innovation platform.

Christianity and culture: history, tradition, modernity

1997 ◽  
pp. 65-66
Author(s):  
V. Klymov
Keyword(s):  
Religious Studies ◽  
National Academy Of Sciences ◽  
Culture History ◽  
State Administration ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
The Many ◽  
Academy Of Sciences ◽  
Cultural Experts ◽  
Practical Conference

Under this name, on November 20-21, the All-Ukrainian Scientific and Practical Conference took place in Poltava, which became one of the many events devoted to the 2000th anniversary of the Nativity of Christ. Its organizers were Poltava Regional State Administration, Department of Religious Studies at the Institute of Philosophy named after G. Skovoroda, National Academy of Sciences of Ukraine, Poltava State Pedagogical Institute. VG Korolenko. The conference was attended by scholars: religious scholars, historians, philosophers, ethnographers, cultural experts, teachers from Kyiv, and many regions of Ukraine.

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