To the Question About the Main Directions of Development of Pedagogical Education in Russia

2016 ◽  
Vol 5 (3) ◽  
pp. 3-9
Author(s):  
Шишов ◽  
Cergey Shishov ◽  
Кальней ◽  
Valentina Kalney
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
Educational Institutions ◽  
Future Teachers ◽  
High Quality ◽  
Public Consciousness ◽  
High Level ◽  
The Relationship ◽  
Permanent Increase ◽  
Selection Of

Based on the identified global challenges of the XXI century, the authors attempted to define the main directions of development of pedagogical education in Russia. The article provides the author´s view on the possible directions of development of pedagogical education in Russia. Among them: the international harmonization of structures and content of teacher education related to an objective necessity of formation of a common, interdependent Eurasian educational space; humanization, humanitarization of professional education of future teachers related to the humanistic orientation of public consciousness at the international level; vocational selection of future teachers as the basis for the formation of high-quality professionals with a high level of readiness; practice-oriented character of teacher education associated with the consideration of not only the specialty, but also the nature of the institutions; the relationship and interdependence of cultural, historical, psychological-pedagogical, national and organizational basis for the design and construction of higher pedagogical education; selection to educational institutions on grounds of professional suitability; operation and development of the existing system of continuous postgraduate) teacher education as a condition of permanent increase of level of professionalism of teachers.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

RunayaySoft

2019 ◽  
Vol 15 (1) ◽  
pp. 103-131
Author(s):  
Juan Camilo González Vargas ◽  
Angela Carrillo-Ramos ◽  
Ramon Fabregat ◽  
Lizzeth Camargo ◽  
Maria Caridad García Cepero ◽  
...  
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Design Methodology ◽  
Educational Institutions ◽  
Content Type ◽  
Functional Prototype ◽  
The Relationship ◽  
Disciplinary Area ◽  
Selection Of

Purpose The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have. Design/methodology/approach It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered. Findings For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions. Research limitations/implications RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions. Social implications RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources. Originality/value RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.

Common-sense reasoning and everyday activities

1993 ◽  
Vol 1 (2) ◽  
pp. 307-340 ◽  
Author(s):  
Yvonne Rogers
Keyword(s):  
Common Sense ◽  
Theory And Practice ◽  
Cooking Methods ◽  
Common Sense Reasoning ◽  
Everyday Activities ◽  
Knowledge Based ◽  
Theoretical Approaches ◽  
High Level ◽  
The Relationship ◽  
Selection Of

This paper is concerned with the nature of common-sense reasoning and understanding in relation to practical behaviour. It examines the relationship between intuitive knowledge based on everyday experience and institutionalized theory and practice. An analysis of the types of knowledge that guide the selection of actions and understanding in the domain of cooking practice is presented. Verbal transcripts were elicited from participants, with varying levels of experience, of the cooking methods they followed and their underlying rationale. The results suggest that individuals utilize various high level knowledge primitives in combination with pragmatic utility principles in their reasoning. The findings are discussed in the light of recent theoretical approaches concerned with the relationship between knowledge and inference.

scholarly journals L. OROSHANSKY SCIENTIFIC AND PEDAGOGICAL SCHOOL OF ARTISTIC-LABOR TRAINING OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGIES

2018 ◽  
pp. 228-233
Author(s):  
P. ARTYUSHENKO
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teachers ◽  
Research Activity ◽  
Labor Education ◽  
State Pedagogical ◽  
Labor Training ◽  
Artistic Labor ◽  
High Level

The article describes L. Orshansky's scientific-pedagogical school (Drohobych State Pedagogical University named after Ivan Franko) as a unique collective of scientists, who fruitfully deals with the problems of artistic and labor training of future teachers of labor education and technologies. The activity of the scientific and pedagogical school is directed by professor L. Orshansky, a considerable experience of scientific and methodological work, which was acquired during the years of scientific and pedagogical activity, is organically combined with the purposefulness, perseverance, vision of the prospects of the development of the national system of general and higher education, readiness to realize the most important tasks of professional training modern competitive pedagogical staff, to lead a team of scientists, which is characterized by diligence, high level of intelligence, responsible u, demanding to themselves and others, perseverance in the realization of the goals and objectives set. Specificity of the scientific and pedagogical school is defined: the substantiation of the pedagogical system of training teachers of labor training and technologies in the specialty «Decorative and applied art» and its methodological support, the creation of appropriate algorithms of artistic and labor activities of students, development and implementation of the activities of the faculties of technologies of domestic pedagogical universities of a complex theme «Theoretical and methodical principles of designing innovative pedagogical systems of training specialists in the field of technological and professional education».The members of the scientific and pedagogical school have a high educational effect due to the consideration of the psychophysiological features of each student, his creative abilities and interest in learning, the use of new pedagogical technologies and the forms of organization of the educational process. It is under these pedagogical conditions that an independent, mobile and creative personality of the teacher of labor education and technology develops at the Ivan Franko Drohobych Pedagogical University, and the research activity of teachers has a powerful proactive effect.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

scholarly journals Changing the landscape of cybersecurity education in the EU: Will the new approach produce the required cybersecurity skills?

2021 ◽  
Author(s):  
Borka Jerman Blažič
Keyword(s):  
Graduate Students ◽  
Professional Education ◽  
Labour Force ◽  
Industrial Sector ◽  
Educational Institutions ◽  
New Approach ◽  
Program Accreditation ◽  
High Level ◽  
Industrial Needs ◽  
The Eu

AbstractRecruiting, retaining, and maintaining sufficient numbers of cybersecurity professionals in the workplace is a constant battle, not only for the technical side of cybersecurity, but also for the overlooked area of non-technical, managerial-related jobs in the cyber sector. The problem is the lack of cybersecurity skills in the European labour force. This paper presents the results of a study carried out with the aim to identify how much the cybersecurity education system within the high-level educational institutions and the industrial sector meets the needs for graduate students to gain the required cybersecurity skills. The method applied in the study is based on data collected from surveys carried out by the European competence centres on cybersecurity and the European Cybersecurity organisation. The problem of common educational program accreditation in Europe is highlighted and discussed. The actions undertaken to improve the education in both sectors are described and the emerging educational landscape is commented. The main cybersecurity knowledge specified by the industrial needs is presented in the form of five knowledge pillars. The study’s findings show that there are missing topics in high-level institution’s cybersecurity programs and that that there is a need to re-shape the content of the courses provided by the professional education providers.

EuroPsy: The Development of Standards for High-Quality Professional Education in Psychology

2011 ◽  
Vol 16 (2) ◽  
pp. 104-110 ◽  
Author(s):  
Ingrid Lunt
Keyword(s):  
Professional Practice ◽  
Professional Education ◽  
Bologna Process ◽  
European Federation ◽  
The European Union ◽  
High Quality ◽  
Professional Mobility ◽  
History Of ◽  
High Level

The paper presents a brief history of the EuroPsy initiative which began in 1998 and is now in the process of implementation across European countries in the European Federation of Psychologists’ Associations (EFPA). EuroPsy defines a standard of professional education that aims to promote a high quality of education and professional practice for psychologists. The initiative was substantially supported by developments within the European Union (EU) and more widely in Europe, in particular the so-called Bologna process. This process, however, had a major political focus with an explicit commitment to facilitate mobility. Concerns for quality and a high level of professional education and an implied focus on consumer or client protection may not always sit easily with a commitment to facilitating professional mobility. This paper presents some of the challenges and potential tensions inherent in the EuroPsy.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

scholarly journals CHARACTERISTICS OF PHYSICAL HEALTH OF STUDENTS OF MODERN EDUCATIONAL INSTITUTIONS

2019 ◽  
Vol 98 (9) ◽  
pp. 956-961 ◽  
Author(s):  
E. S. Bogomolova ◽  
Mariya V. Shaposhnikova ◽  
N. V. Kotova ◽  
T. V. Badeeva ◽  
E. O. Maksimenko ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Health ◽  
Average Level ◽  
Educational Institutions ◽  
Age Group ◽  
Functional Tests ◽  
High Level ◽  
The Given ◽  
The Relationship

Introduction. The article is devoted to schoolchildren physical health signs in Nizhniy Novgorod schools of different physical education level. Material and methods. The morphofunctional signs of 3045 children in 8 schools have been studied using anthropometry and functional tests during a medical examination. The method of integral indices rating from 0 to 1 has been used for assessment of physical health level. Results. The physical health (PH) has been estimated by morphofunctional signs and tolerance to physical load. Every eighth child (12,8 %) is characterized by low and below the average level of PH. A third of children (34,3%) has average level PH, 41,2% has above the average level of PH, only 11,7% - high level of PH. Physical health is increased in schoolchildren with high and above the average level of PH to senior age group. It makes up more than 75% of boys and 65% girls in 3rd stage of education. The relationship between physical education and physical health is shown. Schoolchildren’s physical health is more in two times in schools with an integration of modern forms of physical activity and maintenance of all hygienic requirements in comparison with schools using traditional physical education under physical standards and uniformity. Conclusion. The given results are the scientific background for the inclusion of additional organizational-methodical forms and technologies of physical education to increase the schoolchildren’s physical activity, physical health, and adaptation reserves.

scholarly journals On formation of the system of vocational education in Soviet Russia in the early 1920s (on the materials of Moscow and the Moscow Province)

2019 ◽  
pp. 49-53
Author(s):  
Yelena V. Larina
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Statistical Data ◽  
Educational Institutions ◽  
Moscow Province ◽  
Socio Economic Development ◽  
Different Types ◽  
Soviet Russia ◽  
Relationship Of ◽  
The Relationship

The article is devoted to the formation of the system of professional education in the 1920s in Moscow and Moscow Province. The paper highlights the process of creating a system of Central and local authorities of special education. The characteristic of different types of educational institutions is given, statistical data are given. Special attention is paid to the rules of admission to educational institutions, were based on the principle of class selection. On the example of interaction between educational institutions and the Komsomol organisation the author shows the relationship of vocational education and the Communist party. Based on the analysis of the documents, the author concludes on the importance of the development of secondary vocational education in Moscow Region for the socio-economic development of the entire state.

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