The Rural School and the Rural Teacher: Productive Russian and International Practices

2021 ◽  
pp. 190-201
Author(s):  
Rosa M. Sherayzina ◽  
◽  
M.V. Alexandrova ◽  
Zinaida B. Eflova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Rural Schools ◽  
Professional Training ◽  
Rural School ◽  
Theory And Practice ◽  
Professional Activity ◽  
Rural Teachers ◽  
Educational Situation ◽  
Rural Teacher ◽  
Mixed Age

The comparative analysis of Russian and foreign theory and practice aims at identifying productive practices of modern rural schools, professional training and development of rural teachers. Since the sociocultural, deficiency and ambivalent approaches are determined as basic for this study, their verification allows for a constructive balance in the development of rural schools and teachers as well as for positive changes in the sociocultural educational situation in rural settlements. The comparative analysis is based on theoretical and empirical studies from different countries of the world. The authors draw on the data and analytics of large-scale international studies, results of foreign and Russian researches, international documents of educational management, statistics and media information. They also rely on their long-term experience of teaching and organizing continuous professional training for rural teachers. A rural school teacher's activity is considered as professional, determined by the specificity of the sociocultural educational situation with its differentiation, inconsistency and instability, as well by the characteristics of modern rural schools, including their social mission, multifunctionality, openness, instability/variability of its position, the latter brought about by the increasing paucity of rural school students. These factors directly determine the specificity of teaching in rural areas: educators have to teach multiple subjects and fulfill multiple functions; they are involved in local community life and often have to changes the type of their professional activity. The chain of interrelated problems in the professional activity of rural teachers is considered within the framework of their integral, professionally-oriented development. The productive Russian and foreign practices of mixed-age teaching in rural schools are underpinned by the idea of relations in mixed-age child and child-adult communities as a system-forming factor in the modern information society. The authors determine and give grounds for the following priorities in modernization of the rural school and rural teacher training: formation and development of rural schools as sociocultural educational centers of settlements; establishment of federal and regional network educational centers to promote and support mixed-age child-adult educational communities that would function as a tool for solving vital problems of local communities and rural development; mixed-age education as a productive educational technology in small rural school; personalized training for rural teachers. The study can be useful for teachers, school administrators, researchers of lifelong education for rural teachers, and pedagogical students.

scholarly journals SUMMER PEDAGOGICAL SCHOOL AS A FORMAT OF ADDITIONAL PROFESSIONAL EDUCATION FOR RURAL TEACHERS

2020 ◽  
pp. 115-123
Author(s):  
Зинаида Борисовна Ефлова
Keyword(s):  
Research Methods ◽  
Professional Education ◽  
Rural Areas ◽  
Educational Program ◽  
Professional Training ◽  
Rural School ◽  
Theory And Practice ◽  
Small Scale ◽  
Rural Teachers ◽  
Rural Teacher

Аргументирована актуальность поиска и апробации новых форм дополнительного профессионального образования педагогов сельских малочисленных, малокомплектных образовательных организаций, в частности формата Летней педагогической школы (ЛПШ). Представлена обобщенная характеристика материалов и методов исследования. Обоснованы исторические предпосылки формата, истоки которого обнаружены в учительских съездах и курсах сельского учительства России в XIX в., а также принципиальные положения, обусловленные традициями отечественного образования. Определены теоретико-методологические и научно-практические основы содержания образовательной программы и ведущие образовательные модули. Отмечена центральная линия образовательной программы ЛПШ – непрерывное образование как путь профессионально-личностного становления и развития сельского педагога. Приведены примеры тематики и блочного структурирования образовательных программ из опыта летних школ разных лет. Представлены приоритетные образовательные технологии и особенности ЛПШ содержательно-организационного порядка. Сформулированы выводы о результативности формата ЛПШ. The urgency of the search and testing of new forms of additional professional education of teachers of small rural small-scale educational organizations, in particular, the format of the Summer Pedagogical School is proved. The generalized characteristics of materials and research methods are present. The historical prerequisites of the format, the origins of which were found in teachers’ congresses and courses for rural teachers in Russia in the 19th century, are substantiated, as well as the fundamental provisions due to the traditions of Russian education. The theoretical-methodological and scientific-practical foundations of the content of the educational program and the main educational modules have been determined. The central line of the educational program of the summer pedagogical school is noted – this is continuous education as a way of professional and personal formation and development of a rural teacher. Examples of topics and block structuring of educational programs from the experience of summer schools in different years are given. The priority educational technologies and features of the content-organizational order of the summer pedagogical school are presented. Some conclusions about the effectiveness of the format of the summer pedagogical school are formulated. The material of the research was the works of: Russian educators of the 19th – early 20th centuries; modern researchers of the socio-cultural educational situation in rural areas of Russia, a rural small-numbered small educational organization, the professional activities of a rural teacher; domestic and foreign specialists in the field of continuing teacher education; professional training, formation and development of rural school teachers. The sources are the results of the laboratory of the theory and practice of rural school development at Petrozavodsk State University, the Karelian Institute for Education Development and the Association of Rural Schools of the Republic of Karelia, on the initiative and with the support of which the LPS was tested. Accordingly, the main research methods were historical and pedagogical analysis, theoretical analysis, experimental and practical work.

scholarly journals Тraditions and innovations in continuing education of a rural school teasher: summer pedagogical school

2021 ◽  
Vol 3 (9) ◽  
pp. 96-117
Author(s):  
Zinaida B. Eflova ◽  
Keyword(s):  
Information Technologies ◽  
Rural School ◽  
Theory And Practice ◽  
Professional Activity ◽  
Rural Teachers ◽  
Professional Activities ◽  
Education Journal ◽  
Rural Teacher ◽  
The Republic ◽  
Additional Education

The article continues to acquaint with the results of a historical and pedagogical study of the theory and practice of professional and personal formation and development of a rural teacher in Russia, carried out in the discourse of his lifelong education (journal «Pedagogy of rural school», № 1, 2021). At the stage of the development of rural schools and rural teachers (XIX – early XX centuries), the prerequisites for the continuous education of a rural teacher are found in such forms of advanced training as teachers' congresses and courses for folk (zemstvo, rural) teachers. The illustration of the possibility of reviving traditions and harmonizing the ideas of educators with the development trends of modern rural school and its teacher is the Summer Pedagogical School for leaders and teachers of rural educational organizations of the Republic of Karelia. The reliance on traditions in improving the qualifications of rural teachers is manifested in the concept, content, structure and forms of implementation of the program of additional pedagogical education, carried out in this format. The article substantiates the viability and prospects of the following ideas of teachers' congresses and courses: 1. The actual content of the additional education of a rural teacher, adequate to modern trends in the development of education and at the same time verified (coordinated) with the specifics of rural school, professional activity and lifestyle of a teacher in the in the village. 2. The interdependence and interconnection of theory and practice, the practical orientation of additional pedagogical education and its focus on the translation of learning outcomes into the life of rural school, into the professional activities of a rural teacher. 3. Democratic creative atmosphere, «friendly interface» of the Summer Pedagogical School of rural teachers. 4. Integration of resources of subjects of joint educational activities – organizers and participants of the Summer Pedagogical School. The innovativeness of the summer pedagogical school manifested in the compatibility of team and personalized training, in a modular approach to the construction and implementation of the educational program, in the priority of active, interactive technologies, in the use of information technologies and etc.

scholarly journals MODERN RURAL SCHOOL OF FINLAND: NOTES FROM THEORY AND PRACTICE

2020 ◽  
pp. 39-45
Author(s):  
Зинаида Борисовна Ефлова
Keyword(s):  
General Education ◽  
Rural Areas ◽  
Rural School ◽  
Theory And Practice ◽  
Professional Activity ◽  
Small School ◽  
Cultural Center ◽  
Rural Teacher ◽  
The Republic ◽  
Training And Support

Введение. Сравнительное исследование теории и практики образования Финляндии обусловлено закономерным интересом исследователей к опыту стран, занимающих лидирующие позиции в международных образовательных мониторингах, где финская система показывает устойчиво высокие результаты. В фокусе анализа образование, реализуемое в сельской местности, особенности деятельности сельской школы, специфика профессиональной деятельности сельского учителя. Материал и методы. Материалом для анализа послужили исследования финских ученых и специалистов сферы образования, опыт международных российско-финских образовательных проектов. Результаты и обсуждение. Теория и практика развития образования Финляндии представляет интерес для российских ученых и практиков, а для исследователей Республики Карелия особенно, поскольку очевидна сходность обеих территорий по географическим, природно-климатическим, этнокультурным, демографическим и иным показателям. В обеих территориях сельская школа представляет значительную часть системы общего образования. Заключение. Анализ работ финских и российских ученых позволил зафиксировать совпадение позиций исследователей относительно особенностей сельской школы и специфики труда сельского учителя, актуальности социокультурного подхода к модернизации образования в сельской местности, а также необходимости в целенаправленной подготовке и сопровождении профессионального становления и развития сельского педагога в парадигме непрерывного образования, выявить общие подходы к обоснованию таких путей сохранения и развития малочисленной школы, как создание социокультурного центра, преобразование школы в сервисный центр сельского поселения (по Э. Корпинен). Introduction. A comparative study of the theory and practice of education in Finland is due to the natural interest of researchers in the experience of countries that hold leading positions in international educational monitoring, where the Finnish system shows consistently high results. The focus of the analysis is education implemented in rural areas, the features of the activity of a rural school, the specifics of the professional activity of a rural teacher. Materials and methods. The material for the analysis was the research of Finnish scientists and specialists in the field of education, the experience of international Russian-Finnish educational projects. Results and discussion. The theory and practice of the development of education in Finland is of interest for Russian scientists and practitioners, and for researchers of the Republic of Karelia, especially, since the similarity of both territories in terms of geographical, natural-climatic, ethnocultural, demographic and other indicators is obvious. In both territories, rural schools represent a significant part of the general education system. Conclusion. Analysis of the works of Finnish and Russian scientists made it possible to: fix the coincidence of the positions of researchers regarding the peculiarities of the rural school and the specifics of the work of a rural teacher, the relevance of the socio-cultural approach to the modernization of education in rural areas, as well as the need for targeted training and support for the professional formation and development of a rural teacher in the paradigm of lifelong education ; to identify common approaches to substantiating such ways of preserving and developing a small school such as creating a socio-cultural center, transforming a school into a service center for a rural settlement (according to E. Korpinen).

scholarly journals Formation of professional reflection of future specialists in physical therapy, ergotherapy

2020 ◽  
Vol 8 (1) ◽  
pp. 48-58
Author(s):  
Yuliia Volodymyrivna Kopochynska ◽  
Keyword(s):  
Physical Therapy ◽  
Experimental Work ◽  
Professional Training ◽  
Evaluation Method ◽  
Theory And Practice ◽  
Professional Activity ◽  
Active Research ◽  
Expert Evaluation Method ◽  
Model Formation ◽  
The Impact

The purpose of the study is to develop a model for the formation of professional reflection of future specialists in physical therapy, ergotherapy and to study the impact of its implementation in the process of professional training. Based on the theoretical analysis of the scientific literature, we have developed a model for the formation of professional reflection of future specialists in physical therapy and ergotherapy. The model developed is based on a reflexive approach, which assumes that a person has the capacity to take an active research position in relation to his activity and to himself as his subject, in order to critically analyze, understand and evaluate its effectiveness for its development. The approach to reflective activity allows us to consider reflection as a mechanism for the development and implementation of activity, in turn, activity is the object of reflection. The essence of this approach is most consistent with the understanding of the professional reflection of specialists in physical therapy, ergotherapy as an integral part of professional activity, which led to the development of a program of work with students on its basis. Psychological methods, a specially designed questionnaire and an expert evaluation method were used to evaluate the effectiveness of the model. Formation of professional reflection of future specialists in physical therapy, ergotherapy is presented in the form of three successive interrelated stages. The components of professional reflection of specialists in physical therapy and ergotherapy are covered. We used the methods of diagnostics of reflexivity and examination twice, before the beginning of the experimental work and after its completion. The analysis of the experimental work showed that the students of the experimental group significantly increased the level of formation of each of the components of professional reflection of specialists in physical therapy and ergotherapy. The results of the study make it possible to outline a number of unresolved problems, the development of which is dictated by the needs of the theory and practice of the entire education system. According to the results of the study, the introduction of the developed model in the process of professional training of future specialists in physical therapy and ergotherapy will contribute to the formation of professional reflection.

scholarly journals Forming future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice

2019 ◽  
Vol 66 (3) ◽  
pp. 262-268
Author(s):  
Olha Shovkoplias
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Healthy Lifestyle ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Theory ◽  
Practical Aspect ◽  
Preschool Age ◽  
Theory And Practice ◽  
Professional Activity

The article analyzes the current state of the study of future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice. The article considers the relevance of the problem of healthy lifestyle in the younger generation forming, starting from preschool age. Despite the considerable interest of scientists to the issues of personality’s readiness for teaching, which reflect future specialists of preschool education preparation process and its result: readiness or professional competence (professional training of future preschool teachers for physical education of preschoolers – Yu. Kovalenko, S. Petrenko, O. Shovkoplias and other; work in families – O. Zalizniak, N. Kovalevska and other; using computer technologies – S. Diachenko, I. Mardarova, O. Chekan and other; predictive activity – N. Davkush; creative professional activity – S. Havryliuk, N. Holota, L. Zahorodnia, O. Lystopad, V. Liubyva, L. Makridina, O. Popovych, O. Semenov and other; teaching a foreign language to preschoolers – I. Mordous, T. Shkvarina and other; environmental education of preschoolers – O. Vashak, T. Naumenko, V. Nesterenko and other)), the issue of future preschool teachers’ readiness forming to health-saving activity with preschoolers both in theoretical and in practical aspect remains little studied, which is manifested in the lack of a unified understanding of this phenomenon; further development requires the issue of disclosure and justification of the content, forms and methods of future preschool teachers’ readiness’ forming to health-saving activity with preschoolers. The basic concepts are analyzed in article: «readiness», «readiness to activity», «health-saving activity», professional activity». The concept «forming future preschool teachers’ readiness to health-saving activity with preschoolers is considered as professional training in higher education, the purpose of which is to acquire future preschool teachers a certain level of special pedagogical knowledge, skills, development of their pedagogical abilities, personal professional qualities, which on the basis of sustainable pedagogical motivation will allow them to ensure the formation of preschoolers health-saving competence».

scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

DIGITALIZATION OF MUSEUMS AND THE NEED TO FORM AN INFORMATION CULTURE OF MUSEOLOGISTS

2021 ◽  
pp. 231-244
Author(s):  
Natalya I. Gendina ◽  
◽  
Elena V. Kosolapova ◽  
Darya D. Rodionova ◽  
Larisa N. Ryabtseva ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Professional Training ◽  
Research Work ◽  
Digital Transformation ◽  
Theory And Practice ◽  
Professional Activity ◽  
Information Culture ◽  
Theoretical Understanding ◽  
Holistic View ◽  
Professional Self

The purpose of the article is to substantiate the need for the development of the information culture of museum specialists as an independent area of personnel training in the context of the digital transformation of society. As a research methodology, a set of complementary approaches was used: systemic, allowing to ensure the integrity of museologists' ideas about the phenomenon of information culture; technological and activity, revealing the possibilities of using information and communication technologies in various types of museum activities; culturological, allowing to give a holistic view of modern culture as a unity of its spiritual, social and technological sides. As a result of the study, the authors of the article proved the need to form a special facet of the culture of modern museum specialists - the information culture of a museologist. The definition of the notion "information culture of a museologist" has been developed, where a special place is occupied by the information worldview of a museologist. It acts as the basis for the development of professional self-awareness for the purpose of personal professional self-development and continuous improvement of the level of professional qualifications. The structure of the training course "Information culture of a museologist" is proposed. The purpose of which is the formation of a systematic understanding of the digitalization of culture and the digital transformation of information resources in museology, protection of objects of cultural and natural heritage and related subject areas; mastering the algorithms for searching for information in the electronic information environment, mastering the methods of analytical-synthetic processing and critical analysis of information in the structure of the professional activity of a museologist, mastering the technology for creating information products in the context of digital transformation of the culture industry in accordance with the tasks of educational and professionally oriented research work. The thesis is argued that in the professional training of museologists, a harmonious unity of intellectual and technological principles should be observed on the priorities and values of culture. It is concluded that the differences between the ideas of the formation of the information culture of a personality, the information culture of a museologist and the idea of integration of media and information literacy promoted by UNESCO, developed in Russia, are not of a fundamental nature. They only reflect the desire of Russian scientists and practitioners to combine the advantages of international theory and practice with the traditions of national culture and education, the accumulated experience of Russian museums and educational institutions. Scientific novelty consists, firstly, in the theoretical understanding of the danger of the digitalization of museums becoming a purely technical and technological process and the loss of the educational and educational function of the museum; secondly, in adapting the concept of the formation of an individual's information culture to the tasks of information training for museologists.

scholarly journals APPLICATION OF SYSTEMATIC APPROACH IN THE PROCESS OF FORMING THE READINESS OF AFU FUTURE OFFICERS FOR PROFESSIONAL ACTIVITY: THEORY AND PRACTICE

2021 ◽  
pp. 24-27
Author(s):  
V. Ryzhykov ◽  
O. Didenko
Keyword(s):  
System Approach ◽  
Professional Training ◽  
Military Training ◽  
Armed Forces ◽  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Professional Activity ◽  
Specific Content

The article discusses the use of the system approach of future officers training in higher military educational institutions, analyzes the basic principles of the pedagogical system, which are defined by the system as a holistic organized set of military training, which ensures stable behavior and effective results of military education. The basic systems of professional training in higher military educational institutions, which have the conditional level of involvement in the educational process, are revealed. However, the basis is the inalienability of all systems in the training of future officers of the Armed Forces, and the interchangeability or absence of any training system leads to irreparable consequences, the result of which is not fully formed professional readiness of an officer of the Armed Forces. Theoretically, professional readiness is formed as knowledge, skills and competencies fully acquired, but the important point remains whether psychological professional readiness is formed during the extreme situation of military service. In view of the material presented in the scientific article, the conclusion is that the training of officers of the Armed Forces in higher military educational institutions is a system one. The result of the training process of future officers in higher military educational institutions is a high level of cadets readiness for practical activities, which can be achieved only by streamlining the system on the basis of certain principles to which we include: the principle of objectivity, completeness, specific historical (genetic) approach, systematics, contradictions of pedagogical experience. This makes it possible to organize the specific functioning of all subsystems of future officers training and their effective interaction in accordance with the aspect and general goals and objectives. When modeling the system approach of professional training in higher military educational institutions the main pedagogical systems (types of training) involved in the training of officers of the Armed Forces are used. Each of them has its purpose and objectives, specific content, means and methods. Because the professional training of future officers of the Armed Forces is an integration process of formation of the same five basic systems (theoretical, psychological, physical, training and practical (officer training in combat units)).

scholarly journals PROFESSIONAL TRAINING OF MASTERS IN DENTISTRY IN MEDICAL UNIVERSITIES OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION IN TERMS OF EDUCATIONAL CURRICULA AND SYLLABI HARMONIZATION

2020 ◽  
pp. 118-125
Author(s):  
Ya. А. Kulbashna ◽  
Ya. Р. Nahirnyj ◽  
I. L. Skrypnyk ◽  
О. O. Skibitska ◽  
V. O. Zakharova
Keyword(s):  
Comparative Analysis ◽  
Professional Training ◽  
Organizational Context ◽  
Professional Activity ◽  
Practical Training ◽  
The European Union ◽  
Eu Countries ◽  
European Universities ◽  
National Medical ◽  
Medical University

The article analyzes, compares and summarizes the curricula for masters in dentistry used in medical universities of the EU countries and O. Bohomolets National Medical University. A comparative analysis of European and national universities’ curricula revealed that the professional training of masters in dentistry in medical universities of Ukraine and in European countries has significant differences in both content and organizational context. Curricula for professional training of future dentists in European universities differ in the number of disciplines and ECTS credits allocated for their study. Comparing of syllabi in NMU and EU countries allowed to state that the main differences consists in their intensity. It is established that the workload of students of national medical universities is very high on account of the large number of humanities and socio-economic disciplines, while European students have only two socio-economic disciplines in the program. Comparative analysis of curricula of national and European universities made it possible to determine the main tasks of reforming the system of dental education, particularly: improving the quality of medical education, ensuring its conti­nuity and consistency throughout the period of professional activity; reducing the workload on students; providing the optimal ratio of theoretical and practical training with increasing emphasis on clinical and practical training.

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