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Abstract
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.
Highlights
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
Pedagogical excellence as a scientific category is widely reflected in modern Russian studies related to the scientific fields of pedagogy and psychology
Professional and universal competences of teachers, reflected in the relevant professional standards, do not quite obviously reflect the competence model of a teacher demanded by society, corresponding to the ideas of a professional with a high degree of personal responsibility for the results of the work performed, constantly developing, having creative potential and appropriate motivation
Summary
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. The competence-based model of the “master of pedagogy”, focused on fulfilling the acutely urgent tasks of Russian education and corresponding to today’s ideas about the comprehensively developed personality of a professional (in the context of the mainstream of humanization of education) is in demand – both from the side of methodologists-developers of educational content of different levels, and on the side of the heads and teachers of educational organizations of general, secondary vocational and higher education. The lack of systematization of reflexive advanced pedagogical practice in the context of accentuation of the competence characteristics of the model of the highest level specialist in pedagogy narrows the possibilities of multiplying pedagogical achievements and their introduction into teaching technologies, which in general negatively affects the improvement of the Russian education quality
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