Remote Collaboration of the University-School in the Organization of Student Teaching Practice

Marina Nikolaeva,Tatyana Buriakova,Elena Kozyulina

doi:10.3897/ap.5.e1271

Abstract

The article analyzes the issues of remote collaboration of the university-school in the organization of students' pedagogical practice. In conditions of extreme situations and territorial remoteness of educational institutions and universities, the organization of collaboration is possible only in a remote format. At the same time, there is a tendency towards the use of digital technologies in the higher education system, while their use is often ignored in the framework of pedagogical practice. The study reveals the possibilities of organizational and methodological support of students' pedagogical practice using distance educational technologies. The article demonstrates the advantages of distance collaboration of the university-school in the organization of students' pedagogical practice, which implies the organization of joint activities of the participants of pedagogical practice both in the absence and in the presence of territorial restrictions. The article analyzes the implementation of a practice-oriented approach to the professional training of a future teacher in the higher education system, describes the methodological and normative basis of the practical training of students. The role of collaboration between institutions of vocational education and general education in the process of organizing pedagogical practice is revealed. The leading methods in the study of this problem were questionnaires and content analysis, which made it possible to identify deficiencies in the content and organizational aspects of the university-school collaboration. The article describes the functions and principles of the remote collaboration of the university-school, revealing the substantive basis of the organizational and methodological support of students' pedagogical practice.

Highlights

The challenges of the present time have determined the need for the development and application of distance educational technologies in the process of training future teachers
Content analysis was carried out according to the following criteria: the number of assigned competencies for practice; correspondence of the fund of appraisal means to the formed competences; orientation of the content of internship programs to the labor functions of the professional standard of a teacher, implemented by students in the course of pedagogical practice; elaboration of recommendations for organizational and methodological support of the practice process
In the course of the study, the content of pedagogical practice has been updated from the standpoint of system-activity and axiological approaches to the practical training of a future teacher as priority scientific approaches in education

Summary

Introduction

The challenges of the present time have determined the need for the development and application of distance educational technologies in the process of training future teachers. In contrast to the improvements of the teaching process using distance educational technologies, deficiencies of distant technologies application within the framework of pedagogical practice are revealed. The remote format of collaboration opens up new opportunities for normative, theoretical, methodological, informational and psychological-pedagogical support of a student and a teacher in the process of pedagogical practice, both in extreme conditions and given the distance barriers, and in the traditional mode of teaching students. The use of digital educational resources that ensure openness, accessibility and ease of communication for participants during practical training necessitates scientific substantiation of the functions and principles as a methodological basis for implementation of the university-school collaboration distantly

Methods

Results

Discussion

Conclusion