Modern Pedagogical Education Research Articles

Humanitarian framework of modern pedagogical education in Russia

The goal of the paper is to review and classify current trends and outcomes of modern pedagogical education in Russia on the back of humanitarization of higher education as well as to justify principles of humanitarization of higher education content. The relevance of this subject stems from current shifts of socio-economic environment in Russia, which have brought new humanitarian paradigms to the forefront. The authors examine pedagogical process as a humanitarian phenomenon pursuing the aim to specify the goals and objectives of modern pedagogical education. The article highlights current demand to develop and promote pedagogical tools of humanitarian training as a model based on cultural practices which consequently implies structuring of the education content and process according to a person’s nature, mind and spirit, contributing to the integrity of a human’s inner world and the development of a whole person.

The Training of Future Teachers in Ukraine and China

This paper explores distinctive features of Bachelor of Education (B. Ed.) training at several well known Ukrainian and Chinese universities. Comparative analysis was performed taking into consideration important criteria in the educational process of the degree programs (legislative, social, organizational, technological). The Chinese experience is of particular interest to Ukrainian educators because of China’s ancient history and educational traditions. Radical changes took place in the education systems of both countries in the period of transition to a market-based economy in the 1990s and to knowledge-based societies. The contribution of the educational system to fast economic development of China has brought the county to second place among the largest economies in the world. The authors found similarities in the documentation on the organization of educational processes at the universities, the shared purpose of the training, the use of traditional forms of education, and the emphasis on the practical part of the training. At the same time, different features were found in the content of theoretical training, the organization of practical training, the approaches to innovation, the social benefits provided to teachers, the prestige of the teaching profession, principles of moral education, as well as financial and technical support. The authors considered a number of progressive ideas in China’s B. Ed. training, the implementation of which, at national and institutional levels in Ukraine, might contribute considerably to the modernization of pedagogical education.

Leading trends in the development of contemporary pedagogical education

The article reveals the leading trends in the development of pedagogical education as the key problem of its renewal in modern conditions. The main objective of the study is to review scientific and theoretical foundations of these trends. The practical value of the results obtained is indicated as the main guidelines for the modernization of the substantive aspects of modern pedagogical education, taking into account the identified trends in their design.

Организация взаимодействия формального и неформального образования как направление подготовки педагогических кадров

The problem of training of teachers for educational and career-oriented activities in modern conditions of constant changes in the socio-economic situation and the growth of social self-organization is considered. The relevance of the study is determined by increasing demands of society and state not only to narrow professional, but also to general cultural level of a teacher; presence of a contradiction in the expectations of society and state of his / her skill, manifested in the effective educational and training activities, and the real state of affairs. The novelty of the research is seen in the fact that employees of modern educational organization are offered to update such resource of educational space development as self-organizing constructive communities practicing non-formal education. It is proved that the trends of modern socio-cultural development indicate the importance of their form of educational interaction (“personal meeting”), the environment unfolding in them (“event community”), the type of continuous education (non-formal). According to the author, in modern pedagogical education special attention should be paid to conceptual work, which is demonstrated in the article on the example of the interrelated principles of continuity and openness. The author describes the aspects of understanding the term informal education in foreign and domestic educational discourse, reveals the essential characteristics of this phenomenon. The author’s development of a step-by-step scheme of actions is presented aimed at establishing interaction between formal (school) and non-formal (non-system) education.

Socio-Educational Partnership as a Factor in Increasing the Efficiency of Preparing the Teaching Staff

The article is devoted to actual problems of modernization of pedagogical education in view of educational priorities and demands from consumers of educational services. Based on the held experiment and generalized experience there were revealed the forms of the implementation of socio-educational partnership between the pedagogical institutions and the state and local governments, the educational establishments, the cultural and sports establishments, the public organizations. The most optimal forms of socio-educational partnership were considered the following: participation of employer’s representatives in correction of curriculum and teaching programs, direction of the course and diploma projects, final state attestation of graduates; running joint experimental researches; conducting joint scientific and entertaining activities; employment assistance. The study concludes that social-educational partnership facilitates the increase of quality of educational process and plays an important role in increasing the quality of training of the future teachers.

Methodology of Projecting Pedagogical Education Oriented Toward Quality and Trends in Its Development in the EU Countries

Abstract The main directions of evolution and trends in pedagogical education development in European countries have been analyzed. It has been found that modernization of pedagogical education in Ukraine is practically impossible without analyzing the development of pedagogical education in the EU countries. It has been proved that in order to study trends in the development of pedagogical education in the EU countries in terms of their diversity and community, it is also necessary to identify and specify the integration factors of this social phenomenon. It has been emphasized that careful attention to the quality of education is explained by the transition of most of the national education systems in Europe to the methodology of projecting education focused on learning outcomes and their monitoring. It has been clarified that with the development of the EHEA there is a gradual shift in emphasis from external assessment of higher education quality to the institutional level, from the learning process to competency-based approach with a predominant orientation towards professional and personal preparedness and, first of all, graduates employment as a criterion of learning outcomes. Special attention has been drawn to the fact that, despite the processes of internationalization and globalization of social life, covering social relations, science, culture, education, at the same time, many centuries-old traditions of various cultural-historical types of society, various civilizations that influence the character of pedagogical education are kept. It has been investigated that in most EU countries education is dominated by the ideas of humanization and continuity, aimed at meeting the growing needs of the individual, “focus on personality”, which involves a variety of types and kinds of modern higher education, its multivariant character and multimodality, orientation towards result-centered criteria of definition of curricula content.

Theoretical and methodological basis of the distant learning in the system of teachers’ postgraduate education

The theoretical and methodological aspects of a distant learning in the system of teachers’ postgraduate education that correspond to requirements of the modern pedagogical education reform are analyzed in the research. Based on scientific sources, materials of state standards, international and native experience the base definitions of the distant learning were separated, the modern understanding of the category “distant learning in the postgraduate pedagogical education system” was formulated.The analysis of definitions of the notion of “distant learning” by different scientists demonstrates that there are no general approaches to this notion in the world, indicates its polysemantic character and multifunctionality. Thus, the distant learning is considered as:– new organization of the learning process, based on the principle of independent learning;– new method of the learning process realization, based on the use of modern informational-communicative technologies that allow to study directly distantly without a personal contact between a teacher and pupils;– new degree of the distant learning under conditions of informational technologies use, based on personal computers, video, audio, fiber-optic and satellite technology;– is organized by concrete themes and learning process of academic disciplines that provides an active information exchange between students and teachers and among students;– forms the training system, which provides an interaction between a teacher and students, students realize distantly together and deduce all typical components of the learning process, realized using concrete e-technologies or other means that provide interactivity;– systematic purposeful learning, realized at a certain distance from a teacher’s location. The learning process and learning are separated not only in the cosmos but also in time.But all aforesaid definitions have only descriptive character, reflecting only one or several sides of the notion of distant learning. But this notion is not described as to the postgraduate pedagogical education system. So, the definition of distant learning in the postgraduate education system is an organization of the educational process, based on the principle of independent learning, when a teacher and learning person interact at a distance and realize all components, inherent to the learning process (aims, content, methods, organizational forms, means of learning), by specific means of e-technologies or other ones that provide interactivity

Современное поколение: вызовы обществу или времени?

The article is devoted to the understanding of the difficulties of psycho-pedagogical influence on the modern younger generation and analysis of their psychological characteristics. The article demonstrates a need for new forms, ways, and means of psychological and pedagogical impact and modernization of pedagogical education.

Повышение профессиональной квалификации — важное звено в модернизации педагогического образования

This article discusses the problems of efficiency of the
 existing system of teacher training, as well as changes of its content
 and the conditions for the development of a mechanism for its
 improvement based on Russian and foreign experience, taking into
 account the requirements of the federal target programme for the
 development of education in 2011–2015, Federal Law No. 273 of
 29.12.2012 "on education in the Russian Federation", the modernization
 of pedagogical education, State program of the Russian
 Federation "Development of education" for 2013–2020 years"
 (approved by decree of the Government of the Russian Federation
 and other documents.

Проблема формирования команды преподавателей под задачи проектирования и реализации модульных образовательных программ

This article can be classified as thematic review, since it shows the actual experience of a human resources choice for the design and implementation of modular educational programs. It illustrates the main issues and initiative solutions to the team strategies modeling in a modernization of pedagogical education in Russia. We presents the basic ideological orientations of the modern university teacher from the point of view of reflective pedagogy and pedagogical management. We analyzed the experience of studying the teachers’ readiness to innovative activity and gave examples of dealing with the expectations and needs of potential employers and consumers of educational products using the foresight studies. A model of a graduate and the role of the teacher were analyzed based on expert panels method. Functional mechanisms, and technical aspects of teacher performance, designing and implementing modular educational programs were described with the projection of properties and qualities of the educational product on the professional and personal characteristics of the teacher.