Pedagogical Education In Russia Research Articles

Особенности современного университетского образования будущих педагогов: проблема единства и вариативности образовательного пространства

The relevance of the analysis of the current state of university teacher training is determined by the necessity to generalize the practical experience that has been developed as a result of the permanent reforming of the higher pedagogical education in the Russian Federation. The study purpose is to identify the features of the system of higher pedagogical education in Russia. This system has developed as a result of the implementation of various modernization projects in the 21st century. The context of the analysis includes the practice developed at the initiative of the Ministry of Education in order to ensure the unity of the educational space for the pedagogical teacher training (“The Core of Higher Pedagogical Education”). The study shows that the modern system of higher pedagogical education, which has a single institutional basis, is built variably from the point of view of the content in universities of different departmental subordination. This, thereby, creates real difficulties in the development of a single teacher-training educational space. The study sample includes experts who are university teachers (n = 55) and school teachers of different subject areas (n = 802) of different ages from different regions of Russia. The study methods (tools) are the methods of qualitative and quantitative analysis of primary data, case analysis of the largest teacher-training universities. Sources of analysis: 1) the data of monitoring universities (2022), which is presented on the open website “Higher Education Monitoring”, 2) cases of the largest teacher-training universities of various departmental subordination, 3) expert assessments by university and school teachers. The results. It has been found out that a distributed model of teacher training in universities of various departmental subordination has developed in Russia as a result of the permanent reforming of pedagogical education throughout the 21st century. This, in turn, contributes to the development of the environment of variability in the search for concepts and technologies in providing pedagogical education. The main conclusions. The study has revealed that there is a contradiction between the objective necessity to preserve the autonomy of universities in terms of conceptualization, design, realization of scientific and educational activities and the idea of developing unified approaches to the structure and content of teacher training (“The Core of Higher Pedagogical Education”). The results obtained are relevant for the coordination of methodological guidelines for further development of the system of higher pedagogical education by the scientific and professional community. This can serve as the basis for developing common approaches to ensuring the unity of teacher training in universities of various departmental subordination.

The specifics of the methodology of teaching contemporary art to art teachers in Russian and Chinese universities

The subject of the study is the peculiarities of modern art and pedagogical education in Russia and China. The aim is to determine the specifics of the methodology of teaching contemporary art to Chinese and Russian students – future art teachers in Russian and Chinese universities. The article discusses the features of teaching this discipline in the largest art and pedagogical universities of Russia and China at the beginning of the XXI century. The research methodology is based on the provisions of pedagogy and psychology, the specifics, theory and methodology of art and pedagogical education. To achieve this goal, methods such as theoretical analysis of sources related to the teaching of contemporary art in universities in Russia and China, comparison of curricula and programs in them, pedagogical observation of students' activities were used. The scientific novelty of the study lies in the fact that it highlights and summarizes specific features in the teaching of contemporary art in Chinese and Russian art and pedagogical institutions of higher education based on the analysis of curricula and projects of the Herzen Russian State Pedagogical University and Moscow State Pedagogical University, as well as Beijing Pedagogical University and Peking University. As a result, the process of integrating contemporary art into the practice of Chinese and Russian pedagogical universities is shown; the features of interaction of students in educational activities with current artistic practices as a way of mastering the world art experience and its reflection. The conclusions of the author of the publication are that in order to optimize the process of acquaintance of students with contemporary art, both Russian and Chinese art and pedagogical universities offer them to conduct creative experiments with new materials, forms and means of expression as part of their independent work, as well as interact in specially organized spaces with the work of current artists.

International harmonization of professional education development in Russia and China

In the conditions of the modern world development, the problem of studying the international harmonization of the development of vocational education becomes relevant. The institutional analysis of the international harmonization of vocational and pedagogical education shows the changed requirements for the professional training of specialists in the context of globalization and the format of international integration of labor markets under construction. International harmonization of vocational education in the context of changed requirements for the performance of specific labor actions is carried out in accordance with the new socio-economic regulators in the training of professional personnel. The material in the work is presented by the scientific and pedagogical works of Chinese and Russian researchers on the problem of research. Comparative analysis and historical-genetic method are used as methods revealing the problem of international harmonization of vocational education in Russia and China. On the basis of comparative studies on the international harmonization of the vocational education development, the potential opportunities for the harmonization of vocational education in cross-border regions are determined. Within the framework of the historical-genetic method, the prerequisites that are conditioned by the existing state-social system are revealed. As a part of the popularization of the educational ideology of “lifelong learning”, integration into vocational pedagogical education and the development of professional pedagogical personnel is becoming one of the leading goals of education reform in many countries of the world. Through the use of professional communication between the teaching staff of both countries, it is possible to improve the quality of educational services provided, the formation of professional skills of university graduates and increase the rating of educational institutions of the Russian Federation and China on the international market. Further development and improvement of the international harmonization of professional and pedagogical education in Russia and China is the subject to further in-depth research in theory and practice in this area, and also requires solving existing problems.

Implementation of the activity-based approach in higher pedagogical education in Russia (XVIII-XX centuries)

Implementation of the activity-based approach in higher pedagogical education in Russia (XVIII-XX centuries)

Избранные страницы истории кафедры анатомии и физиологии человека и животных РГПУ им. А. И. Герцена. Традиции и инновации

The article is based on the author’s memories of fifty years of study and work at the Departmentof Human and Animal Anatomy and Physiology (from 1965 to 2015). It analyses historical prerequisitesfor the development of research in human anatomy and physiology within the walls of Saint PetersburgImperial Founding Hospital. A particular focus in given to the contribution of the Russian educator I. I. Betskoyin the organisation of women’s pedagogical education in Russia. The article also contains the author’s memoriesabout the Department’s teaching staff and the organisation of classes in histology, anatomy and humanphysiology during her time as a student. Another part of the article focuses on the Department’s educationalefforts at the professional development courses for teachers of pedagogical universities. Besides, the articleprovides interesting facts from the life of famous scientists from among the members of the Department’steaching staff. It gives a comparative analysis of the Department’s research avenues over a fifty-year span anddescribes the contribution of physiologists who ran the Department. The article outlines the main traditionsof the Department. Among them is continuity in the study of important issues in physiology — a tradition thatgoes back to I. M. Sechenov. Finally, the article describes innovation implemented in the Department’s researchactivity, in particular, new methods of conducting electrophysiological research.

Implementation of the activity-based approach in higher pedagogical education in Russia (XVIII-XIX centuries)

Implementation of the activity-based approach in higher pedagogical education in Russia (XVIII-XIX centuries)

Особенности подготовки учителя в Финляндии

Presented is the analysis of teacher’s training process in Finland. Clarified are features of building education courses with the aim of ensuring the highest quality teacher’s training programs, rigorous selection for entry to teacher education courses, practical experience structuring; multilevel assessment of graduates to ensure classroom readiness; state policy in the field of postgraduate teachers’ education. Suggested is to take into account the Finnish experience of pedagogical education in Russia.

Analysis of Students' Views of the Quality of Pedagogical Education in Russia

All participants in educational relations are worried about the problem how to improve the quality of education, with everyone representing it through the prism of their value system. In this connection there is a need to structure these representations. It is necessary to begin with bringing into a unified system the representations of education direct customers – students. The aim of our article is to analyze how pedagogical university students perceive the quality of their education. On the basis of the survey involving 117 respondents from Elabuga Institute of Kazan Federal University (Elabuga, Republic of Tatarstan) and the Northeast Federal University named after M.K. Ammosov (Yakutsk, Republic of Sakha (Yakutia)) we analyzed such criteria as quality of teaching, quality of learning, formation of universal competencies, personal qualities necessary for modern teachers and the creation of appropriate conditions by a university (digitalization of the educational environment, academic mobility) for students’ self-development. The t-Student criterion was used to determine the differences between the respondents’ competencies, knowledge, abilities, skills and qualities that they had possessed before entering the university and those that were formed during the university study. The obtained data indicate a high assessment of the quality of education by the students. The results also showed the educational process strong and weak points that students of the two federal universities face. Thus, focusing on one of the customers’ (students’) views will allow teachers to manage the educational process effectively and improve its quality.

Formation and development of pedagogical education in Russia: XVIII - XX centuries

Introduction. The article summarizes the results of the authors' long-term research work devoted to the study of the history of the development of the domestic system of teacher education.Materials and Methods. The research is based on the analysis of a complex of various sources: regulatory documents of different years, monographs, articles. dissertation research, materials of pedagogical periodicals, memoirs. A large place is occupied by the study of archival sources from four archives of the country: the Central Historical Archive of the Nizhny Novgorod Region (TsANO); State Archives of the Russian Federation (GARF); Russian State Historical Archive (RGIA); Central Historical Archive of Moscow (CIAM). The main research methods were: critical analysis of historical sources, historical reconstruction, historical-genetic, historical-comparative.Results. Based on the study and analysis of all the collected materials, the article determines a set of factors that have had the greatest impact on the development of the domestic system of teacher education since its inception in the second half of the 18th century: socio-economic, socio-cultural and cognitive factors. Based on the study of the combination and mutual influence of these factors, the authors in different years, the authors distinguish four historical periods in the development of the domestic system of pedagogical education: pre-revolutionary, post-revolutionary, Soviet and post-Soviet. In each historical period, the leading theoretical model of the professional training of a teacher that meets the requirements of the time is determined (a kind of paradigm of pedagogical education), its characteristics are given and trends in the historical development of the domestic system of pedagogical education are substantiated.Discussion and Conclusions. On the basis of the conducted historical reconstruction, it is concluded that many modern directions of reforming pedagogical education continue the trends of its historical development.

Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

Music and pedagogical education in Russia the second half of the XIX – first half of the XX centuries: historical and pedagogical analysis

Music and pedagogical education in Russia the second half of the XIX – first half of the XX centuries: historical and pedagogical analysis

Судьба учительских институтов в эпоху правления императора Александра II

This article is based on a brief historical analysis of the work of teacher training institutes in the system of professional pedagogical education in Russia in the second half of the 19th century. The selected material contains information about the educational content of future teachers for city colleges and their value orientations.

СТАНОВЛЕНИЕ И РАЗВИТИЕ ПЕДАГОГИЧЕСКИХ КУРСОВ В РОССИИ ВО ВТОРОЙ ПОЛОВИНЕ XIX – НАЧАЛЕ XX в.

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

DEVELOPMENT OF EDUCATION MANAGER’S PROFESSIONALISM

Modernization processes in the sphere of modern Russian education actualize the need to train education managers capable of professional management of innovative development of educational systems. The existing continuous pedagogical education in Russia does not provide for systematic training of education managers to manage the development of educational systems (headteachers, their deputies, methodologists, specialists of education management bodies). Additional professional education (institutions of advanced training and retraining of teachers) partially tries to solve this problem, but the level of this training cannot be sufficient in connection with the new challenges of modernization of education and the development of innovative management technologies. The constantly changing municipal educational space of the region, accompanied by growing needs for the expansion of educational services, makes new demands on educational institutions not only in the preparation of graduates in new specialties, but also in the training of education managers capable of designing innovative development of the educational system. The content foundation of the development system of education manager’s professionalism are: creative development of the theory and experience of domestic pedagogical culture, understanding of traditions and prospects of development of the education system; predicting, designing and implementing innovative changes in the training of education managers to innovations in specific educational institutions.

ПСИХОЛОГИЧЕСКОЕ ЗНАНИЕ В ВЫСШЕЙ ПЕДАГОГИЧЕСКОЙ ШКОЛЕ РОССИИ

В статье рассматривается вопрос развития психологического знания в высшем педагогическом образовании России на рубеже XIX–XX веков. Дано объяснение изменения психологического знания, в связи с историческим фактом определения психологии как самостоятельной науки и выделения ее из границ философии в этот период времени. Описаны учительские институты России конца XIX века, объяснено содержание образования в них, а также существо высшего педагогического образования того времени.Также в статье дано описание высшего педагогического образования начала XX века, в частности послереволюционного периода. Показаны формы, существо и содержание этого образования, а также уровень противоречий, возникший в образовании того времени.

Становление и развитие психологического знания в высшей педагогической школе России

The article deals with the development of psychological knowledge in higher pedagogical education in Russia at the turn of the XIX–XX centuries. An explanation of the change in psychological knowledge is given, in connection with the historical fact of the definition of psychology as an independent science and its separation from the boundaries of philosophy during this period of time. Teaching institutions of Russia of the end of the XIX century are described, the content of education in them is explained, as well as the essence of higher pedagogical education of that time. The article also describes the higher pedagogical education of the beginning of the 20th century, in particular, the post-revolutionary period. The forms, essence and content of this formation are shown, as well as the level of contradictions that have arisen in the formation of that time.

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.

Педагогическое образование России: современное состояние, опыт, проблемы и перспективы

The relevance of study of modern problems of pedagogical education in Russia is related to a number of factors. They are: social factor (a prevalent opinion about the benefit of communication in network formats that are built on horizontal connections while ignoring vertical. Such formats are associated with reflexive experiences of a person’s actions, elimination of borders due to their increasingly virtual nature and leveling responsibility for one’s communicative actions in the Internet environment), philosophical factor (postmodernist ideas about an individual’s imaginary freedom from the experience of the past, about a new techno genic man, not burdened with traditional views on life, values and morality) and economic factor (strengthening connections between education and services that divide training and education, reducing the purpose of education solely to transferring skills which detrimentally affects human and national qualities). In this regard, the purpose of this article is to identify and describe the current state and problems of pedagogical education in Russia, challenges that the modern technocratic society imposes on pedagogical education, prospects and vectors for its further development. The study used the following methods: analysis of scientific sources, independent assessments, observation, and modeling.

A system of continuing pedagogical education in Russia: current state and prospects

PurposeThe purpose of this paper is to investigate continuing pedagogical education from a new perspective that is especially relevant during the development of an information society.Design/methodology/approachThe methodological framework of the study builds on the concept of teacher’s personality establishment in the system of pedagogical education. Main stages of professional development were studied on the basis of educational institutions of the Baikal region. Thus, experiments were conducted at the Pedagogical Institute, Buryat State University Continuing Education Institute, Buryat Republic Institute of Educational Policy and the Buryat Republic Pedagogical College. The study used internship platforms of the above educational institutions.FindingsThe study shows how the open online pedagogical space, which includes internship and innovative platforms, specialized departments, governing agencies on education, certificate centers, scientific and cultural institutions, higher educational institutions, and schools, reveals the model of continuing pedagogical education in regions.Practical implicationsIndividual forms of advanced training are proposed. Optimal ways to create a competitive environment in the system of professional development were identified by the authors.Originality/valueThe reformation of the regional system of advanced training and its transition to a new level of quality allows organizing continuing improvement of teachers’ professional competencies effectively. This paper can improve the professional competence of teachers, which will have a positive effect on the educational process and academic performance of students in general. The next stage in the improvement of teachers’ competence can involve an exchange of experience at international conferences and participation in joint international educational programs.

THE SCIENTIFIC SCHOOL OF THE ACADEMICIAN G. M. ROMANTSEV: THE HISTORY AND PROSPECTS OF DEVELOPMENT

Introduction. The scientific schools serve as engines of development of science and the training centers for scientists. At the same time, the identity of the founder and head of the scientific school is of great importance; this person has to have unique theoretical thinking, talent and the researcher’s intuition, to be purposeful, responsible for generation of the ideas and personally interested in the development of current scientific problems, as well as to have distinctive managerial and pedagogical qualities. The aim of this article is to analyse the establishment and “evolution” of the scientific school of G. M. Romantsev, the Academician of the Russian Academy of Education; to identify the prospects for the main directions of the school development. Methodology and research methods. The study was based on the hermeneutic method of interpretation and understanding of scientific texts; general scientific methods of analysis, synthesis, comparison, generalization and interpretation of available scientific heritage were applied. Results and scientific novelty. The authors of the present publication have made an attempt to comprehend the content of scholarly writings by G. M. Romantsev and his followers within the framework of the scientific school; a theoretical model of professional pedagogical education in Russia was designed by them. It was found out that most of the research publications are interdisciplinary, often conducted at the intersection of Pedagogy, Psychology, Philosophy, Law and Economics; research and practice nature of most of the studies was defined: theoretical studies are traditionally accompanied by innovative experimental activity. The place of Vocational Pedagogy in the system of pedagogical sciences was proved; its role as theoretical and methodological foundations of vocational-pedagogical education was highlighted as well. The key theoretical and methodological premises of this type of education are formulated; its logical processes and vectors for further development are denoted. Scientific achievements of the scholars of G. M. Romantsev’s school in the field of the higher vocational education are presented; possible ways of advancement of vocational training for workers and handicraftsmen in Russia are presented. Practical significance. The output of the work undertaken by the representatives of the scientific school of G. M. Romantsev continue to be the basis for correction and development of education and vocational standards, the conceptual framework, regulatory background of vocational education, including legal support for occupational guidance among young people. Continued innovative activity of the research team and application in practice of the outcomes obtained will enable to narrow the gap between the theory and practice of vocational education, to enhance the competitiveness of the Russian higher school, and to meet the demands from the manufacturing sector and economy for qualified specialists. Furthermore, the research outcomes can provide substantial assistance to design the modern structure of the pedagogical scientific research organization and build an effective process management workflow.