Practical Training Of Future Teachers Research Articles

Profession-Oriented Pedagogic Training for Future Teachers under Conditions of Network Interaction with School

Activation person’s creative potential on the background of deepening democratization of social interaction is the brightest trend of society development in XXI century that stipulates transformation of practically all spheres of living environment and, above all, the sphere of education. Traditional approaches to education on every its level based on the priority of educational information transferring/uptake processes absolutely do not meet requests of intensively developing socium coming to collision with real demands of general educational services’ consumers. One of the important problems of pedagogic education in Russia is being insufficient practical training of future teachers for professional activity. In this connection the present article is dedicated to the problem of renewal of content of pedagogical training of future teacher of basic general school in accordance with new requirements to labour activity defined as Professional pedagogic standard and also to professional actions reflected in Federal state standard of general education. In the article there are model of substantial renewal of pedagogical cycle’s disciplines, improvement of their practical aspect on the basis of network interaction between educational organizations of general and higher education (school-university partnership). Authors suggest the content of “Disciplines of professional training” module and also give general trajectory for student’s actions aimed at its uptake. The represented model will be approbating in the Elabuga University of the Federal University of Kazan during 2015. DOI: 10.5901/mjss.2015.v6n3s3p231

Требования к модернизации основных профессиональных образовательных программ (ОПОП) подготовки педагогических кадров в соответствии с профессиональным стандартом педагога: предложения к реализации деятельностного подхода в подготовке педагогических кадров

The article discusses the problem of modernization of teachers’ training programs in the context of bringing them into line with the requirements of the professional standard of the teacher. The author distinguishes two basic tasks of professionalization of pedagogical programs aimed at achieving this goal: to strengthen the practical training of future teachers on the basis of the networking of educational institutions of general and higher education (school and university partnership), and to develop research competencies of future teachers, providing them the opportunity to carry out professional development (restructuring of their professional actions) on the basis of a mini-research embedded in professional practice and reflection of their bases. The author substantiates the basic positions of the activity approach in preparing teachers and shows the place of this approach in the context of modern practitioner-researcher and reflective teacher approaches. The article defines the basic requirements for the development of vocational education teachers’ training programs developed by the author on the basis of the activity approach in the context of tasks and professionalization of such programs, in accordance with the requirements of the professional standard of the teacher.

ÉTICA PROFESIONAL DE LOS DOCENTES: APLICACIÓN TEÓRICA Y PRÁCTICA

En este artículo se trata el tema de la ética profesional de los docentes, y suimplementación teórica y práctica en la actualidad. Aquí se acentúa la necesidad de laética de la docencia en el entrenamiento teórico y práctico de los futuros docentes. Sepresentan algunas teorías éticas de autores eslovacos y extranjeros y se muestra el nivelde su aplicación en la práctica. La autora considera que la ética de la docencia debería seruna herramienta de la práctica profesional y moral de cada docente. Considerando lasituación actual no muy favorable en el sistema educativo eslovaco, se atestigua el hechode que el conocimiento teórico está a menudo en desacuerdo con la realización prácticaen el trabajo diario de cada docente.

Some Fundamental Questions on Methods of Teaching Foreign Languages in Secondary School

The May 1962 decision of the USSR Council of Ministers on the study of foreign languages afforded broad opportunities for radical improvements in secondary school instruction in these subjects. The decision not only defines the main task of foreign language instruction — namely, their practical mastery — but also suggests concrete measures for reorganizing the instruction process itself: division of classes into groups, intensification of the practical training of future teachers, compilation of new textbooks, creation of other teaching aids, etc.