System Of Higher Pedagogical Education Research Articles

Актуальные направления развития современной системы высшего педагогического образования

The Higher Pedagogical School is focused on the formation of students' ability and readiness for continuing education, professional and personal self-development and self-education, necessary in an era of intense social, economic, political and technological dynamics of change. The purpose of this article is to identify the current directions of development of the Russian system of higher pedagogical education in new socio-economic and socio-political conditions. The article considers the following areas of development of higher pedagogical schools: the transition to a unique national system of higher education; the creation of new models for evaluating the results of higher pedagogical education; the introduction of the "Core of higher pedagogical education" taking into account an interdisciplinary approach; the creation of a system of interregional pedagogical districts based on pedagogical universities. The article notes that the creation of a new national system of higher education gives Russian pedagogical education a more modern, competitive and qualitative character, thereby contributing to improving the professional training of future teachers and creating conditions for the implementation of trajectories of continuous pedagogical education. The article uses a theoretical method in the form of analysis of sources, as well as synthesis based on them. It is concluded that the key factor in the development of the higher education system and ensuring its high quality should be a harmonious combination of basic knowledge and practical training of students.

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

On training at the undergraduate level in pedagogy in Kyrgyz Republic and China

Relevance. This study considered the main stages of development of higher pedagogical education in Kyrgyz Republic and China, as well as the problems of teacher training in Chinese and Kyrgyz universities at the present stage. The relevance of the issues of researching the demand for Chinese and Kyrgyz higher pedagogical educational institutions, the problems of reforming and adapting educational programmes to new socio-cultural conditions was noted. The reasons and main stages of development of the system of higher pedagogical education in Kyrgyz Republic and the People�s Republic of China were analysed, the active involvement of the state leadership in reforming the system of higher education, building new university campuses, creating the necessary conditions for training specialists was noted.Purpose. The purpose of this article was to investigate the causes, preconditions, conditions, and main stages of the development of the system of training of pedagogical specialists in the Kyrgyz Republic and China, as well as to analyse the current state and features of educational programmes of Chinese and Kyrgyz pedagogical universities.Methodology. Critical-analytical method, comparative method, analysis of open data sources were used as research methods.Results. The study showed that the state reforms towards liberalisation and openness of economic and social life, which have been carried out in China since 1978 and in Kyrgyz Republic after independence in 1990, have had a positive impact on the development of the education system in the country. At the same time, the popularity of the teaching profession under liberalisation has declined markedly, which has had a negative impact on the quality of training of entrants and graduates of teacher training institutions.Conclusions. The practical significance of the study is to systematise the specific features of theoretical training and practical experience of higher teacher education because of reforms of the educational system in such dynamically developing countries as Kyrgyz Republic and China.

ПРАКТИКО-ОРИЕНТИРОВАННАЯ МОДЕЛЬ МЕТОДИЧЕСКОЙ ПОДГОТОВКИ БУДУЩЕГО УЧИТЕЛЯ МАТЕМАТИКИ В УСЛОВИЯХ ИНДИВИДУАЛИЗАЦИИ ОБРАЗОВАНИЯ

The article describes the aspects of practical training of future mathematics teachers in the system of higher pedagogical education in the context of the development of the paradigm of education individualization. The experience of the Orel State University named after I.S. Turgenev on the implementation of the practice-oriented individualized model for the training of future teachers is represented.

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.

PRACTICE AS A SYSTEM-FORMING FACTOR OF A NEW MODEL OF TRAINING LANGUAGE AND LITERATURE TEACHERS: THE CONCEPTUAL APPROACH

The article presents the results of developing the concept of practice in the system of higher pedagogical education, which has undergone preliminary testing in the implementation of bachelor and master educational programmes at the Faculty of Philology of Herzen University. The authors determine the main approaches to a new understanding of the functional purpose of practice in the new conditions of civilisational changes, taking into account the challenges of the time, from the points of view of both the state and society. The main trends in the development of programmes for all types of practice are formulated.

Professional training of future fine arts teachers for the use of graphic design

The article is devoted to the urgent problem of training future fine arts teachers for the use of graphic design. The goal of the article is to systematize and generalize scientific research on the training of future fine arts teachers for the use of graphic design. It was specified that in modern society the issues of forming the professional qualities of the art teacher, creating the conditions that would ensure their training in the system of higher pedagogical education are becoming particularly acute. After all, nowadays there is a need to develop design skills and mastery in future art teachers who could use graphic design in their professional activity, as well as teach this craft to students so that they can create brochures, magazines, books, advertising products, various packaging, web design etc. It has been proven that the training of such specialists who have the basics of design culture is an urgent problem of modern art pedagogy. It was determined that the formation of design skills in students as an integral component of the professional qualities of a future teacher of fine arts is realized in the process of their activity, during which individual characteristics are manifested, which contribute to the formation of a person’s positive attitude towards their profession and the people with whom they work, as well as the desire for personal growth and professional improvement. In general, the training of future fine arts teachers for the use of graphic design is a long, controlled, responsible process of forming professional competences, the result of which is knowledge and skills that future specialists will use in their further activities; it is the unity of theoretical and practical readiness of future teachers of fine arts to use graphic design in their professional activities. It has been confirmed that proper training of future art teachers with established professional competences will provide opportunities to become competitive in the service market.

Educational everyday life of students of the Yelabuga Teacher’s Institute in 1939–1941

The article is devoted to the study of the educational everyday life of students of the Yelabuga Teacher's Institute during the formation of the system of higher pedagogical education in the USSR. According to the Decree of the Council of People’s Commissars of the RSFSR in 1939, 48 pedagogical schools were transformed into teachers' institutes. Within a few years, a wide network of such institutions was created in the country. Only in the RSFSR in 1940 there were 130 teacher’s institutes, and by 1945 there were already 187 of them. By the decree of the Government of the USSR in Yelabuga, by the beginning of the 1939–1940 academic year, a teacher’s institute of republican significance was created on the basis of a pedagogical school. The study was carried out on the example of the Yelabuga Teachers’ Institute based on the analysis of archival sources and materials from the periodical press.
 The study analyzes the main structural components of the educational everyday life of students of the teacher’s institute: temporal characteristics associated with educational activities; organization of the educational process at the institute; observance of generally accepted norms and rules of behavior of students, methods of spending leisure and recreation, culture of food and life. The housing and material and financial conditions of the life of student youth in the conditions of Soviet reality in the pre-war period were studied.

Formation of digital competences and skills of students in the transitional period of digital didactics

The article analyzes the approaches of domestic and foreign researchers to the definition of the concept of "digital didactics". The distinctive features of traditional and digital didactics are presented, the characteristics of the new pedagogical branch are given and the main features of digital didactics are highlighted. The result of the research is the introduction of an author's online course on the discipline "Management of the learning process using DOT" for bachelor students of pedagogical specialties, which allowed the formation of digital competencies of students, expressed in the ability to analyze and establish the qualitative compliance of a digital educational product with the goals and objectives; apply and adapt existing digital educational products to specific goals and objectives the learning process; independently extract and assimilate information, transform it according to the revealed patterns by means of modern technologies in the conditions of digitalization of the educational process. The formed competencies allowed students to take into account the changes taking place in the learning process associated with the transformation of education. The article opens the beginning of a discussion in the field of digital didactics in the system of higher pedagogical education and higher professional education within the framework of the introduction of author's developments aimed at the formation of the digital educational process, the implementation of new forms and methods of teaching. Keywords: digitalization of education, digital didactics, digital learning, digital competencies, skills.

Образовательные партнерства в построении качественного педагогического образования

The article is devoted to the actual problem of the influence of partnership relations between pedagogical universities and employers on improving the quality of teacher training. The paper considers modern mechanisms of interaction between pedagogical universities and general education organizations that affect the improvement of the quality assessment system of teaching staff: a demonstration exam in the system of higher pedagogical education; professional and public accreditation of teacher training programs, as well as the formation of a professional expert community to assess the training of teaching staff and targeted training. The authors conclude that the training of qualified teaching staff requires the improvement of the educational process of pedagogical universities, and educational partnership is a condition for improving the quality of training of teaching staff. The empirical material was the results of a survey of the heads of educational organizations in the east of the Kaliningrad region. The practical significance of the article consists in the use of the results obtained in the system of higher pedagogical education in order to ensure high-quality professional training of graduates.

Practical Mechanisms for Training of Education Managers for Innovation and Evaluation of their Effectiveness

The article is devoted to the preparation and assessment of the effectiveness of training of education managers for innovations in the system of higher pedagogical education by conducting an empirical study; structural and logical evaluation scheme is described; analysis of the dynamics of managers' readiness for innovative management in comparison groups is carried out.

СУЧАСНІ СТАНДАРТИ ТА ШЛЯХИ ЇХ РЕАЛІЗАЦІЇ В ПІДГОТОВЦІ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the essence of modern standards in the process of future training of preschool education specialists, their principles and main tasks in the process of implementation, with the aim of reviewing the importance of training pedagogical personnel for this system from the point of view of the latest requirements of society. Attention is focused on the organization of the educational process in the preschool education institution taking into account the following approaches: activity, integrative, interactive and competence approaches to the training of future educators of preschool children. The relevance of educational and professional training in higher educational institutions is determined, which involves the formation of the future teacher as a person who is characterized by humanity, spirituality, creativity, who possesses the professional knowledge, abilities and skills necessary for work in a preschool institution. The content of university training must meet the following requirements: the priority of national and universal spiritual values; organic connection of special courses with national culture, history, traditions of the Ukrainian people; formation of students' needs and abilities for cognition; the formation of criterial foundations of a scientific outlook, which ensures the priority of man and his values; the scientific and secular nature of social and humanitarian disciplines, the independence of their teaching from political parties, public and religious organizations; democratization of the system of teaching disciplines, students' freedom of choice of forms of classes and educational courses; continuous system of higher pedagogical education: pre-university, university, post-university. The need for such training of the future specialist of the preschool education institution is substantiated, which requires him to develop a number of competencies that are necessary precisely in this difficult time for everyone and are caused by crisis situations and corresponding actions in wartime conditions. Key words: standard, preschool education, teacher training.

Metasubject Potential of Teaching English to Biology Students

The introduction of trilingual education into the Kazakhstani education system, due to its integration into the world educational space, has changed the setting of goals in the system of higher pedagogical education. Thus, the goals of preparing a subject teacher are complemented by the possession of a future specialist in a foreign language professional competence. The purpose of the study is to identify the meta-subject potential of a foreign language in the system of higher pedagogical education in Kazakhstan. The authors of the article studied the experience of teaching English as an EMI in the world, as well as the experience of implementing EMI in the Republic of Kazakhstan. The study was conducted on the basis of analysis and generalization of scientific and theoretical sources on the topic of research and questioning of students of the educational program “Biology”. In the course of the study, the authors studied the definitions of the terms denoting foreign language teaching of specialized subjects (CLIL, EMI and ESP), present the experience of teaching in English in different countries, describe its national, institutional and personal interests. The authors of the article conducted a survey of students who in the future will teach their subjects in English, aimed at studying the relevance of activating the meta-subject potential of the English language for students learning the language for their future teaching activities and demonstrated further prospects for this potential.

Повышение коммуникативно-речевой активности будущего педагога в условиях дистанционного образования

The relevance of the research is due to the low level of communicative-speech activity and communicative skills of future teachers, as well as the lack of elaboration of the problem of interest to us in linguometrics in the conditions of distance and mixed forms of education.
 The purpose of the study is to develop methods that stimulate the communicative and speech activity of students in the system of higher pedagogical education in the conditions of distance and mixed forms of education.
 The leading methods of studying this problem are the analysis and abstracting of scientific literature, generalization of the practical experience of a number of researchers and their own, included observation, which allows us to comprehensively consider the issues of interest to us, pedagogical experiment, which allows us to test on an empirical level the developed elements of the author's methodology.
 Results. The article reveals the concept of "communicative-speech activity", identifies the features of its manifestation, identifies the factors and methods of teaching that affect the formation of communicative-speech activity of future teachers.
 The scientific novelty of the research consists in determining the minimum of speech-related knowledge about communicative speech activity and its types, as well as in developing a methodology for increasing communicative speech activity in the conditions of distance and mixed forms of education.
 Practical significance. The materials of the article are of practical value for future teachers who will be able to increase their own communicative and speech activity; will enable the university teacher and the teacher to more effectively organize work on the formation and improvement of communicative skills and can be taken into account when developing manuals, innovative distance learning programs.

The development of the idea of credit-modular training of pedagogical higher education institutions in Ukraine (the 90s of the XX century – the first decade of the XXI century)

The article emphasizes various aspects of the study of credit-module learning, highlights the relevance of the study and analysis of previously known but little explored facts, conclusions, recommendations contained in domestic rules and regulations of higher pedagogical education, psychological and pedagogical literature of the selected period. The purpose of the article is determination of the features of the introduction of credit-module training in the practice of domestic institutions of higher pedagogical education in the 90s of the XX century – the first decade of the XXI century. It was noted that the introduction of the credit-module system in teachers’ education took place against the background of the formation of a new educational policy of independent Ukraine, which was enshrined in certain regulations and aimed at destroying the old paradigm of education founded during totalitarianism of the old paradigm of education, overcoming the contradictions in the system of higher pedagogical education. The development of the theory of credit-module learning was carried out under the influence of various pedagogical concepts (personality-oriented, developmental, personalization of learning, educational content, etc.). On the basis of the analysis of scientific literature, we show the views of scientists on the nature, features, and benefits of credit-module training, its purpose, principles of implementation, and conditions of effective use. We emphasize the gradual introduction of credit-module training and a rating system of control of students' knowledge in Pedagogical Universities, normative documents, goals and selected basic institutions for the pedagogical experiment. On the example of the M.P. Drahomanov National Pedagogical University and G.S. Skovoroda Kharkiv National Pedagogical University, we analyze the measures which were adopted by Pedagogical Universities to support the organization of the educational process on a new basis. We highlight the directions and give the examples of using individually-differentiated personality-oriented form of organization outside the classroom individual work of a student. Besides, it was given the results of researches of scientists of positive consequences and unresolved problems of introduction of credit-module training in practice of institutions of higher pedagogical education, shortcomings of rating control of knowledge.

USE OF INTERACTIVE METHODS TO INCREASE THE EFFECTIVENESS OF MUSIC CULTURE LESSONS

This article discusses use of interactive methods to increase the effectiveness of music culture lessons. At present, in all education systems of the republic, especially in the system of higher pedagogical education, great importance is attached to improving the quality and effectiveness of teacher training, and in this regard, various pedagogical research is being conducted. Most of this research is aimed at increasing the effectiveness of education through the introduction of advanced pedagogical technologies in education in order to achieve the goals of teaching and its high results, and the technologicalization of education is one of the most important tasks.

TRAINING FUTURE PRIMARY SCHOOL TEACHER AT POLTAVA V. G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY FOR DEMOCRATIC CITIZENSHIP EDUCATION

The scientific and pedagogical basis of the special training course “Forming Democratic Citizenship of a Primary School Teacher-to-Be in the System of Higher Pedagogical Education” at Poltava V. G. Korolenko National Pedagogical University is revealed and its content has been developed. The prognostic results of studying the discipline as means of realization of democratic principles in the pedagogical process of teacher training in the conditions of renewal of Ukrainian society and growth of public activity are determined.
 Studying the educational discipline is aimed at mastering by teachers-to-be the historical and pedagogical principles of becoming and presenting citizenship education in the world educational systems in the context of civilizational development of humanity; learning theoretical positions of civil education: essence, pedagogical importance, purpose, tasks, and principles; to become proficient at methodical bases and tools (forms, methods, facilities) of realization of tasks of democratic citizenship education in the pedagogical process.

QUASI-PROFESSIONAL ACTIVITIES IN THE FORMATION OF PEDAGOGICAL PARTNERSHIP COMPETENCE IN FUTURE EDUCATORS

In the period of reforming the system of higher pedagogical education in Ukraine, the problem of forming the competence of pedagogical partnership in pedagogical workers in general and in particular in future educators is relevant and important for a scientific and practical solution, since it is their professional activity that involves the interaction of many participants in the educational process. The article reveals the role of quasi-professional activities of higher education students in the formation of pedagogical partnership competence in them. The purpose of the article is to analyze the quasi-professional activities of future educators in the formation of their pedagogical partnership competence, for the implementation of which it is necessary to solve the following tasks: revealing the content of the pedagogical partnership competence of future educators; determination of methodological aspects of the organization of quasi-professional activities of education seekers in the process of studying normative and selective educational components. Research methods: analysis, synthesis, generalization, modeling. The competence of pedagogical partnership is interpreted as the ability of future educators to successfully implement partnership pedagogy formed as a result of professional training. The principles of partnership pedagogy are defined: respect for the child’s personality; benevolent, humane attitude; trust and mutual respect in relationships; interpersonal interaction as a special type of activity manifested in communication, interaction and perception; tolerance. The result of partnership pedagogy determines the formation of the child’s personality with his worldview, worldview, and worldview. It is emphasized that contextual learning and quasi-professional activity of students is an important method of forming pedagogical partnership competence. The methodical foundations of the organization of quasi-professional activities of higher education seekers under the educational and professional program 012 Preschool education in the process of studying normative and selective educational components: admission to the specialty, preschool pedagogy, family pedagogy, social pedagogy are defined and characterized. Further research is needed to develop a toolkit for diagnosing the level of formation of pedagogical partnership competence in future educators and to search for new forms and methods of its formation.

Formation of the system of higher pedagogical education in Buryatia

Formation of the system of higher pedagogical education in Buryatia