Profession-oriented Educational Technologies in Teacher Training at Pedagogical University in Russia
محورهای موضوعی : 0
Yulia Drobotenko
1
,
Tatiana Soloveva
2
,
Dmitrii Solovev
3
1 - Pedagogics Chair, Omsk State Pedagogical University, Omsk, Russia
2 - Pedagogics Chair, Omsk State pedagogical university, Russia
3 - Foreign Languages Department, Omsk State Pedagogical University
کلید واژه: teacher training, Pedagogical University, University-Supervised Chair, Profession-Oriented Educational Technologies, University-School Cooperation,
چکیده مقاله :
The article deals with the problems of profession-oriented training at Pedagogical University. The authors show the major perspectives on more profession-oriented training of future teachers that are opening in cooperation between Pedagogical University and educational institutions of different types within the framework of university-supervised chairs. The experience of Omsk State Pedagogical University in such cooperation is studied[1] to find out what profession-oriented educational technologies are mostly wide-spread in the work of university-supervised chairs and what their contribution to practice-oriented training is. The authors analyze the reports given by the university-supervised chairs at the end of the year, narratives and interviews with school teachers and university lecturers. The problems and perspectives of using profession-oriented educational technologies are also discussed in the article. To conclude with, innovative profession-oriented educational technologies (project seminar, clinical supervision, action research) are recommended for further work within the framework of university-supervised chairs.
References
Ahtarieva, R., Mokshina, N., & Rakhmanova, A. (2015). Profession-Oriented Pedagogic Training for Future Teachers under Conditions of Network Interaction with School. Mediterranean Journal of Social Sciences, Vol 6, No 3, 231-240.
Berlina, S.A. (1999). Practice-oriented technologies in professional training of educational psychologists (Master's thesis). Moscow State Pedagogical University.
Bolotov, V.A. (2014). To the issue of pedagogical education reform. Psychological Science in Education, No 3, 32-41.
Burlakova, T.V. (2015). Individualized Techniques as a Means of Training Students at Pedagogical University. Yaroslavl Pedagogical Bulletin (Psychological and Pedagogical Sciences), Vol 2, No 2, 108-114.
Gafurova, N.V., & Kozel' N.A. (2014). Network form of educational programme realization in cooperation with employers. Fundamental researches, No 12, 1275-1278.
Guruzhapov, V.A., & Margolis, A.A. (2014). Designing the model of practice-oriented training of pedagogical personnel on Bachelor Degree Programs on the training direction “Psychological-pedagogical education» (elementary school teacher) based on network interaction of educational organizations that implement higher education and elementary general education programs. Psychological Science in Education, No 3, 143–159.
Makarova, N.S., & Drobotenko Yu.B. (2015). The models of teachers training within the framework of the regional education cluster. Omsk State Pedagogical Bulletin. Humanities researches, No 5 (9), 77-80.
Makashina, T.Yu. (2015). Basic chair as a means of developing competitiveness of a future teacher. Actual problems of developing vertical integration between the system of education, science and business: economical, law and social aspects: Materials of 3d International science-practice conference (Voronezh, 29 May, 2015). Vol 2,74-77.
Manushin, E.A. (2013). Higher education: innovative or supporting. Professional education. Capital city, No 4, 10-13.
Muratova, E.I., & Fedorov I.V. (2009). The model of students’ adaptation to professional emvironment. Higher Education in Russia, No 6, 91-97.
O’Hanlon, C. (1996). “Why is action research a valid basis for professional development?”. In: McBride, R. 1996. Teacher education policy: some issues arising from research and practice. London: The Flamer Press.
Sigov, A.S. & Petrov, A.B. (2010). Innovative model “University – basic chair – basic enterprise”. International conference “Information technologies in education”. Moscow. Available: http://msk.ito.edu.ru/2010/section/70/3550/index.html
Simonova, А.А., Minyurova, S.А., & Rubina, L.Ya. (2014). Pedagogical University in the center of regional educational cluster. Pedagogical education in Russia, No 8, 8-22.
Torkunova, Yu.V. (2014). Innovative process as network interaction of University with production complex. Pedagogical sciences, 1286-1289.
Vasilevskaya, E.V. (2007). Network organization as a new type of relations in today’s conditions. Methodical Network at Municipal Level: Instruction Manual. Moscow.
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. UNESCO: International Institute for Educational Planning.
Zhukov, G. & Sopegina, V. (2015). Basic chair of professional-pedagogical University: situation approach. Professional education. Capital city, No 7, 20-22.
