Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-89-109
V. S. Sheinbaum
With the release of a package of state-level regulatory documents during the perestroika years, which set a new vector for the development of domestic education and, among other things, set the task of enriching the ideological, theoretical, humanitarian content of higher education, the reform of the country’s higher education began, which continues in waves to this day. The powerful flow of articles, reports, dissertations devoted to the humanization and humanitarization of engineering education, which has gushed since that time, does not weaken. The experiment has shown that artificial intelligence ChatGPT-4 generally gives an adequate idea of the current issues in this area of engineering pedagogy. In the article, for the first time, this task is projected on the formation of students’ engineering thinking of a humanitarian orientation, which is necessary to ensure their effectiveness in the labor market in especially cardinal changes in technology and the organization of engineering activities, used with an exponentially growing scale of the use of artificial intelligence and robotics in it. The idea is being developed that engineering thinking is inherently inseparable from the humanitarian one, which sets its direction, and the idea put forward by P.G. Shchedrovitsky’s hypothesis about programming as a dominant way of thinking of an engineer in an emerging new technological formation, which is based on goal setting with the subsequent design of an “activity tree” as a projection of a tree of goals. The purpose of the article is to substantiate the regularity of the organic strengthening of the humanitarian focus of engineering thinking in the course of the ongoing industrial revolution and the need to focus engineering pedagogy on this trend, based on the author’s proposed refinements of ontologically established ideas about engineering activities.
{"title":"Engineering Activity in the Context of Humanitarian Thinking","authors":"V. S. Sheinbaum","doi":"10.31992/0869-3617-2023-32-8-9-89-109","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-89-109","url":null,"abstract":"With the release of a package of state-level regulatory documents during the perestroika years, which set a new vector for the development of domestic education and, among other things, set the task of enriching the ideological, theoretical, humanitarian content of higher education, the reform of the country’s higher education began, which continues in waves to this day. The powerful flow of articles, reports, dissertations devoted to the humanization and humanitarization of engineering education, which has gushed since that time, does not weaken. The experiment has shown that artificial intelligence ChatGPT-4 generally gives an adequate idea of the current issues in this area of engineering pedagogy. In the article, for the first time, this task is projected on the formation of students’ engineering thinking of a humanitarian orientation, which is necessary to ensure their effectiveness in the labor market in especially cardinal changes in technology and the organization of engineering activities, used with an exponentially growing scale of the use of artificial intelligence and robotics in it. The idea is being developed that engineering thinking is inherently inseparable from the humanitarian one, which sets its direction, and the idea put forward by P.G. Shchedrovitsky’s hypothesis about programming as a dominant way of thinking of an engineer in an emerging new technological formation, which is based on goal setting with the subsequent design of an “activity tree” as a projection of a tree of goals. The purpose of the article is to substantiate the regularity of the organic strengthening of the humanitarian focus of engineering thinking in the course of the ongoing industrial revolution and the need to focus engineering pedagogy on this trend, based on the author’s proposed refinements of ontologically established ideas about engineering activities.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-130-146
M. O. Abramova, A. V. Filkina
Student evaluation of teaching (SET) has more than forty years of history as a tool of feedback in North American, Australian and European universities. In Russian universities it is not widespread, although increasing its implementation could solve the problem of Russian students feeling that they are not involved in the management of the educational process and improve the quality of courses and teaching. The barriers to the implementation of SET in the Russian higher education system, among other things, are concerns and prejudices of teachers and students, who see SET more as a problem than an effective tool. In this article, authors analyze the most common faculty concerns about student evaluations of teaching, obtained from ten focus groups in five Russian universities. Authors put collected opinions in the context of the recent methodological discussions about the validity of Student Evaluations of Teaching. The main idea is that SET is an effective tool of getting feedback in higher education and involvement of students and teachers in a dialogue and cooperation in the educational process, but highly questionable as a data source for administrative decisions.
{"title":"Student Evaluation of Teaching: More Harm than Good?","authors":"M. O. Abramova, A. V. Filkina","doi":"10.31992/0869-3617-2023-32-8-9-130-146","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-130-146","url":null,"abstract":"Student evaluation of teaching (SET) has more than forty years of history as a tool of feedback in North American, Australian and European universities. In Russian universities it is not widespread, although increasing its implementation could solve the problem of Russian students feeling that they are not involved in the management of the educational process and improve the quality of courses and teaching. The barriers to the implementation of SET in the Russian higher education system, among other things, are concerns and prejudices of teachers and students, who see SET more as a problem than an effective tool. In this article, authors analyze the most common faculty concerns about student evaluations of teaching, obtained from ten focus groups in five Russian universities. Authors put collected opinions in the context of the recent methodological discussions about the validity of Student Evaluations of Teaching. The main idea is that SET is an effective tool of getting feedback in higher education and involvement of students and teachers in a dialogue and cooperation in the educational process, but highly questionable as a data source for administrative decisions.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-48-69
E. A. Pitukhin, O. A. Zyateva, L. V. Shchegoleva, V. E. Sokolov
Educational migration plays an important role in the implementation of admission plans for applicants to higher education institutions in a significant number of Russian regions. The aim of the work is to find out which regions are the most attractive for graduates in terms of higher education on the basis of the study of interregional migration of university entrants, as well as to identify the factors influencing the educational attractiveness of the regions. The research methodology is based on the statistical approach, which allows us to use publicly available data from official statistics. The information base of the study was the data of the federal statistical observation forms No. VPO-1, No. OO-1, as well as other official statistical data of the Federal State Statistics Service. The methods of the study included methods of comparative analysis and descriptive statistics, methods of data mining, such as analysis of key factors of influence and clustering. The main indicator of educational migration was selected as a statistical indicator – the share of students from the total enrollment who received a previous education in another subject of the Russian Federation. The analysis revealed ten factors that have the greatest influence on the indicator of educational migration. The clustering of 83 regions according to the space of selected characteristics resulted in five clusters with different values of the indicator of educational migration and different values of indicators of the quality of life. Three territorially different educational centers of gravity were identified: “Metropolitan”, “Southern” and “Siberian”, which include 27 regions of Russia from the two best clusters by the indicator of educational migration. The regions of the Arctic zone of the Northwestern Federal District and the Far East enjoy the least educational popularity. The trend has been revealed, which is a decrease in the value of the indicator of educational migration of most regions as they move away from the “metropolitan” educational center. The results of the study can be useful to the executive authorities of the regions when solving the tasks in the sphere of educational migration flows management.
{"title":"Educational Migration in Russian Regions: Statistical Approach","authors":"E. A. Pitukhin, O. A. Zyateva, L. V. Shchegoleva, V. E. Sokolov","doi":"10.31992/0869-3617-2023-32-8-9-48-69","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-48-69","url":null,"abstract":"Educational migration plays an important role in the implementation of admission plans for applicants to higher education institutions in a significant number of Russian regions. The aim of the work is to find out which regions are the most attractive for graduates in terms of higher education on the basis of the study of interregional migration of university entrants, as well as to identify the factors influencing the educational attractiveness of the regions. The research methodology is based on the statistical approach, which allows us to use publicly available data from official statistics. The information base of the study was the data of the federal statistical observation forms No. VPO-1, No. OO-1, as well as other official statistical data of the Federal State Statistics Service. The methods of the study included methods of comparative analysis and descriptive statistics, methods of data mining, such as analysis of key factors of influence and clustering. The main indicator of educational migration was selected as a statistical indicator – the share of students from the total enrollment who received a previous education in another subject of the Russian Federation. The analysis revealed ten factors that have the greatest influence on the indicator of educational migration. The clustering of 83 regions according to the space of selected characteristics resulted in five clusters with different values of the indicator of educational migration and different values of indicators of the quality of life. Three territorially different educational centers of gravity were identified: “Metropolitan”, “Southern” and “Siberian”, which include 27 regions of Russia from the two best clusters by the indicator of educational migration. The regions of the Arctic zone of the Northwestern Federal District and the Far East enjoy the least educational popularity. The trend has been revealed, which is a decrease in the value of the indicator of educational migration of most regions as they move away from the “metropolitan” educational center. The results of the study can be useful to the executive authorities of the regions when solving the tasks in the sphere of educational migration flows management.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-110-129
E. G. Gindes, I. A. Troyan, L. A. Kravchenko
The article examines the mentorship development in higher education. The need for a scientific reconsideration of the conceptual framework of mentorship in modern conditions, as well as its important practical significance for adapting students, improving the quality of education and professional activity are forming the relevance of this topic. The purpose of the article is to develop the concept of mentorship, to design a model and to plan the mentoring in higher education. An interdisciplinary approach was used to determine the essence of mentorship (consideration of the category in Psychology and Sociology, Pedagogy, Management), a model of mentorship in higher education has been developed with a structural-system analysis, as well as with graphical and statistical methods. The scientific novelty of the article is the development of the conceptual framework of mentoring and applied aspects of its implementation in higher education in Russia. The essential elements of mentorship were identified and considered, namely: the concept and approaches, purpose and objectives, principles and functions. The types of mentorship in higher education were classified according to key criteria: the number of mentees, formalization, period of interaction, method of implementation, direction of interaction, purpose. The main principles of mentoring in higher education are specified. A model of mentoring in higher education was proposed. A systematic analysis of successful practices and mentoring programs in higher education in Russia was carried out. The problems and prospects for mentorship development in modern conditions were identified. The practical significance of the study lies in the possibility of using conceptual developments in the formation and development of the legal framework for the implementation of mentoring, as well as the development and implementation of a mentoring model in higher education institutions.
{"title":"Mentorship in Higher Education: a Concept, a Model and Development Prospects","authors":"E. G. Gindes, I. A. Troyan, L. A. Kravchenko","doi":"10.31992/0869-3617-2023-32-8-9-110-129","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-110-129","url":null,"abstract":"The article examines the mentorship development in higher education. The need for a scientific reconsideration of the conceptual framework of mentorship in modern conditions, as well as its important practical significance for adapting students, improving the quality of education and professional activity are forming the relevance of this topic. The purpose of the article is to develop the concept of mentorship, to design a model and to plan the mentoring in higher education. An interdisciplinary approach was used to determine the essence of mentorship (consideration of the category in Psychology and Sociology, Pedagogy, Management), a model of mentorship in higher education has been developed with a structural-system analysis, as well as with graphical and statistical methods. The scientific novelty of the article is the development of the conceptual framework of mentoring and applied aspects of its implementation in higher education in Russia. The essential elements of mentorship were identified and considered, namely: the concept and approaches, purpose and objectives, principles and functions. The types of mentorship in higher education were classified according to key criteria: the number of mentees, formalization, period of interaction, method of implementation, direction of interaction, purpose. The main principles of mentoring in higher education are specified. A model of mentoring in higher education was proposed. A systematic analysis of successful practices and mentoring programs in higher education in Russia was carried out. The problems and prospects for mentorship development in modern conditions were identified. The practical significance of the study lies in the possibility of using conceptual developments in the formation and development of the legal framework for the implementation of mentoring, as well as the development and implementation of a mentoring model in higher education institutions.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-24-47
I. M. Zashikhina
The emergence of artificial intelligence language services has raised hopes related to facilitating the task of publication activity. Members of the academic community wondered whether chatbots could optimize the process of scientific writing. ChatGPT, a language model capable of, among other things, generating scholarly texts, received particular attention. The cases of writing academic papers using ChatGPT have led to a number of publications analyzing the pros and cons of using this neural network. In this paper, we investigate the possibility of using ChatGPT to write an introduction to a scientific paper on a topical issue of the Arctic governance. A set of queries to ChatGPT network, based on the logic of the commonly accepted in academia publication format IMRAD, has being developed. This format is characterized by structural and functional elements, which served as a logical basis for the queries. The responses received from ChatGPT were analyzed for their compliance with the requirements for a scientific article, according to the IMRAD publication format. The result of the analysis showed that ChatGPT is not able to meet the requirements for publishing a scientific article in the modern scientific publication discourse.
{"title":"Scientific Article Writing: Will ChatGPT Help?","authors":"I. M. Zashikhina","doi":"10.31992/0869-3617-2023-32-8-9-24-47","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-24-47","url":null,"abstract":"The emergence of artificial intelligence language services has raised hopes related to facilitating the task of publication activity. Members of the academic community wondered whether chatbots could optimize the process of scientific writing. ChatGPT, a language model capable of, among other things, generating scholarly texts, received particular attention. The cases of writing academic papers using ChatGPT have led to a number of publications analyzing the pros and cons of using this neural network. In this paper, we investigate the possibility of using ChatGPT to write an introduction to a scientific paper on a topical issue of the Arctic governance. A set of queries to ChatGPT network, based on the logic of the commonly accepted in academia publication format IMRAD, has being developed. This format is characterized by structural and functional elements, which served as a logical basis for the queries. The responses received from ChatGPT were analyzed for their compliance with the requirements for a scientific article, according to the IMRAD publication format. The result of the analysis showed that ChatGPT is not able to meet the requirements for publishing a scientific article in the modern scientific publication discourse.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.31992/0869-3617-2023-32-8-9-9-23
V. A. Smirnov
The article analyzes individual elements in the structure of civil attitudes of Russian students in the situation of the beginning and continuation of a special military operation (SVO). A special military operation acts as a kind of “litmus test”, which allows to identify the features of the civic consciousness of students, since it is in a crisis situation that latent value attitudes that determine social and civic behavior are actualized. The article is based on the results of an empirical sociological study. The study sample is quota– based, stratified by gender, the sample size is 1,380 people aged 18 to 22 years. As a result of the conducted research: the polarization of Russian students in terms of attitude to a special military operation is justified; the conclusion is made about the “background” nature of the SVO for a significant part of the student youth; the influence of ITS on the growth of stress among students faced with its results has been proven; the hypothesis about the influence of the SVO on the dynamics of civil attitudes of Russian students is confirmed. In particular, a special military operation has an impact on reducing students’ trust in socio-political institutions and actors, and also affects the dynamics of migration sentiments, increasing the percentage of young people considering migration as a possible option for a life trajectory. The study demonstrated the need for further study of the stability of the civic attitudes of Russian youth in the context of the escalation of “new” cognitive wars, as well as an analysis of the effectiveness of state institutions of socialization in a situation of geopolitical instability.
{"title":"Civilian Attitudes of Russian Students in the Context of a Special Military Operation","authors":"V. A. Smirnov","doi":"10.31992/0869-3617-2023-32-8-9-9-23","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-9-23","url":null,"abstract":"The article analyzes individual elements in the structure of civil attitudes of Russian students in the situation of the beginning and continuation of a special military operation (SVO). A special military operation acts as a kind of “litmus test”, which allows to identify the features of the civic consciousness of students, since it is in a crisis situation that latent value attitudes that determine social and civic behavior are actualized. The article is based on the results of an empirical sociological study. The study sample is quota– based, stratified by gender, the sample size is 1,380 people aged 18 to 22 years. As a result of the conducted research: the polarization of Russian students in terms of attitude to a special military operation is justified; the conclusion is made about the “background” nature of the SVO for a significant part of the student youth; the influence of ITS on the growth of stress among students faced with its results has been proven; the hypothesis about the influence of the SVO on the dynamics of civil attitudes of Russian students is confirmed. In particular, a special military operation has an impact on reducing students’ trust in socio-political institutions and actors, and also affects the dynamics of migration sentiments, increasing the percentage of young people considering migration as a possible option for a life trajectory. The study demonstrated the need for further study of the stability of the civic attitudes of Russian youth in the context of the escalation of “new” cognitive wars, as well as an analysis of the effectiveness of state institutions of socialization in a situation of geopolitical instability.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-79-93
A. R. Sadyikova, E. Nikitina, A. V. Korzhuev, Yuliya B. Ikrennikova
Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.
{"title":"Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences","authors":"A. R. Sadyikova, E. Nikitina, A. V. Korzhuev, Yuliya B. Ikrennikova","doi":"10.31992/0869-3617-2019-28-2-79-93","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-79-93","url":null,"abstract":"Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-3-67-74
E. Korchagin, R. Safin
Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.
{"title":"Educational Component of Doctoral Training at Engineering University","authors":"E. Korchagin, R. Safin","doi":"10.31992/0869-3617-2019-28-3-67-74","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-3-67-74","url":null,"abstract":"Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-144-158
Пономарёв Василий Николаевич
The article examines the history of the formation and development of University education in Russia during the reign of Alexander I. The author analyzes the key legislative acts and statutes of the Russian universities created in 1802–1805, as well as the reorganized in 1819 University of St. Petersburg. The article dwells on the history of Dorpat, Vilnius, Kharkiv, Kazan, and St. Petersburg Universities during the period of Alexander I’s reign. It is shown that as a result of the activities of the Emperor and his associates, a progressive harmonious system of education and higher education was created. The author traces how the educational policy began to change due to radically changed views of Alexander I in the last decade of his reign, which resulted in the clericalization of higher education, public education in general. The traditions initiated by M.V. Lomonosov were halted by the obscurantists and mystics. The universities were treated as hotbeds of freethinking, moral depravity, and philosophy was demonized as a source of spiritual contagion.
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Pub Date : 2019-03-08DOI: 10.31992/0869-3617-2019-28-2-51-62
M. Galikhanov, G. Khasanova
An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.
{"title":"Faculty Training for Online Teaching: Roles, Competences, Contents","authors":"M. Galikhanov, G. Khasanova","doi":"10.31992/0869-3617-2019-28-2-51-62","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-2-51-62","url":null,"abstract":"An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48826687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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