Pub Date : 2017-07-09DOI: 10.17853/1994-5639-2017-6-91-118
Jon Talbot, C. Costley, M. A. Dremina, V. Kopnov
The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. Methodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used. Results . This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration. Scientific novelty . For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. Practical significance. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises.
{"title":"A review of the basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education","authors":"Jon Talbot, C. Costley, M. A. Dremina, V. Kopnov","doi":"10.17853/1994-5639-2017-6-91-118","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-6-91-118","url":null,"abstract":"The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. Methodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used. Results . This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration. Scientific novelty . For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. Practical significance. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"91-118"},"PeriodicalIF":0.7,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48689451","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 : 2017-07-09DOI: 10.17853/1994-5639-2017-6-52-70
T. V. Potemkinа, T. I. Pudenko, A. Rudneva
Introduction . Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education) corresponds to professional development of teachers and more rational organization of this process. The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training. Methodology and research methods . The authors analyzed the publications (available on the Internet and in periodicals) to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers. Results . The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional development prepared by results of certification and monitoring procedures; lack of unified methodological and methodical approaches to development of programs of professional development of teachers; insufficient development of expert and analytical activity at regional institutes of professional development. Change of the situation is possible based on the following complex measures: development of practice of direct diagnostics of teachers’ competences; adoptions of administrative decisions following the results of estimated procedures; interactions of institutes of professional development, higher education institutions, schools, methodical services and governing bodies of education for creation of flexible and mobile organizational and methodical resources for professional development; combinations of formal and informal teachers’ education experience. Scientific novelty . The practicability of results implementation for external education quality evaluation organization promoting professional growth
{"title":"ВНЕШНЯЯ ОЦЕНКА КАЧЕСТВА ОБЩЕГО ОБРАЗОВАНИЯ КАК ФАКТОР ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕДАГОГОВ","authors":"T. V. Potemkinа, T. I. Pudenko, A. Rudneva","doi":"10.17853/1994-5639-2017-6-52-70","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-6-52-70","url":null,"abstract":"Introduction . Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education) corresponds to professional development of teachers and more rational organization of this process. The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training. Methodology and research methods . The authors analyzed the publications (available on the Internet and in periodicals) to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers. Results . The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional development prepared by results of certification and monitoring procedures; lack of unified methodological and methodical approaches to development of programs of professional development of teachers; insufficient development of expert and analytical activity at regional institutes of professional development. Change of the situation is possible based on the following complex measures: development of practice of direct diagnostics of teachers’ competences; adoptions of administrative decisions following the results of estimated procedures; interactions of institutes of professional development, higher education institutions, schools, methodical services and governing bodies of education for creation of flexible and mobile organizational and methodical resources for professional development; combinations of formal and informal teachers’ education experience. Scientific novelty . The practicability of results implementation for external education quality evaluation organization promoting professional growth ","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"52-70"},"PeriodicalIF":0.7,"publicationDate":"2017-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42925436","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 : 2017-06-13DOI: 10.17853/1994-5639-2017-5-166-188
Кира Борисовна Пригожина, К. В. Тростина
Introduction. The programs of distance education are in a great demand. Therefore, the problems of the organization in higher education institutions of educational process with the use of appropriate technologies have arisen. The aim of the publication is to set an example of introducing distance learning tools into higher education system, which could help to identify possible conditions and ways of creating a virtual educational environment covering in continuity three-cycle structure of higher education, as well as non-degree supplementary educational programs. Methodology and research methods. Basic research methods include comparative analysis, qualitative and quantitative methods based on empirical observation and data processing. The methodological base for the research included competence and student-centered approaches, psycho-didactic and acmeological approaches to lifelong learning. Results and scientific novelty. The role of distance educational technologies in ensuring availability and competitiveness of programs of the basic and continuing education is emphasized. The alternative choice of creating a virtual educational environment on the basis of distance learning technologies in a non-linguistic university is proved from linguodidactic basis. The interaction of principles, approaches, and conditions for its implementation and development are given. The research provides a model of an electronic teaching complex and a two-cluster model of the coursebook as a part of virtual educational unit. Practical application of these models contributes to self-study and learning autonomy of students. Practical significance. The authors describe the content and structure of innovative teaching resources that enable to rely on student-centered approach. The recommendations on establishing a virtual educational environment in universities of programs-in-demand implementation of the basic and continuing education are provided.
{"title":"ВИРТУАЛЬНАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА КАК СРЕДСТВО ПОВЫШЕНИЯ КОНКУРЕНТОСПОСОБНОСТИ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ ВУЗА","authors":"Кира Борисовна Пригожина, К. В. Тростина","doi":"10.17853/1994-5639-2017-5-166-188","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-5-166-188","url":null,"abstract":"Introduction. The programs of distance education are in a great demand. Therefore, the problems of the organization in higher education institutions of educational process with the use of appropriate technologies have arisen. The aim of the publication is to set an example of introducing distance learning tools into higher education system, which could help to identify possible conditions and ways of creating a virtual educational environment covering in continuity three-cycle structure of higher education, as well as non-degree supplementary educational programs. Methodology and research methods. Basic research methods include comparative analysis, qualitative and quantitative methods based on empirical observation and data processing. The methodological base for the research included competence and student-centered approaches, psycho-didactic and acmeological approaches to lifelong learning. Results and scientific novelty. The role of distance educational technologies in ensuring availability and competitiveness of programs of the basic and continuing education is emphasized. The alternative choice of creating a virtual educational environment on the basis of distance learning technologies in a non-linguistic university is proved from linguodidactic basis. The interaction of principles, approaches, and conditions for its implementation and development are given. The research provides a model of an electronic teaching complex and a two-cluster model of the coursebook as a part of virtual educational unit. Practical application of these models contributes to self-study and learning autonomy of students. Practical significance. The authors describe the content and structure of innovative teaching resources that enable to rely on student-centered approach. The recommendations on establishing a virtual educational environment in universities of programs-in-demand implementation of the basic and continuing education are provided.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"166-187"},"PeriodicalIF":0.7,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43451319","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 : 2017-06-13DOI: 10.17853/1994-5639-2017-5-153-165
V. Gelman, A. A. Tikhomirova
The aim of the study is the analysis of the problems faced by heads and staff of IT departments in medical universities. Methodology and research methods. The methods involve expert estimation, analysis and generalization of practical work experience of IT departments. Results and scientific novelty. The main aspects and specifics of professional activity of IT departments of modern medical schools are designated. The approaches to the definition of the hierarchy of goals in the professional activities of the department, as well as quantitative and qualitative indicators that assess the effectiveness of their achievements are analyzed. The contradictions arising between long-term and short-term goals of the IT department are highlighted. The main challenges which heads of IT departments can deal with in the course of day-to-day management work planning are described. The problems arising in educational, educational-methodical and scientific work of department, in its economic activity, solution of personnel affairs, and aspects of material support are considered. The possible solutions to these problems are proposed. Practical significance. The results of the analysis, proposed approaches and practical recommendations will enable to better organize the work of the IT department in a medical school. The advantage of the proposed approaches consists in their versatility: with some adjustment, they can be used by other departments, regardless of the specifics and the type of educational institution.
{"title":"ПРОБЛЕМЫ КАФЕДРЫ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В МЕДИЦИНСКОМ ВУЗЕ","authors":"V. Gelman, A. A. Tikhomirova","doi":"10.17853/1994-5639-2017-5-153-165","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-5-153-165","url":null,"abstract":"The aim of the study is the analysis of the problems faced by heads and staff of IT departments in medical universities. Methodology and research methods. The methods involve expert estimation, analysis and generalization of practical work experience of IT departments. Results and scientific novelty. The main aspects and specifics of professional activity of IT departments of modern medical schools are designated. The approaches to the definition of the hierarchy of goals in the professional activities of the department, as well as quantitative and qualitative indicators that assess the effectiveness of their achievements are analyzed. The contradictions arising between long-term and short-term goals of the IT department are highlighted. The main challenges which heads of IT departments can deal with in the course of day-to-day management work planning are described. The problems arising in educational, educational-methodical and scientific work of department, in its economic activity, solution of personnel affairs, and aspects of material support are considered. The possible solutions to these problems are proposed. Practical significance. The results of the analysis, proposed approaches and practical recommendations will enable to better organize the work of the IT department in a medical school. The advantage of the proposed approaches consists in their versatility: with some adjustment, they can be used by other departments, regardless of the specifics and the type of educational institution.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"153-165"},"PeriodicalIF":0.7,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224183","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 : 2017-04-12DOI: 10.17853/1994-5639-2017-3-141-155
A. Mantarova, I. Angelova
Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years. The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6. Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova. Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior. Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old. Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups.
{"title":"ACCELERATING THE FORMATION OF CHILDREN’S VALUES IN A LEARNING ENVIRONMENT","authors":"A. Mantarova, I. Angelova","doi":"10.17853/1994-5639-2017-3-141-155","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-3-141-155","url":null,"abstract":"Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years. The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6. Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova. Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior. Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old. Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"141-155"},"PeriodicalIF":0.7,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321459","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 : 2017-04-12DOI: 10.17853/1994-5639-2017-3-185-203
Елена Андреевна Макарова
Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee». The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university. Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation. Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more active, than during the independent work or work organized by the teacher, they react to the arising educational situations; finally, such training considerably solves a problem of shortage of class periods on teaching the subject "Foreign language" as students manage to cope with much large scope of a training material as compared they manage to make during the traditional organization of an educational process. Practical significance. The obtained data contribute to the study of educational problems of adaptation and motivation, and can be used in teaching foreign languages as well as major subjects at higher educational institutions.
{"title":"Наставничество сверстников на уроках иностранного языка в неязыковом вузе","authors":"Елена Андреевна Макарова","doi":"10.17853/1994-5639-2017-3-185-203","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-3-185-203","url":null,"abstract":"Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee». The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university. Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation. Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more active, than during the independent work or work organized by the teacher, they react to the arising educational situations; finally, such training considerably solves a problem of shortage of class periods on teaching the subject \"Foreign language\" as students manage to cope with much large scope of a training material as compared they manage to make during the traditional organization of an educational process. Practical significance. The obtained data contribute to the study of educational problems of adaptation and motivation, and can be used in teaching foreign languages as well as major subjects at higher educational institutions.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"185-203"},"PeriodicalIF":0.7,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44525779","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 : 2017-04-12DOI: 10.17853/1994-5639-2017-3-171-184
А М Копировский
Introduction. The increasing level of technicalization of life and the interest increase towards art highlight a teaching problem in modern Russia of the subjects connected with development of the heritage left by masters of last eras and works of modern writers. It is necessary to provide both new forms and methods of teaching, and judgment of the ways of conducting educational process existing earlier. The aim of the research is to identify specific features of academic subject formation patterns, in particular, the forms and stages of transitioning from random aesthetic knowledge acquisition («perception of beauty») towards more comprehensive curricula saturated with visual and factual information; and the nature of subject-specific tuition. Methodology and research methods involve the retrospective analysis of the archival materials, documents and other sources concerning the declared subject; generalization and projection of experience of the past to modern realities. Results and scientific novelty. The problems of studying of art tuition are considered at the earliest stage of teaching – in the 19th and early 20th century. Educational processes in various educational institutions as secular (Academy of Arts and universities), and religious are described (theological academies and seminaries). The materials of the first congresses of architects and artists, programs of art and pedagogical circles of the beginning of last century and the content of works of certain researchers are analysed. Basic changes in the relation to use of additional illustrative material are shown. Repeatedly expressed public requirements about familiarizing of pupils with art in voluntary to a facultative form are noted. Gradually developing orientation of educational process to teaching history of art is reflected. Poorly studied process of development of works of art within the subject «Church Archaeology» in spiritual academies and seminaries is presented and investigated. Existence of interest towards the monuments of church art in spiritual educational institutions and its earlier denied consecutive development is revealed. Practical significance. On the one hand, the contradiction between the increasing content of teaching history of art, its ambiguity, diversity is formulated; on the other hand, opportunities of perception of so complex material by pupils. The question of need of permission of this contradiction inherited by modern programs from the teaching methods existing earlier which are still used in specialized and non-special educational institutions is raised.
{"title":"ПРЕПОДАВАНИЕ ТЕОРИИ И ИСТОРИИ ИСКУССТВА В СВЕТСКИХ И ЦЕРКОВНЫХ УЧЕБНЫХ ЗАВЕДЕНИЯХ РОССИИ XIX – НАЧАЛА XX В.","authors":"А М Копировский","doi":"10.17853/1994-5639-2017-3-171-184","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-3-171-184","url":null,"abstract":"Introduction. The increasing level of technicalization of life and the interest increase towards art highlight a teaching problem in modern Russia of the subjects connected with development of the heritage left by masters of last eras and works of modern writers. It is necessary to provide both new forms and methods of teaching, and judgment of the ways of conducting educational process existing earlier. The aim of the research is to identify specific features of academic subject formation patterns, in particular, the forms and stages of transitioning from random aesthetic knowledge acquisition («perception of beauty») towards more comprehensive curricula saturated with visual and factual information; and the nature of subject-specific tuition. Methodology and research methods involve the retrospective analysis of the archival materials, documents and other sources concerning the declared subject; generalization and projection of experience of the past to modern realities. Results and scientific novelty. The problems of studying of art tuition are considered at the earliest stage of teaching – in the 19th and early 20th century. Educational processes in various educational institutions as secular (Academy of Arts and universities), and religious are described (theological academies and seminaries). The materials of the first congresses of architects and artists, programs of art and pedagogical circles of the beginning of last century and the content of works of certain researchers are analysed. Basic changes in the relation to use of additional illustrative material are shown. Repeatedly expressed public requirements about familiarizing of pupils with art in voluntary to a facultative form are noted. Gradually developing orientation of educational process to teaching history of art is reflected. Poorly studied process of development of works of art within the subject «Church Archaeology» in spiritual academies and seminaries is presented and investigated. Existence of interest towards the monuments of church art in spiritual educational institutions and its earlier denied consecutive development is revealed. Practical significance. On the one hand, the contradiction between the increasing content of teaching history of art, its ambiguity, diversity is formulated; on the other hand, opportunities of perception of so complex material by pupils. The question of need of permission of this contradiction inherited by modern programs from the teaching methods existing earlier which are still used in specialized and non-special educational institutions is raised.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"171-184"},"PeriodicalIF":0.7,"publicationDate":"2017-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783856","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 : 2017-03-14DOI: 10.17853/1994-5639-2017-2-9-31
Асадуллин Раиль Мирваевич, Фролов Олег Викторович
The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture. The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy. Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview. Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered. The authors set changes in cultural practices and discursive formations that distinguish the classical understanding of pedagogical culture of the modern. The role and importance of science teaching in the formation of a new look at the nature of a professional culture in the conditions of crisis anthropocentric absolutes. Scientific novelty. The concepts affecting the nature and content of modern pedagogical culture are theoretically proved. The primary tasks that face the modern pedagogical science and require operative decision are designated. Practical significance. According to authors of article, active development of the noted directions of a modern pedagogical thought will have a positive impact on the modern pedagogy and pedagogical culture of the teacher.
{"title":"КРИЗИС ПЕДАГОГИЧЕСКОЙ КУЛЬТУРЫ И НЕКОТОРЫЕ ЗАДАЧИ СОВРЕМЕННОЙ ПЕДАГОГИЧЕСКОЙ МЫСЛИ","authors":"Асадуллин Раиль Мирваевич, Фролов Олег Викторович","doi":"10.17853/1994-5639-2017-2-9-31","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-2-9-31","url":null,"abstract":"The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture. The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy. Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview. Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered. The authors set changes in cultural practices and discursive formations that distinguish the classical understanding of pedagogical culture of the modern. The role and importance of science teaching in the formation of a new look at the nature of a professional culture in the conditions of crisis anthropocentric absolutes. Scientific novelty. The concepts affecting the nature and content of modern pedagogical culture are theoretically proved. The primary tasks that face the modern pedagogical science and require operative decision are designated. Practical significance. According to authors of article, active development of the noted directions of a modern pedagogical thought will have a positive impact on the modern pedagogy and pedagogical culture of the teacher.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"9-31"},"PeriodicalIF":0.7,"publicationDate":"2017-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42343773","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 : 2017-03-14DOI: 10.17853/1994-5639-2017-2-124-144
Федоров Владимир Анатольевич, Комлева Светлана Витальевна
Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work. Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization. Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a systemic activity of subjects of labour on the development of professional competences of the employee. Scientific novelty. The concept “training and professional interaction” of the micro-enterprise employees is specified. Structural-functional model of training and professional interaction of employees of micro-enterprises based on the principles of self-organization of subjects, motivation for success, continuity and regularity of interaction, complexity, partnerships in professional communications is developed. The model includes interrelated and interdependent diagnostic, designed, actively-productive and effective components. Practical significance. The article can be useful to researchers of the problem of industrial education in the current social-economic terms, from a practical point of view – to the leaders of micro-enterprises, coaches and other people interested in the professional training of the employee, to increase the level of its general and professional competencies, abilities in a short ti
{"title":"ПРОФЕССИОНАЛЬНОЕ ОБУЧЕНИЕ В УСЛОВИЯХ МИКРОПРЕДПРИЯТИЯ: МОДЕЛИРОВАНИЕ ПРОЦЕССА УЧЕБНО-ПРОФЕССИОНАЛЬНОГО ВЗАИМОДЕЙСТВИЯ","authors":"Федоров Владимир Анатольевич, Комлева Светлана Витальевна","doi":"10.17853/1994-5639-2017-2-124-144","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-2-124-144","url":null,"abstract":"Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work. Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization. Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a systemic activity of subjects of labour on the development of professional competences of the employee. Scientific novelty. The concept “training and professional interaction” of the micro-enterprise employees is specified. Structural-functional model of training and professional interaction of employees of micro-enterprises based on the principles of self-organization of subjects, motivation for success, continuity and regularity of interaction, complexity, partnerships in professional communications is developed. The model includes interrelated and interdependent diagnostic, designed, actively-productive and effective components. Practical significance. The article can be useful to researchers of the problem of industrial education in the current social-economic terms, from a practical point of view – to the leaders of micro-enterprises, coaches and other people interested in the professional training of the employee, to increase the level of its general and professional competencies, abilities in a short ti","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"124-144"},"PeriodicalIF":0.7,"publicationDate":"2017-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41556183","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 : 2017-01-01DOI: 10.17853/1994-5639-2017-8-109-127
R. Terekhin
Introduction. Modern military servicemen quite often should cope with operational and military tasks in non-standard and sometimes extreme situations. Therefore, the problem of psychological and pedagogical support of professional development of the military personnel aimed at their valuable attitudes and readiness formation to perform professional duties under uncertainty is brought into focus. The effective solution of this problem requires studying of various psychological aspects of valuable orientations of the military personnel. The aim of the present article is to investigate the link between the interrelationships of values, socio-psychological attitudes of the military personnel and their personal readiness for change. Methodology and research methods. In the course of the work, the following theoretical methods of the research were used: an overview analysis of works in the field of value orientations, socio-psychological attitudes of the individual, personal readiness for change. Practical methods involve a questionnaire PVQ-R (Portrait Values Questionnaire – Revised) by Sh. Schwartz; a technique for diagnosing socio-psychological attitudes of the person by O. Potemkina; the methodology «Personal Change – Readiness Survey» (PCRS) developed by A. Rolnik, S. Hezer, M. Gold and K. Hall in the adaptation of N. Bazhanova and G. Bardier. The processing of the data obtained during the study was carried out using a statistical information processing program – SPSS version 19. Results and scientific novelty. Available studies have not treated the issue of psychological and pedagogical support of professional development of the military personnel in much detail. Thus, sufficient availability to study the interrelationships of values and socio-psychological attitudes of young military personnel in the process of their professional socialization has been revealed. The criteria of formation of this system are designated; significant correlations of values, social and psychological attitudes of the military personnel are revealed. Today, personal readiness for changes is one of the most important elements of psychological training of a soldier to accomplish combat service support tasks. Practical significance. The results of this research can be used by military psychologists to organize psychological and pedagogical assistance of the military personnel starting the career and holding the corresponding trainings and workshops; to develop recommendations for the senior command personnel and the educators of military educational institutions when planning and conducting educational work with young officers.
{"title":"THE CORRELATION OF VALUES, SOCIO-PSYCHOLOGICAL ATTITUDES OF MILITARY PERSONNEL AND THEIR INDIVIDUAL READINESS FOR CHANGE","authors":"R. Terekhin","doi":"10.17853/1994-5639-2017-8-109-127","DOIUrl":"https://doi.org/10.17853/1994-5639-2017-8-109-127","url":null,"abstract":"Introduction. Modern military servicemen quite often should cope with operational and military tasks in non-standard and sometimes extreme situations. Therefore, the problem of psychological and pedagogical support of professional development of the military personnel aimed at their valuable attitudes and readiness formation to perform professional duties under uncertainty is brought into focus. The effective solution of this problem requires studying of various psychological aspects of valuable orientations of the military personnel. The aim of the present article is to investigate the link between the interrelationships of values, socio-psychological attitudes of the military personnel and their personal readiness for change. Methodology and research methods. In the course of the work, the following theoretical methods of the research were used: an overview analysis of works in the field of value orientations, socio-psychological attitudes of the individual, personal readiness for change. Practical methods involve a questionnaire PVQ-R (Portrait Values Questionnaire – Revised) by Sh. Schwartz; a technique for diagnosing socio-psychological attitudes of the person by O. Potemkina; the methodology «Personal Change – Readiness Survey» (PCRS) developed by A. Rolnik, S. Hezer, M. Gold and K. Hall in the adaptation of N. Bazhanova and G. Bardier. The processing of the data obtained during the study was carried out using a statistical information processing program – SPSS version 19. Results and scientific novelty. Available studies have not treated the issue of psychological and pedagogical support of professional development of the military personnel in much detail. Thus, sufficient availability to study the interrelationships of values and socio-psychological attitudes of young military personnel in the process of their professional socialization has been revealed. The criteria of formation of this system are designated; significant correlations of values, social and psychological attitudes of the military personnel are revealed. Today, personal readiness for changes is one of the most important elements of psychological training of a soldier to accomplish combat service support tasks. Practical significance. The results of this research can be used by military psychologists to organize psychological and pedagogical assistance of the military personnel starting the career and holding the corresponding trainings and workshops; to develop recommendations for the senior command personnel and the educators of military educational institutions when planning and conducting educational work with young officers.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 1","pages":"109-127"},"PeriodicalIF":0.7,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67569899","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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