The role of teacher education in improving the quality of educational systems is
constantly increasing. Notably, this particular segment of education has been the focus
of educational policy in many countries in recent years (Tatto & Menter, 2020). Teacher
education today has a special responsibility, since its main task is to train a new generation
of teachers who are able to work in the face of modern challenges and respond quickly
and adequately to any external influences (Beauchamp et al., 2015). This requires not only
a radical transformation of technology and communication in the transfer of knowledge
in the learning process and the formation of a new understanding of a safe environment,
but also a serious renewal of the philosophy and theory of education. This will inevitably
entail the emergence of new or modernization of existing educational concepts, as well as
models and technologies for teacher training (Preston, 2017).
Author : Ilshat R. Gafurov
Teacher training at the university: the case of the ten-year modern history of KFU
In 2020, Kazan University received a notable token of recognition for its work in teacher education in the past five years. According to the Times Higher Education, our university is now among the top one hundred in the Education subject rankings. Currently, this is the best position among the universities of Russia, CIS, and Eastern Europe. This validates the strategy in teacher education that the university has been implementing over the past years. 2020 is also a special year because it marks ten years of our federal status – the status granted by an executive order of the President of Russia. Currently, KFU is among the ten largest Russian universities; we have about 50,000 students in the majority of the existing higher education specializations. The University collaborates in many scientific and educational programs, including a federal project for boosting the international competitiveness of Russian universities.
Using technology to prepare graduates for careers in hospitality and tourism
The relevance of the problem at issue in the article is due to the need to develop multifunctional
competence of future managers of hotel and touristic system: these managers face tough competition
for jobs, have to know modern information and communication tools, hotel and tourism business,
that is, have multifunctional competences. However, universities still do not have a single integrative
(interdisciplinary) basis for training such specialists, there is no package of training information
and technical means, strategies and technologies of training, sound organizational and pedagogical
conditions.
The purpose of the study: basing on the analysis of organizational and pedagogical conditions for
training specialists for professional activities in the sphere of hotel service and tourism to determine
the content, structure, features for developing multifunctional competence of future specialists.
The research methodology is based on the concept of key competence. This methodology involves
systematization, classification of significant (key, resultant, autonomous, etc.) problems; developing
on this basis the matrix of significant problems and defining the overall strategy, technology
management process of professional development.
The novelty of the research is that the matrix of significant problems of master’s training of future
specialists for working in the sphere of hotel service and tourism has been developed; strategies and
technologies for developing their multifunctional competence have been defined.
The results of the study are implemented in the form of content, structure and organizational and
pedagogical conditions for the preparation of future specialists to work in the sphere of hotel and
tourism services.