The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning.
The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes.
The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability.
The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes.
To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling.
The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan.
Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.
Author : Vera K. Vlasova
The new organizational structure of the Master’s program in teacher education: formulation of the problem and further strategic guidelines
Modern education, changing the educational paradigm place special demands on the teacher’s personality and level of development of his competences. They make a significant change in the content of teacher training, involve completely different mechanisms of organi-zation of educational process at all levels of training, including the master’s level, which involves in-depth training of innovative character. Expanding the methodological aspects of the problem, the article focuses on the design used by the authors of Master training programs for teachers, so-called “3D-approach” of the complex integration of the three approaches, namely: the subject-activity approach, сompetence-activity approach, and reflec-tive-activity approach. This approach, according to the authors, could be the methodological basis for the design and implementation of teacher education process, from the position of which its modernization must be carried out.
The article deals with various models of teacher training at the Kazan Federal University, presents the benefits and challenges of the process and the components of classical and pedagogical universities. The authors emphasize that the association of scientific, educational, human, material and technical capacities within a single university is a good basis for the further modernization of teacher education at the present stage.
Analysis of the existing practice of the implementation of Master’s programs in the direction of prep-aration- “Teacher education” made it possible to identify a number of problems, which are conditionally divided into two groups. The first group of problems is organizational in nature and is related to the struc-ture of the Master’s programme in Teacher Education, the second group of problems is related to the substantive nature of the master’s program content.
The authors give characteristics of the new organizational structure of the Master’s teaching at Kazan Federal University, revealed its benefits and possible risks of implementation. The article outlines targets and strategy for the modernization of educational graduate programs in the federal university environment. The article is addressed to the administrative and teaching staff of higher education institutions, interested in the modernization of master teachers training programs.