The purpose of this study is to identify a set of strategic and effective technologies of pedagogical
education in a university on the basis of the analysis of the problems of teacher training. The research
methodology is based on Hamel’s concept of ‘core competence’. This concept involves the analysis
of management strategies based on a matrix of significant problems. The study used methods
of questioning, interviewing, analysis and comparison, methods of summarizing the results of
statistics, and learning outcomes. According to Prigozhin’s typology, the problems can be divided
into embedded, socio-cultural and situational, and the wording of the problems are classified as
denominative, causal and antithesis. On the basis of the matrix obtained from this analysis, we
define the set of technologies of pedagogical education; psychological and pedagogical conditions
of realization of technologies at the level of baccalaureate, pedagogical master’s degree program,
and professional retraining of workers of education. The organizational and pedagogical model of
realization of technologies in the conditions of a classical university is developed. The results are
implemented in practice through the curriculum, programs of professional retraining of the Kazan
(Volga) Federal University.
Keyword(s) : technology
The use of problem-based technologies in multicultural education of future teachers
Implementation of the Strategic Academic units involves designing effective learning technology. This technology must comply with the conditions of the multicultural environment. In the context of carrying-out a strategic academic unit destined to raise effectiveness of higher education (including multicultural education of future teachers) we refer to StrAU’s recommendations (StrAU’s, 2015). Strategic academic units are understood to mean individual structural subdivisions (schools, departments, institutes, centers of excellence, RECs and others) or their associations (“consortiums”) which are characterized by: effec-tive administration system focused on solving practice-oriented educational, scientific and technological problems. But more often these units are understood only as the structures oriented on solving practical-oriented tasks. The structure itself can neither manage nor solve problems, if it doesn’t have functional content. This content can provide technological filling of the structure that is, filling this structure with definite functional technologies. Now the technologies activating cognitive, developing and creative pro-cesses include the technologies connected with problem definition, problem situation analysis, effective ways of solving practical (including pedagogical) problems (Venguer, 1973), (Davydov, 1986); (Lloyd-Jones, Margetson, Bligh, 1998); (Spencer, Spencer, 1993); (Teodorescu, 2006), (Terenzini, Reason, 2010); (The Engineer of 2020, 2004) and others.
The relevance of the problem under study is determined by the necessity to intensify practical effect of multicultural education within future teachers’ education on the one hand and the absence of algo-rithms of effective use of pedagogical technologies at universities on the other hand. In this respect the aim of the research presented in the article is to define the appropriate algorithm of using pedagogical technologies in multicultural education. The leading method in the problem research is project method which allows grouping the system of active methods and identifying the best algorithm (curriculum) for using problem-based technologies. As as a result of examining different combinations (algorithms) of using these technologies, we established that optimality (effectiveness) of multicultural education at uni-versity can be achieved at the teaching level by progressing from communicative technology to critical thinking technology, then to case-study technology, module learning, project technology, problem-based learning and moderation technology with an expert problem seminar at the end; at the level of study – by progressing from understanding the problem, determining the ways for solving the problem, selecting arguments before discussing the ways of problem solving and summing up at expert problem seminar. The article materials can be useful for pedagogical university teachers.
The model of teacher education as a form of implementation of the strategic academic unit
A teacher education study was conducted in the framework of SAE (Strategic Academic Unit). The aim of the study was to develop a model for bachelors (future mathematicians, physicists, biologists, and others) undertaking concurrent vocational teaching training (a teacher of mathematics, physics or biology). To design an effective model of teacher education in the Federal University under conditions of socio-political, pedagogical and methodical for the training of teachers in different countries. The model of teacher education in Kazan Federal University includes several trajectories – distributed, variability, integrative, etc. The novelty of this model is determined by the processability of building the content of teacher education. The technology has an integrative, variability, modular, and task-oriented nature. The modular structure of the training process enables the pre-set training activities as holistic thematic sections or blocks, that is, restructuring of the organization (structure) of training. Focusing on problem-oriented technology (from communicative core and critical thinking to a modular, problem-based learning and expert seminars) allows implementing the content of disciplines in educational psychology, didactics, teaching methods and teaching practice as a practice-oriented system which also ensures the formation of professional pedagogical skills. The quality of training of future teachers is ensured by the fact that students are offered publicly available “library” with educational training modules, each of which: precisely formulates verifiable educational outcomes focused on teacher standards; describes the forms of organization of the educational process to ensure the achievement of these results; offers assessment tools for intermediate and final control of the level of achievement of the future teacher.