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.
Keyword(s) : university
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.
The University Center of Excellence
To design the effective model of the center of excellence we must take into account that the following play an important role for them: external sources (links to the competencies sources), interaction within the business unit, the effectiveness of the center’s activities (profitability and competitiveness, innovativeness, transfer of knowledge) and the investment of the parent company. The article proves that advancing education and training at a high level of difficulty (while creating psychological and pedagogical conditions of personal growth of students) enables school leavers to win national competitions, organized by the ranked universities and, accordingly, to enter those universities out of competition. Therefore, modern lyceums for gifted children may be not for really gifted, but for more or less cable pupils. And whether or not they become talented, depends on many factors, including reasons related to the preparation special teachers for them. Moreover, daily experience shows that often they become gifted not thanks to but in spite of the education, which is considered as profile or in-depth (for gifted only).
The creation of centers of excellence as innovative structures of university science and education should include: development and support of its own structure, and then search for and justification of the idea of innovation; the creation of innovations, ready for sale; the promotion of innovation in the economy and the market of educational services. Of particular importance in this case are the mechanisms and methods of reasoning the ideas, economic evaluation of innovations, market research, evaluation of innovative projects, creativity motivation and economic incentive to stimulate the personnel initiative, the target program management, promotion of innovations. For the senior staff of universities strategic task-oriented management should be of higher priority: management should be directed at identifying and ranking specific problems, determination of scale and direction of their impact, and the possible consequences and the strategy of behavior under standard conditions.
Of great importance is the creation of conditions for the transfer of knowledge. Properly constructed educational trajectory from pre-school to university is a prerequisite for a scientific breakthrough.