Against the background of the current globalization process, technocratic development of society, it is particularly important to prepare future teachers of musical art training to the professional activities fo-cused on the development of the spiritual, high moral standards and multicultural personality. The changes involve the development of new requirements for the specialist training that makes it necessary to adjust all the structural components of the educational process. The relevance of the work is the need to improve the effectiveness of music education, aimed at training teachers to creatively become active person that is capable of professional musical activity in the contemporary socio-cultural environment. The search for new approaches contributes to maximum interaction of musical arts and teacher education, provide a harmonious combination of general and professional (music-theoretical and performance) preparation, intensifies personal-professional development of the teacher. Formation of professional competence of future specialist as a result of the activity of musical-pedagogical education system is an important problem of modern pedagogical science and practice, and affects not only the content but also the forms, methods, means of training and reflection teaching. This article discusses the characteristics of professional competencies; analyzes existing approaches to the definition of this concept, as the unity of practical and theoretical readiness of the person to the profession; structured the professional competence of the future teacher of music, including personal, metasubject, subject, professional communication and information competence; we have determined the optimal conditions for the training of specialists in the area of musical art to professional activity, such as the axiological concept of education of personality, the use of metasubject relations, the implementation of a permanent reflection of own activities, designing the pedagogical process; the creation of cultural and educational environment, the use of modern information technologies in the educational training of the future professionals.
Year : 2016
Education and Self Development Issue 48
This is the complete Journal Issue 48 with all of the articles and contents pages.
Contents
Aydar Minimansurovich Kalimullin, Valerian Faritovich Gabdulchakov
The model of teacher education as a form of implementation of the Strategic Academic Unit pp121-122
Regina G. Sakhieva, Vera K. Vlasova
The new organizational structure of the Master’s programme in teacher education: formulation of the problem and further strategic guidelines pp123-125
Rezeda M. Khusainova, Pavel N. Afanasyev, Natalya N. Novik, Svetlana E. Chirkina, Milyausha R. Hajrutdinova, Valentina A. Samsonova, Olga G. Lopukhova
Developing a model of professional training in the discipline “Teacher education” at the Federal University p126-128
Valerian Faritovich Gabdulchakov, Rashida Gabdelbakievna Gabdrakhmanova, Ramis Rafagatovich Nasibullov, Guzel Ildarovna Garnayeva, Kadria Barievna Shakirova, Layla Usmanovna Mavludova
Distributed model of teachers education at Kazan federal university pp129-130
Elena Lapina, Svetlana V. Markova, Vladimir Mezinov
Personal maturity of the teacher in the conditions of CAE implementation pp131-132
Valerian Faritovich Gabdulchakov, Elvira Gabdelbarovna Galimova, Olga Vladimirovna Yashina
The use of problem-based technologies in multicultural education of future teachers pp133-135
Nadezhda P. Yachina, Eugene O. Shishova
Forming general cultural competences of future teacher in the conditions of implementation of innovative model of teacher education pp136-138
Zulfiya Firdinatovna Yusupova, Elvira Firdavilevna Nagumanova, Karina Muratovna Dullieva
Integration of pedagogical and classical philological education in preparing future teachers of philology pp139-140
Natal’ya Dmitrievna Koletvinova, Seimbika Usmanovna Bichurina
Pedagogical Speech Studies in professional training of students: technology, methods, means of practice-based learning pp141-142
Zakharchuk Аleksey Mikhailovich
Formation of professional competence of the future teacher of music pp143-144
Содержание
Айдар Минимансурович Калимуллин, Валерьян Фаритович Габдулхаков
МОДЕЛЬ ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ КАК ФОРМА РЕАЛИЗАЦИИ СТРАТЕГИЧЕСКОЙ АКАДЕМИЧЕСКОЙ ЕДИНИЦЫ страницы 3-19
Регина Геннадьевна Сахиева, Вера Константиновна Власова
НОВАЯ ОРГАНИЗАЦИОННАЯ СТРУКТУРА ПЕДАГОГИЧЕСКОЙ МАГИСТРАТУРЫ: ПОСТАНОВКА ПРОБЛЕМЫ И СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ страницы 20-30
Резеда Мунировна Хусаинова, Павел Николаевич Афанасьев, Наталья Николаевна Новик, Светлана Евгеньевна Чиркина, Миляуша Ренатовна Хайрутдинова, Валентина Анатольевна Самсонова, Ольга Геннадьевна Лопухова
РАЗРАБОТКА МОДЕЛИ ПРОФЕССИОНАЛЬНОЙ ПЕРЕПОДГОТОВКИ ПО НАПРАВЛЕНИЮ «ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ» В ФЕДЕРАЛЬНОМ УНИВЕРСИТЕТЕ страницы 31-49
Валерьян Фаритович Габдулхаков, Рашида Габдельбакиевна Габдрахманова, Рамис Рафагатович Насибуллов, Гузель Ильдаровна Гарнаева, Кадрия Бариевна Шакирова, Ляйля Усмановна Мавлюдова
РАСПРЕДЕЛЕННАЯ МОДЕЛЬ ПОДГОТОВКИУЧИТЕЛЯ В КАЗАНСКОМ ФЕДЕРАЛЬНОМ УНИВЕРСИТЕТЕ страницы 50-66
Елена Владимировна Лапина, Светлана Витальевна Маркова, Владимир Николаевич Мезинов
ЛИЧНОСТНАЯ ЗРЕЛОСТЬ ПЕДАГОГА В УСЛОВИЯХ РЕАЛИЗАЦИИ САЕ страницы 67-74
Валерьян Фаритович Габдулхаков, Эльвира Габдельбаровна Галимова, Ольга Владимировна Яшина
ТЕХНОЛОГИЗАЦИЯ ПОЛИКУЛЬТУРНОЙ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ В УСЛОВИЯХ РЕАЛИЗАЦИИ САЕ страницы 75-90
Надежда Петровна Ячина, Евгения Олеговна Шишова
ФОРМИРОВАНИЕ ОБЩЕКУЛЬТУРНЫХ КОМПЕТЕНЦИЙ БУДУЩЕГО УЧИТЕЛЯ В УСЛОВИЯХ РЕАЛИЗАЦИИ ИННОВАЦИОННОЙ МОДЕЛИ ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ страницы 91-98
Зульфия Фирдинатовна Юсупова, Эльвира Фирдавильевна Нагуманова, Карина Муратовна Дуллиева
ИНТЕГРАЦИЯ ПЕДАГОГИЧЕСКОГО И КЛАССИЧЕСКОГО ФИЛОЛОГИЧЕСКОГО ОБРАЗОВАНИЯ ПРИ ПОДГОТОВКЕ БУДУЩИХ УЧИТЕЛЕЙ-ФИЛОЛОГОВ страницы 99-103
Наталья Дмитриевна Колетвинова, Сеимбика Усмановна Бичурина
ПЕДАГОГИЧЕСКОЕ РЕЧЕВЕДЕНИЕ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ СТУДЕНТОВ: ТЕХНОЛОГИИ, МЕТОДЫ, СРЕДСТВА ПРАКТИКО-ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ страницы 104-113
Алексей Михайлович Захарчук
ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ БУДУЩЕГО ПЕДАГОГА-МУЗЫКАНТА В УСЛОВИЯХ РЕАЛИЗАЦИИ САЕ страницы 114-120
Pedagogical speech studies in professional training of students: technology, methods, means of practice-based learning
The article is concerned with the problem of use of Speech Studies in the process of professional training of students. The relevance of the chosen topic is determined by the fact that the extent of prior research in the context of a practice-oriented professional training of future teachers is not fully devel-oped. The purpose of the study is to identify and classify the major components of Speech Studies on the basis of the functional analysis of knowledge-resource potential of multifunctional professional activity of a teacher. These major components can be regarded as characteristic values of renewal of professional content and process aspect of teaching. The main technologies of the research are: the technology of professional and pedagogical Speech Studies, the technology of acquiring the types of speech activity with the proper speech making rules, the technology of use of multilevel and multidirectional Speech Studies components that contribute to the implementation of spiritual and moral consolidating potential of humanitarian disciplines in educational institutions.
In addition, we used the technology of aspect-integrated learning; self-motivation, technologies of personality-oriented communication, etc. The article reflects the results of this work, during which stu-dents acquired necessary and sufficient competences, which can be considered as indicators of mastery of professional communicative competence in general. The article can be useful for practical professional activity of teachers of higher educational establishments and secondary school teachers.
Integration of pedagogical and classical philological education in preparing future teachers of philology
Integration of classical university and teacher training in the Kazan Federal University is carried out in the framework of the Strategic Academic Unit (SAE) “The teacher of the XXI century”. It is implemented under conditions of modern higher education in the context of perspective directions and key points in resolving the problem of teacher training for the modern school. Integration of classical university and teacher training in Kazan Federal University while training philologists allows, on the one hand, strengthening the fundamental nature of the subject training for future teachers of Russian, Tatar, foreign languages, literature, and, on the other hand, strengthening the pedagogical orientation of training philologists. Teacher training is an important component of any educational policy of the state and has a high degree of flexibility and availability. The purpose of the article is to show the positive aspects of the integration of teaching and classical university training in terms of joint activities of two Kazan Federal University institutions – that of Philology and Intercultural Communication and that of Psychology and Education; identify opportunities to improve teacher training at the university. The main method is descriptive. Projective research technique is applied as well. We came to the conclusion that there are several variants for training future teachers, which satisfy the Professional teacher standard and new federal state educational standard for secondary school. The first variant is a more advanced teacher training version. It implies taking a magistracy course on the direction “Teacher education”.
“Philological Education” is implemented in cooperation with the Institute of Psychology and Educa-tion. This educational route allows combining harmoniously practical professional orientation and fun-damental scientific basis while training teachers. The second variant is providing a bachelor with teacher training opportunities along with basic education for two. This will ensure that graduates can get a serious psycho-pedagogical and methodological preparation for a future profession. We believe that the integra-tion of classical university and teacher training in Kazan Federal University in the teacher training con-tributes to the following: Firstly, it optimizes the period of teacher training; secondly, it improves the teacher training quality in accordance with the requirements of national education modernization; Thirdly, it improves the professional teacher competence in accordance with the requirements of national education modernization. Fourthly, it improves the education quality in regional educational institutions. Fifthly, it increases the graduates’ competitiveness. Our study is of interest to all those involved in the problems of training and re-training future teachers.
Forming general cultural competences of future teachers when implementing an innovative model of teacher education
The relevance of the problem under investigation is due to the transition of universities to the GEF HPE, thus expanding the academic freedom of educational institutions and carrying out training on the basis of innovative educational programs (on the objectives, content, organizational forms and technologies).
In order to improve the quality of university graduates, the new model of teacher – the teacher of the XXI century, teaches, mobilizes, creates and is able to use the most modern educational technology. Kazan (Volga) Federal University joined in the development of CAE design as well as development and implementation of professional standards based on European and national qualifications frameworks. Conceptual model of the nucleus of a new type of teacher involves competence approach to the expected results of higher education and qualification orientation according to the requirements of different groups of consumers (people, the employer, the state, society). The model is based on the principle of variability, modularity, mobility, unity, continuity, adaptability and includes different trajectories of teacher training: variative trajectory, distributed trajectory, training bachelors of subject training, retraining of teachers to other disciplines, the center of training and retraining of educators, teaching internship, pedagogical magistracy. Formation of general cultural competences in this model should be a priority, as their importance in the process of becoming a new type of teacher is related to the fact that it is the general cultural competence that creates the harmony of the inner world and the relationship with society and can be considered as the basis for the formation of professional competence of future teachers. Analysis of the GEF HPE, theory and practice of bachelors training, revealed that the formation of general cultural competence of future teachers is provided, but a large set of competencies makes it difficult to identify the competence framework as provided by the European education system. The most important task for the system of higher education in the field of training of teachers of the new formation is the need to determine the theoretical and methodological foundations for the formation of general cultural competence of bachelors in the modernization of pedagogical education.
B
eing one of the most important areas of public knowledge, morality nevertheless has not become an educational field at any school or university. The pedagogical community is increasingly aware of the fact that the goals, values and purports, which are now set in modern knowledge-centrist and even competence model of modern higher education, are far from ideal and do not meet the prognostic expectations, which would correspond to the real challenges of the contemporary socio-cultural situation in the world and in the Russian society.
The crisis has aggravated, identified, highlighted and allowed us to formulate accurately and pre-cisely not imaginary and farfetched problems, but real and urgent ones, as well as the identification of priorities to address these problems. The professors of Kazan (Volga Region) Federal University see the solution of these issues in the development of the model of the XXI century teacher.
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.
Personal maturity of the teacher in the conditions of CAE implementation
The article is devoted to topical problems of reforming higher pedagogical education. Targeting educa-tional process on the development of personal maturity and competitiveness; the success of a professional is conditioned by several reasons, among which the most significant should be considered: readiness of the teacher for professional activity in the new economic socio-cultural conditions, the competitive environment; the orientation of training activities on professional and innovative searches; the encouragement of interest in self-development and self-realization. The article proposes a view of the construction of a coherent educational system for the development of personal maturity and competitiveness of a teacher.
The structure of personal maturity of the teacher as a component of competitiveness is characterized by the following components: motivational and value component which includes meaningful high motivation of teachers to professional activities, values, cognitive interests, focused on various kinds of social activities, and contributes to self-development, self-actualization, self-assertion, which is an important party for competitive teachers. Reflexive-evaluative component provides the awareness of teachers and evaluation of their potential, the real level of competitiveness, allows carrying out forecasting and designing further professional growth. The activity component consists in the implementation of pedagogical activities, in the implementation of abilities and skills of cognitive, communicative, regulatory and other measures. For the study of motivational-value component of the personally maturity of a teacher, we used verbal frustration test by L. N. Sobchik (2002). The proposed method allows identifying the most important values in a situation of frustration.
To evaluate reflexive-evaluative component we used E. E. Rukavishnikova’s technique aimed at determining the level of reflexivity of teachers which provides stabilization of their emotional peace, mobilization of volitive potential, flexible management. To study self-actualization of a teacher we used the test developed by E. Shostr. To identify the level of development of the components, we used psycho-pedagogical techniques, tests and observation.
The dependence of teacher’s competitiveness from the level of his/her personal development was proved. The interrelation between decrease of teacher’s professional success and the level of development of the components of personal maturity of the teacher was also shown. A detailed analysis of under-development of personal qualities of the teacher, which prevent professional self-improvement and success was described.
It is believed that the formation of personal maturity of a teacher provides not only a desire for a teacher’s self-education, but also contributes to the development of his competitiveness, creation of a professional competitive environment.
On the basis of the study the authors draw conclusions on the development of personal maturity as a component of teacher’s competitivnes.
Distributed model of teacher education at Kazan Federal University
There is a need to modernize higher pedagogic education. The requirements for the content of schooling and higher education is changing quickly as scientific knowledge accumulate. Preparing a teacher for XXI century is an essential task for the present day. The authors aimed to develop the educational standard in pedagogical education at Kazan federal university. The article describes the projectization process. The leading methods for the research were theoretical study, modeling, questionnaire survey and others. SFU is able to educate future teachers of physics within the distributed model and even advance it now as every institute at KFU has a pedagogical department. In the article we present bibliography analysis on the issue, the results of questioning the students of the Institute of Physics in non-pedagogical major, gradual formulation of the Standard, Enclosure to the Standard, educational paths, one of which a student can select, curriculum versions, conceptual framework of methodic preparing. The materials of the article demonstrate the reasoning and sequence of the author on the work on Educational Standard in specialization 44.03.01 Pedagogical education, profile: teacher (subject).
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.
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.
Developing a model of professional training in the Discipline “Teacher education” at the Federal University
The topic of the article is relevant due to to the fact that there is a meaningful inquiry into the organization of teaching process at the Federal University in the discipline major- “Teacher Education”. The au-thors developed the educational standard of additional vocational training program in “Teacher Educa-tion”.
We offer the model of the organization of teacher education in the framework of professional train-ing, which is a project aimed at solving the problem of providing a new format of establishing and maintaining the training program for trainees, to focus on the competences specified in the federal state educational standard (GEF).
The purpose of the article is to describe the developed model of professional training, based on the implementation of the new structural and functional model of teacher training at the Federal University in the conditions of modern education.
The leading method to the study of this problem is the modeling method, we consider this issue as an integrative model of teacher training, which is based on flexible bachelors curricula of classical training areas (physics, chemistry, biology, etc.) and provides the opportunity to change for pedagogical training profiles after the third or fourth year of study or after graduating from the University.
The model assumes the implementation of different trajectories (tracks) to “enter” teacher education through the organization of training under the program of professional retraining. The structure of the organization of different trajectories (tracks) of the retraining is propounded. We developed and proposed the model of organization of psychological monitoring and support of teacher training for discussion within professional training program.
Тhus, one of the possibilities to continue the construction of a new model of Teacher Education is to include it in the KFU Strategic Academic unit (SAE) “Teacher of the XXI century”. The area of teacher education transformation allows “in the framework of classical university, the development and imple-mentation of several models of teacher education organizations” (Tayurskii, 2016). One of these models is the model of the additional professional education (retraining) in the major of Teacher Education.
The bases of the model described are the following principles (Novik, 2015):
– Negotiation of dominance of normative over subjective;
– Change of orientation from decision making to solving problems;
– Negotiation of dominance of analysis towards the composition of solutions;
– Negotiation of dominance of “subject-object” orientation in teaching.
The term “learning outcomes” was proposed in order to determine exactly what a student should achieve, in terms of “forms of education” and “diagnostic procedure” which refers to the way he achieves this and the way he is able to demonstrate his achievements.
Psychological Analysis of Epic Works in Studying Monographic Principles
In our research we have issued from the point that literary art does not only reflect the world but also evaluates it, establishes the ideal of a human, teaches what the human should and should not be like. Literature enlightens people universally, opening before us not only the surrounding world but also our own one, whereas practical life experience is limited in time and space. In this unit of our research we will demonstrate that literature is able to broaden the boundaries of this experience giving each of us an opportunity to live a number of lives. The mechanism of this “life within literary art” is that while reading a novel the reader is transported into the world of images which is displayed in front of him/her by the artist, so that the reader starts living in this world with its characters. Psychological analysis helps the reader in this process.
The task of this chapter is to show how psychological analysis can be conducive to forming the ability of exploring a literary text which aims at extending the knowledge about a human and his/her psychology, complicated and inimitable in its manifestation. It is also important to enrich students’ conception of uniqueness of the author’s methods to describe a human artistically.
Cross-Cultural Research on Ethnic Tensions in Russia and Western Europe
The article presents the results of cross-cultural research in Russia and the countries of Western Europe such as: Belarus, Poland, Germany, France and Great Britain. The study was conducted in 2013-2016 with the support of research centers at universities of Belarus, Poland, the UK, etc. We used the following methods: theoretical (analysis and synthesis of the philosophical, psychological and pedagogical literature on the problems of ethnic identity), empirical (methods of measuring and comparing), and methods of processing research results (qualitative analysis and Student’s t-test). The purpose of the research is to identify the features of national identity of Muslim migrants and the indigenous population aged 17 to 30.
The analysis of the results led to the following conclusions: 1) manifestations of extremism among Muslim migrants are not connected with a correct (or incorrect) policy of the state or crosscultural education in the host country, but it is connected with the situation (political, economic, social, etc.) in their ethnic homeland; 2) conceptual, strategic and technological structures of crosscultural education should take into account this interference (the negative impact of the ethnic situation of one country on the subconscious of the subjects of cross-cultural education in another country), these structures should not aim at the assimilation of migrants but at overcoming this interference in their ethnic consciousness; 3) the practice of cross-cultural education should use the methods of transposition (positive transfer of cultural components of an ethnic homeland to the culture of the country of migrants’ residence), aimed at creating a positive intercultural dialogue with representatives of different ethnic groups.
Developing Spiritual and Moral Values of Students by Means of Music Art
The article addresses the problem of education of spiritual and moral values of pupils by means of musical art in order to create and develop in them humane attitude towards people, society and homeland, to his and other peoples, their culture and spiritual traditions. We give the concept of the categories: “spirituality”, “morality”, “spiritual and moral quality of the person,” “spiritual and moral education”; analyze the psycho-pedagogical conditions of spiritual and moral education of students in the system of modern school education. We consider practice of school music education as the education of the musical culture of pupils. The author analyzes the programs and methods of modern musical education towards the development of spirituality and morality of students. We defined competencies and functions in the pedagogical activity of a teacher of music. We study the educational value of music in the development of patriotism and tolerant culture of young students.
Educational potential of musical art contributes to the formation of spiritual and moral values of the individual as a basis of his inner world, prepares to actively participate in the country’s life. The inherent to works of art variability of world perception, diversity and activity of forms of work contributes to the education of openness, tolerance, readiness for mutual cooperation and peaceful coexistence among different social groups, races, religions, ethnic groups, it contributes to the education of human dignity and high moral qualities.
Pedagogical Conditions of Patriotic Education of Students on the Basis of Traditions of the Physical Development of the Kazakh National Pedagogics
Researchers from different countries and ethnic groups have thoroughly studied the role and importance of traditional folk pedagogy in the upbringing of children.The purpose of this article is to substantiate the fact that the tradition of the physical development of the Kazakh folk pedagogy has great educational potential, realization of which allows you to create in a person, especially the younger generation, patriotic values. This article discusses the components of the professional quality of future teachers (emotional and motivational, informative, estimating, activity), the levels of formation of the quality under study (high, good, medium, low) of patriotic education of students in the traditions of the physical development of the Kazakh folk pedagogy, and patriotic process of education of students (informative , organizational, methodological). On convincing examples of the Kazakh national education experience we show how the traditional physical education for the development of health and strength of the people is used in modern educational organization; how the use of traditions of Kazakh folk pedagogy in the physical development of a person can improve the effectiveness of patriotic education of youth.
The technique involves the learning process and overtime work. This approach has an impact on the implementation of the traditions of physical training of Kazakh folk pedagogy. The effectiveness of patriotic education of students by means of physical preparation traditions of Kazakh folk pedagogy is conditioned by choosing the best forms and methods of work used in educational activity.
The Specificity of Learning Technologies in Rural Small Schools
The article reveals the specifics of learning technologies in rural small schools, special features of their application that meet the values of humanistic orientation, taking into account the specific features of the lesson in small schools and in accordance with the provisions of the strategy of individualization of learning. We considered the subject matter of the concept “technological approach” proposed by different supervisors and teachers, noted that this concept was revealed deep enough through the development of a scheme of algorithm for constructing a separate training cycle that includes a set of all necessary components (learning objective, method steps and achieved the learning outcome). We analyzed the efficiency of technologies of collective ways of learning (CSR) in several schools of the Republic of Tatarstan. This technology is characterized by the following principles: completeness, continuous transfer of acquired knowledge to each other, the cooperation of students, the diversity and division of labor, multiple-aged participants of pedagogical process, considering learning abilities, pedagogical activity of each participant. The obtained results prove the value of this technology in modern conditions of implementation of second generation standards and achievement by students the requirements of major educational results: subject, metasubject and personal.
It is necessary to maintain and develop small schools. This is due to a number of demographic, natural and geographical, socio-economic and socio-cultural factors. Modern education in primary and secondary school can not have effect without new student-oriented teaching technologies. In rural schools one of the most effective technologies is a technology of collective methods of education: this technology forms cognitive interests and skills of independent work of students; group work contributes to knowledge on the different levels of complexity, motivates students to compete, adds so necessary for the process of learning element of competition; the technology has good effect in small classes.
On the Academic Mobility of Students in Networking environments
Within the framework of the project “Development and approbation of new modules and rules of implementation of basic educational bachelor programmes enlarged group of specialties “Education and pedagogy” (field of study – Psychological and pedagogical education), which includes the academic mobility of students of pedagogical universities (non-pedagogical training areas) in the framework of network interactions” (Room open competition: 2014-04.03-05-043-f-91.055) one of the prerequisites was to create a package of educational materials for teachers participating in the project. In the basic educational program the discipline program is the main component. To fulfill the analysis of the program of educational discipline and educational complex we proposed an Expert assessment card. Using this card allowed the teachers and project leaders to analyze the executed work in detail and to improve the quality of syllabi and teaching materials.
If the program of the discipline is made at a low level, it does not pass the examination and is not authorized for use. If the program has a permissible level, it can be allowed to be implemented, but the teacher should make corrections or additions. If the program of the discipline is made at a sufficient level, it is allowed to be implemented with recommendations, which teacher can optionally consider. A program, which is fully in line with modern requirements for the development of training modules and educational complex is of high level.
Professional-Personal Formation of the Teacher
The popularity of the topic is determined by new stages of development of the system of education, its new developing stages as well as the introduction of new methods in educational activities. Consequently, changes should be involved in teacher’s work. The teacher must always develop himself as a person to improve his skills and to keep pace with the modern period. The necessity of teachers’ development is described in the article and some approaches to professional personal development of teachers, such as historical, philosophical approach, are discussed. Teacher’s personality is very important in modern education. The issues of development and formation of a teacher as a personality are reflected in the ideas of famous teachers of the past. Many of them have changed over time. The teacher of modern school should be able to provide conditions for the development of an individual, making the process manageable; he must be a competent, well-trained professional. Teacher work never ends. It always has to be improved. If the teacher rests on his laurels, he stops to be a teacher. The teacher must be in constant motion, to develop himself as a person and only then he will be able to apply his knowledge and skills to engage students in the process of interaction in creative activities and improve the level of education.
Organising the Learning Process of Students in Physical Education and Sport Universities in USA
This article is dedicated to organizing the process of study of students in physical education and sport universities in USA. In the process of integration of the Russian educational system to the world-wide community it is important to understand all components of foreign educational systems and to introduce its positive sides to the Russian educational system. In this article the Unites States Credit System USCS is shown, which is the feature of educational system in USA.This unique system gives the students the great opportunity to study by the individual chosen program, which is unique for every athlete and kind of sport. Also the next feature is the system of national scholarships, which gives great motivation.
The unique system of rewards (sport-scholarship) and credit hours allowed American higher educational establishments certain advantages. The American system of credit hours is a harmonious and logical system of education. This system is capable of providing high-quality education and a solid foundation for the integration of countries into the world educational process: it is a good basis for the recognition of documents on higher education within the national system of higher education.
Creative Eco-Educational Activities in the Process of Teacher Training in Natural-Geographical Disciplines
The purpose of the article is generalization of creative ecological and pedagogical activity on the example of the creative Union of the group of rural small schools – the institutions of professional development for teachers of natural-geographical disciplines. Education for sustainable development requires the learning experience of the creative activity of the teacher key competences, formation of which is considered on the example of an ecological path in rural school. The conceptual study was based on the development of the corporate culture of teachers within the same team, solving problems dissociation of subject learning and skills, synthesis of knowledge to form a unified scientific picture of the world, the formation of a continuous ecological education. International research on the state of biosphere; the UN Conference on environment show that the solution of global environmental problems must begin from the local level. Years of experience on the given problem allows to generalize the theory, the hierarchy (in our case the institutions of secondary, higher and postgraduate education) in the framework of the theoretical concept of creative pedagogical system. The problem of education for sustainable development requires enrichment of experience of creative activity of teacher of natural-geographical disciplines core competencies. The inclusion of ecology in the structure and content of Russian school education is not resolved. It is important to develop methods of ecological education in the system of qualification improvement and professional retraining of teachers included in the system of continuous environmental education. The study is based on the interest in knowledge existing in the subject and related fields; the study of the theoretical and methodological bases of ecological and pedagogical knowledge; knowledge of analytical and evaluative methods pedagogical work; knowledge of basic psychological and pedagogical patterns of education and training and the ability to apply them. Reviewed historical and pedagogical preconditions of the development of environmental education in the teachings of the great teachers, educators and educational systems; systemic-structural analysis the content of environmental education; interaction of educational institutions with the use of ecological paths; pedagogical conditions of enhancing the quality of environmental education for school age children; organization of interaction of students with nature as a condition of environmental education; the structure of competencies of teachers of natural-geographical disciplines; the implementation of succession in educational and extracurricular activities in secondary and postprofessional educational institutions; the problem of scientific generalization of the rural environment as a pedagogical conditions of formation of ecological culture of schoolchildren; the development of research exercises and skills in the process of implementation of environmental-oriented works on the ecological path, the rationalization of instructional time and the mastery of applied knowledge, practical skills and skills for optimizing the impact on the natural and transformed environment. We share the point of view of L. V. Popova that creative activity at professional environmental education is planned research work, based on the complex of subjects studied and focused on learning new knowledge. Activity-organizational competence of a teacher appeared on the stage of creation of the ecological path: the observance of the organizationalmethodical requirements to the path, legal behavior of participants, emotional richness and the information capacity of the route, development of communicative culture, targeting of the path. Design- methodical competence of the teacher was considered from a conceptual point of view, the universality and the interdisciplinarity of environmental problems; resolution of problems of dissociation of subject learning, the possibility of formation of universal, generalized knowledge and skills with the aim of forming a unified scientific picture of the world, translation of the learning mode from passive to interactive. Design-methodical competence of a teacher on organizing the educational process in “natural” Cabinet required developing new forms of content and spatial reorganization of the educational process. In the overall hierarchy of the considered competences of the teacher design and research competences are cumulative, presenting the development of the corporate culture of teachers within the same team, trying to destroy the traditional isolation of teachers, the ability to cooperate in addressing their vocational and educational tasks to a high enough level of problems. The study in the advanced training program for teachers of natural-geographical disciplines included a special course “Methods of creating and using the author’s program”. We identified the barriers to the use of ecological path in the educational process and the conditions for proper formation and functioning of creative ecological-pedagogical activity with the use of ecological path.