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.
Journal Issue Number : 48
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.