проанализированы в контексте современной образовательной ситуации профессиональные требования к педагогу, охарактеризована компетенция педагога «работа в команде», представлены факторы, препятствующие развитию данной компетенции в образовательной организации, раскрыты на уровне управления образовательной организацией условия и механизмы развития командной работы.
The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.
The article presents the results of a study about the features of pre-service teachers’ professional reflection. The average statistical results of the pre-service teachers who were the participants of the Olympiad “I am a professional” are considered in the context of students’ professional pedagogical reflection development. The research is based on the concept of three reflection functions: research, criticism and redesign, three types of reflection: prospective, situational, retrospective, the universal competences of a teacher: cognition skills, interaction skills, self skills. The study about the features of students’ professional reflection was carried out in 2021 during the period of the Olympiad “I am a professional” in the framework of three stages: planning/design, self-assessment/reflection, delayed group reflection. The sample included 261 students from universities in Moscow and other Russian regions, and 78 independent experts among acting school teachers. The methods of questioning (oral and written), content analysis, case studies, focus groups, video analysis, observation were used. As a result, the following features of students’ reflection were revealed, such as: the contradictory nature of goal-setting and the determination of the necessary conditions and means when planning a lesson; the tendency to overestimate their professional strengths and not notice insufficiently formed competencies; the tendency to give exaggerated importance to the technical aspects; misunderstanding of the professional pedagogical language against the background of an intuitively adequate understanding of many pedagogical and psychological phenomena, etc. From a practical point of view, the results obtained make it possible to identify the area of professional deficiencies of pre-service teachers and set the focus for a closer examination and more thorough extensive study of evaluative, critical and other complex thinking skills, which provide a thorough professional reflection. In this regard, reflective-analytical and reflective-design work formats become significant both in the educational process and in the practical training of pre-service teachers.
Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.
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