This study aims to investigate the characteristics of professional orientation in pedagogy. Based on the works of I.S. Yakimanskoy, E.V. Bondarevskaya, A.A. Melik-Pashayeva, I.N. Semenova, V.K. Zaretsky and other researchers, the authors clarified the principles of personal orientation of educational activities that contribute to the development of the professional orientation of students of pedagogical specialties at the university. The article also presents the author’s complex of pedagogical conditions ensuring the development of the professional orientation of students of pedagogical specialties in a higher educational institution. The complex includes the following components: identification and formation of value orientations of students of pedagogical specialties; creating in higher education educational environment that promotes self-realization of the individual; accounting of students' subject experience; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for the formation of professional orientation of students of pedagogical specialties. The article also describes the results of experimental work, which confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of the professional orientation of students of pedagogical specialties in a higher educational institution on the basis of personal orientation of educational activities.
Based on the involvement of a wide range of sources, the article considers the initial stage of the Soviet penitentiary system formation and development. This problem, closed during the Soviet era, enjoys an increased attention of experts after the USSR collapse, one of the consequences of which is the controversial nature of its various aspects many assessments. The article focuses on the most controversial problems of the penitentiary system contemporary historiography, such as the time of forced labor system origin and the repressive or educational nature of this system. In the course of the study, the author came to the conclusion that the starting point of its activity was 1919, when the forced labor camps were established. Another feature of this period was the continued struggle of various positions in the leadership of the country about the repressive or educational orientation of prisoner work until the end of the 20-ies. During the first post-revolutionary years, the prevailing view was the view concerning the educational value of forced labor and its payment at state rates. After the eradication of revolutionary romanticism era and under the influence of complex social-economic conditions of the country development the second point of view prevails by the end of the 1920-ies, which begins to be realized in practice in 1929 with the Gulag system development.
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