In today's digital society and economy, professions associated with high technologies are becoming increasingly in demand: programmers, system en-gineers, IT specialists, biotechnologists, project leaders, etc. In this regard, school graduates are required not just good knowledge of school subjects, but also knowledge interdisciplinary, the formation of which is a long pro-cess, starting as early as school, and only traditional methods are indispensa-ble. One of these innovative technologies is STEAM education. To imple-ment the concept of STEAM-education, the system of pedagogical education is tasked with training relevant personnel with the necessary competencies, among which the most relevant are meta-subjects and design and research skills. In our opinion, one of the possible innovations in the preparation of teachers for STEAM education is the inclusion of the “Robotics” discipline in the content of training future teachers of physics, mathematics, technolo-gy, visual arts, and others. The authors conducted a survey among future teachers studying at the Faculty of Mathematics and Natural Sciences and Engineering and Technology Faculties of the Elabuga Institute of Kazan Fed-eral University, showed that the problem of training graduates of general ed-ucational institutions to the challenges of the new time is more relevant than ever. Only 18% of respondents are aware of the existing the world and the country STEM and STEAM education programs, 15% of the students sur-veyed believe that they are ready to implement project activities STI and on-ly 10% of students believe that they are ready to lead project activities. These data indicate that not only the problem of teachers' readiness to im-plement new educational programs, but also the problem of preparing future teachers to implement practice-oriented educational activities based on the formation of design and research competencies, is coming to the fore.
The article deals with the transformation of readers’ preferences and the formation of a “new reader” at the end of the 20th and beginning of the 21st century. In the study, the authors draw attention to the shift in the priority of the format of youth reading in favor of digital, to the loss of the former role of libraries as centers of non-formal education, as well as to the need to provide assistance to children and young people on the part of “teacher of literature”. An international study undertaken in Russia, the U.S., and the Czech Republic touches upon socio-cultural changes that influenced the reading process among the youth of these countries and the particular interest of the analyzed age group in the fantasy genre, which indicates a change in the reading preferences of young people and the need for understanding this process both in theoretical aspects and taking into account the results of empirical research. The authors conclude that it is advisable to determine the scale of values of a modern person by means of literary pedagogy, to bring it to a common denominator in the intercultural space. As the leading genre of revealed reader preferences, fantasy is becoming a multimedia phenomenon and is shifting the age boundaries of potential readers around the world.
Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.
Technological training is one of the most important components of the system of higher education in all economically developed countries. Objective of this research is revelation of effective management tools in the process of training of future teachers of technology. An experimental three-stage work with 102 students of Kazan Federal University in 2016-2017, directed to determination of level of professional competences formation, was carried out. The analysis of results of questioning and observations showed that the best result in training of teachers of technology is achieved by the tool, based on the use of a combination of means of formal, informal and non-formal education: case methods, business games, master classes, and discussions, participation of students in pedagogical and educational projects of the university. The educational business activity that allows simulating and playing any situation, connected with the organization of a new kind of activity, has to make a methodical basis of training a teacher of technology. The offered techniques can be considered as universal means of improvement of technological education quality.
The study examines the concept of literary pedagogy as an integral part of the educational process. The authors argue that literary pedagogy as a modern trend in human development is linked to the system of continuous education, which is implemented in formal, non-formal and informal education. A distinction should be drawn between the concepts of literary education and literary pedagogy. Literary education as a process of an individual’s incorporation into the culture by means of literature is generally provided within the framework of formal education and is based on two fundamental principles — artistic and literary-aesthetic. The authors consider literary education as an aspect of literary pedagogy. This research examines the experience of the formation and development of literary pedagogy. Particular attention is given to the issue of training specialists who would be prepared to support children’s and youth reading. Given the integrative, interdisciplinary character of the reading skill, the research presents strong evidence in favour of literary pedagogy which is developing as a branch of pedagogy and as a reaction to the fall of interest in reading. Furthermore, the study provides an overview of the literary pedagogy.
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