The comparative-pedagogical study of the systems of professional-pedagogical education both in Russia and abroad can be considered very actual, while the processes of globalization and integration influence greatly upon the transformation of the existing educational paradigm. It manifests itself both in the estimation of essential characteristics of professional-pedagogical education, as well as in the attitude towards vocational education and training (VET): thus, it is becoming more attractive for studentsfuture specialists of the labour market in accordance with the opportunity to participate in the international movement "Worldskills". Thus the problem of professional development of teachers, able to form a completely new type of a working person -creative, flexible to the changes in the globalizing world, responsible and active is of a particular importance at the present moment. The demand for results of conducted research is determined by the ability to re-think and over-estimate critically the conceptual basis of the system of professional development of teachers, to define vectors of its development in accordance with major educational trends and tendencies, to enlarge pedagogical resource of teaching and learning in the system of higher pedagogical education.
In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.
In the context of socio-pedagogical transformations of higher education organizations, modernization of the system of teachers’ professional development, which are now facing global challenges and requirements from new geopolitical conditions, becomes an integral component of their reform. All this causes the need for teachers to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teachers and their activities in the conditions of international educational integration. The need for professional development among teachers is closely related to the desire for more successful indicators in pedagogical activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize a professional development system; having a goal and choosing a professional development model, etc. The purpose of the article is to show models of individualization of the teachers’ professional development abroad, which are aimed at improving the professional qualifications of university teachers, ensuring their adaptation and successful activity in a constantly changing educational society. Research results: 1. The article presents the possibilities of benchmarking in education, in particular, the use of a benchmarking project as a method of studying the successful experience of organizing the teachers’ professional development in a modern university. 2. Based on the analysis of the best practices of university teachers’ professional development, authors identify three main models of implementation of teachers’ professional development in higher education organizations. These models can serve as a guide for Russian higher education reformers in the context of state educational policy. The article concludes that effective European models of teachers’ professional development, identified by using the benchmarking technology, can be successfully implemented in Russian universities under certain conditions.
Актуальность исследования обусловлена общими процессами цифровой трансформации российского общества и поиском оптимальной модели профессионализации и социализации юристов в вузе в условиях цифровизации их будущей профессии. Вузовский этап профессионального и личностного развития юристов опосредован рядом значимых и взаимосвязанных внешних и внутренних (личностных) детерминант и рассматривается авторами в контексте таких факторов, как цифровизация и мышление. Задача работы - определение корреляции между сформированностью ризоматического (многомерного, нелинейного) типа мышления будущих юристов и его влиянием на успешность профессионализации и социализации личности студентов при обучении в вузе. Установлено, что положительный эффект достижим за счет внедрения в вузе модели профессионального обучения, основанной на ризоматических принципах обучения: открытости, технологичности, многовекторности, многозадачности, междисциплинарности, способствующей формированию у будущих юристов ризоматического типа мышления для познания, восприятия и отражения цифровой реальности и позволяющей в будущем эффективно осуществлять профессиональную деятельность. В процессе исследования конкретизирован концептуальный аппарат; для проверки выдвинутой гипотезы проведено эмпирическое исследование (онлайн опрос / анкетирование). Результаты адресованы, в том числе, администраторам, преподавателям и студентам юридических факультетов вузов. The relevance of the study is due to the general processes of digital transformation of Russian society and the search for an optimal model of professionalization and socialization of lawyers at university in the context of digitalization of their future profession. The university stage of professional and personal development of lawyers is mediated by a number of significant and interrelated external and internal (personal) determinants and is considered by the authors in the context of such factors as digitalization and thinking. The authors' task was to determine a correlation between the formation of rhizomatic (multidimensional, nonlinear) type of thinking of future lawyers and its influence on the success of professionalization and socialization of their personality while studying at university. It has been established that a positive effect is achievable through introduction of a model of vocational education at university based on the rhizomatic principles of teaching/learning (openness, technologization, multivector approach, multitasking, interdisciplinarity), which contributes to the formation of a rhizomatic type of thinking in future lawyers for cognition, perception and reflection of digital reality and allows them to effectively carry out their professional activities in future. In the process of this work, the conceptual apparatus was concretized; to test the hypothesis, an empirical study was carried out (online survey / questionnaire). The research results are addressed, inter alia, to administrators, teachers and students of law faculties of universities.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.