In the presented paper, the key problem of higher education pedagogy is updated, the solution of which allows the transfer of teacher education to a qualitatively new level in the context of inter-scientific interaction. Using the methods of comparative, factor analysis, inductive-deductive, hypothetical and synthetic methods, a model has been developed for the formation of an information-educational resource and its use in the educational process of a university. The originality of this model is characterized by the novelty of the methods for the formation and implementation of the developing potential of the numerous multilateral inter-scientific relations of pedagogy with other human sciences. It is established that the information and educational resource formed on an inter-scientific basis has a developing focus. Its implementation ensures the integration of the teacher education content, the development of a mechanism of inter-knowledge interaction, the formation of complete and holistic, metadisciplinary knowledge, universal professional skills and competencies of students. In accordance with this, the path of organizing integrative educational and cognitive activities through expert development and implementation of a database of people in the educational process of a pedagogical university is substantiated. The advantage and priority of using in the training of future teachers the developing potential of inter-scientific communication in comparison with the traditionally used simplest binary connections of pedagogy and other sciences is proved. The developed technology for teaching students of a pedagogical university in the context of inter-scientific communication using a developing educational resource can be useful to both teachers and masters, graduate students, doctoral students who have mastered the metalanguage culture of conducting educational and scientific research. It can be used in teaching undergraduate and graduate students in other areas and profiles of training.
Аннотация. На основе результатов исследования проблемы комплементарности в педагогике постулируется положение о необходимости учёта комплементарности педагогического знания в процессе осуществления дидактического сопровождения профессионального совершенствования учителя. Приводятся аргументы в пользу обязательности выполнения принципа учёта комплементарности педагогического знания для обеспечения результативности дидактического сопровождения учителей в современных условиях практики постдипломного образования. Характеризуется информационно-технологический инструментарий, позволяющий осуществлять данный принцип в ходе дидактического сопровождения профессионального совершенствования учителя. Ключевые слова: профессиональное совершенствование, постдипломное педагогическое образование, дидактическое сопровождение, комплементарность педагогического знания, принцип комплементарности. 1
Московский государственный областной университет 105005, г. Москва, ул. Радио, д. 10А, Российская Федерация Аннотация. В статье представлено обоснование необходимости и возможности реали-зации идеи комплементарности в контексте задачного подхода к организации учебно-познавательной деятельности студентов. Определено понятие «учебная педагогическая задача с комплементарным содержанием», раскрыты его содержание и объем. Охаракте-ризованы структурные особенности и дидактический потенциал применения трех типов педагогических задач с комплементарным содержанием как одного из инновационных средств педагогического образования.Ключевые слова: педагогическая деятельность, педагогическое образование, педагоги-ческая задача, педагогическая норма, педагогическая ошибка, управление педагогиче-скими рисками, комплементарность. TASKS WITH COMPLEMENTARY CONTENT AND THEIR DIDACTIC POTENTIAL WITHIN THE FRAMEWORK OF FUTURE TEACHERS' EDUCATION T. Yuzefavichus Moscow State Regional University 10 A, Radio Street, Moscow, 105005, the Russian FederationAbstract: The article focuses on the necessity and possibility of practical implementation of complementarity through the task approach which can be applied to the students' educational cognitive activity. The term "educational task with complementary content" is defined, its content and scope being disclosed. The structural specificity and didactic potential of the three types of educational tasks with complementary content is described as one of the innovative methods in the field of pedagogical education.
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