The article presents the experience of the Institute of Pedagogy and Psychology of Petrozavodsk State University in creating the regional system of the continuous pedagogical education in the Republic of Karelia in conditions of the current socio-economic challenges to education, and the need to perform the tasks of the National project “Education”.The article reveals the problems of functioning and development of the system of professional pedagogical education, also describes the efficient mechanisms and directions of development. The key program activities and organizational conditions for improving the quality of the continuous pedagogical education in the Republic of Karelia have been identified.
The article substantiates the essence of the formation of family values among students in the third millennium in the context of lifelong education. The idea of the relationship of the family as a type of social and value unity of people and the importance of the purposeful formation of family values that underlie the socialization of the individual is carried out. It is argued that moral education in the context of building a continuous educational process is aimed at the formation of family values among students. Family values are considered as multifaceted, significant, timeless, comprehensible, aimed at forming, preserving and strengthening a modern family. A model of the students’ family values is determined, including approaches, principles and pedagogical conditions of moral education.
Thearticleexaminesthe conceptualfoundationsoftheacmeologicalapproachasamethodologicalbasisfor modelingand implementing professional training of teachers in the educational process of higher education. In the context of the problem concerning improvement in the quality of education, the acmeological model of teacher training is considered; the factors and pedagogical conditions for the effectiveness of this process are highlighted. The article reveals the essence of the teacher's acmeological position in the systemic integration of his professional, personal, spiritual and moral formation; highlights the main indicators of the specialist’s acmeological position as an integral component of his professional competence; presents the results of the study to identify students' values within the teaching profession, priority motives in their professional development, motivation to carry out teaching activities in the structure of the professional acmeological position.
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