The experience of professional education of Russian students under the conditions of the educational cluster is analyzed. Educational cluster is a relatively new kind of the educational consolidation, united by the industry sector principle, of secondary and tertiary educational institutions, created in order to increase the competitiveness of their graduates. What advantages, in comparison with the conventional education, does cluster education have? What are the features of the cluster-based education? Those are the questions that haunt the majority of the specialists, studying vocational education in Russia. The authors of the article tried to answer these, and relative, questions and in this lies the topicality of the article.The aim of the creation of the educational clusters are defined. The advantages of cluster-based education in comparison with the conventional education system are revealed. The Kazan State University of Architecture and Engineering -based educational cluster is dealt with in this article. The article says how the cluster influenced the professional training in civil engineering. The change of approach to creation the flexible curricula is shown. The data over six years; concerning; training of relative specialties, training at KNAUF company training center, created under the aegis of Kazan State University of Architecture and Engineering; are given.The article may seem to be useful to scholars, studying vocational training, as well as to future employers, concerned about quality of graduates.
The fundamental task of engineering education lies in interdisciplinary integration of content and teaching methods through the development of multimedia and virtual technologies. This leads to new demands on the professional knowledge, abilities, skills, and qualities of a teaching staff member. The main objective is to test the effectiveness of methods of formation and development of professional and pedagogical competence. The main results of the research allow identifying methods of development of professional and pedagogical competence (collaborative, personalized; training, consultations) and evaluation criteria, characterizing a public recognition of the scientific and educational activity of teachers. These methods allow developing a program for the training of faculty members, including participation in the scientific and teaching activity, organization of personal exhibitions, the development of individual projects to optimize higher education. The criteria identified allow to include characteristics of actual and potential activities of a teacher.
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The purpose of the article consists in development and experimental check of pedagogical conditions efficiency of students' readiness formation for their own educational cognitive activity in the course of vocational training. The basis of this research forms axiological and competence-based approaches to a problem of students' readiness for their own educational cognitive activity in the course of vocational training in a higher education institution. The following conditions of the process efficiency as pedagogical ones are offered in this article. They are: complex scientific and methodical, educational and syllabus, information and technical providing of students readiness for independent educational cognitive activity in the course of vocational training; the motivational and appreciative attitude of students to independent educational cognitive activity in the course of vocational training; mark and rating monitoring of students readiness formation for independent educational cognitive activity in the course of vocational training. The results of this research are of value at creation and approbation of innovative methods of students' readiness formation for their independent educational cognitive activity, at creation of models of psychological and pedagogical maintenance of this process at the vocational educational institutions.
The relevance of the problem lies in the need for providing civil engineering educational institutions with minor and major subject teachers within the context of the scientific and educational cluster. Teachers of these organizations are graduates of pedagogical or technical universities. The disadvantages in organizing the work of students in the former are the lack of industry competencies, and in the latter, pedagogical ones. There is some experience in the training of such teachers within the framework of the specialty vocational training (by industry). However, there is no data on their continuous training within the framework of the scientific and educational cluster.The objective of this article is to develop a lifelong teacher's training framework for construction vocational school teachers. The methodological basis of the training lies in principles of continuity and flexibility. The following continuity components are considered: objective, substantial, technological, psychological and managerial. Rapid adaptation of curricula is achieved by their flexibility. The article analyses ten bachelor's, four master's and one doctoral (PhD in Education) degrees curricula. The following techniques of research are applied: didactic analysis and generalization of pedagogical experience; analysis of Federal State Educational Standards (FSES) of educational and technical programs and professional standards (PS). They allow the continuity-oriented design of teachers' training curricula at all degrees, i.e. bachelor, master, doctoral. The stages of flexible learning content designing are developed. The system of continuous training of teachers, composed of continual educational programs for undergraduate, graduate and doctorate degrees is given. The article may be useful for the teacher's continuous training in technical institutions.
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