The purpose of this study is to determine the methods of designing the normative content of education in Russian technical universities according to the Russian professional standards and the EU Qualification Framework. The content of the professional training of bachelors comprises four educational programs at four technical universities in the Republic of Tatarstan. Over 250 students took part in the survey aimed at assessing their professional skills and knowledge in compliance with professional standards by means of specific tasks designed for this purpose. This allowed us to determine the design of the program and to assess the educational staff awareness of the importance of professional standardization. According to the expert evaluation, the normative content of professional training in the university allows providing higher-level education in case of closer cooperation.
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.
Providing the system of secondary vocational education with qualified teachers is one of the urgent problems of vocational education. The main objective of the study is to create opportunities to provide secondary and tertiary technical educational institutions with teachers of specific subjects with the help of the scientific and educational cluster of Kazan State University of Architecture and Engineering (KSUAE). In this regard, this article aims to develop educational models of training vocational teachers within the cluster. A key method to study the problem of designing models of teacher training is a systematic approach. In accordance with the approach, designed objects are seen as pedagogical systems. In the process of training, it is necessary to form general and professional competencies in order to carry out engineering and pedagogical activities, which is possible due to competence-based, activity-based and integrative approaches. The focus of educational programs on students' personal development involves the use of a student-centered approach. Having studied all these approaches, we can suggest a comprehensive approach to the problem. The components of the proposed pedagogical model and educational features of PhD students training at a technical university are discussed. The optional models of teacher preparation at secondary and tertiary educational institutions within the scientific and educational cluster are given. Professional and pedagogical education of teachers in accordance with the models ensures the integration of psychological, pedagogical and vocational training. The content of pedagogical disciplines in basic and optional part of the curriculum is given. This is achieved by the optimal combination of teaching abilities and qualities of a highly qualified teacher. Keywords: vocational education; teacher of special disciplines; federal state educational standards; areas of training; master's degree; scientific and educational cluster.
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.
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