Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

Akhtarieva, Raziya F.

doi:10.17759/psyedu.2015070407

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Researchers agree that the development of an individual educational path, in which each student has his/her own ways to achieve common and individual goals of education, is a promising direction for creating a new generation of educational programs (Belyakova, 2018;Cai et al, 2017), and also represents the first and most general level of educational development (Akhtarieva, 2015;Zhdanko et al, 2014). An educational program is defined in the Federal Law on Education in the Russian Federation as a set of key educational characteristics (scope, contents, deliverables), organizational and pedagogical conditions and forms of certification, developed by the educational organization of higher education in accordance with FSES of HE, and based on the approximate basic educational programs (Government of the Russian Federation, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing individual educational paths for future teachers based on the requirements of the updated Federal State Education Standards of Higher Education (FSES of HE)

Khodyreva¹

2020

E&SD

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There is a need for individualization of professional education, which can ensure that the quality of training of graduates of pedagogical specialties meets the changing requirements of this activity. This requires the development of individual educational paths of future teachers, providing each student with his/her own ways to achieve common and individual educational goals, to develop those universal and professional competencies, demanded by modern society and the labor market. The research goal is to substantiate the concept and technology for developing individual educational paths of future teachers in higher education institutions based on the requirements of the updated Federal State Educational Standards. The study used pedagogical modelling, a study of regulatory legal acts in the field of education, benchmarking and expert methods. This article substantiates the methodological foundations of the research, presenting competency�based and systemic approaches for the development of individual educational paths. It proposes a technology for developing these paths of future teachers based on the requirements of the updated Federal State Educational Standards. The content and design procedures are described, together with the criteria for the effectiveness of developing the paths based on the study of the best practices in those higher education institutions participating in the project of modernization of pedagogical education. It provides recommendations for developing individual educational paths based on three aspects, substantial, activity and procedural. The recommendations will be useful for modernizing the content and procedures for the main professional educational programs of bachelor's and master's degrees, to ensure that these educational paths are correlated with the requirements of the regional labor market, and the updated Federal State Educational Standards in the training programs “Pedagogical Education”, as well as students’ individual needs and opportunities.

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Section: Literature Reviewmentioning

confidence: 99%

Developing individual educational paths for future teachers based on the requirements of the updated Federal State Education Standards of Higher Education (FSES of HE)

Khodyreva¹

2020

E&SD

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“…Каждая из них, фиксируя комплекс профессиональных компетенций, которыми должен овладеть выпускник, по сути определяет некий идеальный образ педагога того или иного профиля. Соответствующая установка и кладется в основу проектирования вузовских образовательных программ в сфере педагогики (Akhtarieva, 2015;Medvedeva & Khrabrova, 2019).…”

Section: Introductionunclassified

A competence model for training programs in inclusive education

Kantor¹,

Zarin²,

Kruglova³

et al. 2021

E&SD

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The implementation of inclusion poses fundamentally new requirements for the professional competencies of teachers, which in turn determines the need for an empirically based competence model of a teacher of an inclusive educational organization. A complex of university programs for teacher training specifying the inclusive competencies could be used as an appropriate empirical base of the study. However, this research logic has not yet been implemented and the study was devised to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher based on an analysis of inclusive competencies presented in the teachers’ educational programs of universities. Content analysis was used to study the texts of 59 basic educational programs. Frequency and factor analysis of the matrix of representation of competency indicators in educational programs was also carried out. It was found that the semantic core of the inclusive competencies of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development, health status and their specific educational needs. The integral inclusive competences of the teacher are the readiness to: organize an inclusive educational process as a whole; organize an individually oriented educational route; individual / collaborative support; and organize psychological and pedagogical support; substantive / instrumental knowledge related to working with students with disabilities. The competence profiles of teachers, set by university educational programs, are not fully consistent with both the existing theoretical models of the inclusive teacher competencies and the conditions for the implementation of inclusive practice. The research results include ideas about five-component structure of teacher’s inclusive competence. The practical significance is in the identification of the essence of the contradictions in the content of the university training of teachers for work in inclusive education, the elimination of which will contribute to improving the quality staffing of the inclusive education system.

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Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

Cited by 2 publications

References 2 publications

Developing individual educational paths for future teachers based on the requirements of the updated Federal State Education Standards of Higher Education (FSES of HE)

Developing individual educational paths for future teachers based on the requirements of the updated Federal State Education Standards of Higher Education (FSES of HE)

A competence model for training programs in inclusive education

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