Information and Logistic Foundations of Pedagogical Education Design and Content Education

Abstract

The statement and solution of the design problem and implementation of pedagogical education content on the basis of information streams integration demands scientific and experimental justification which is carried out within the problem field of pedagogical science. In this regard, this article aims at developing an information-logistic model for designing and implementing the content of teacher education. The presented information-logistic model for designing and implementing the content of teacher education in the article presupposes the disclosure of the pedagogical system component structure as the base of information traffics differentiation. Materials of the article can be useful for the improvement of teachers' training system focused on their professional growth and their future competitiveness in the conditions of information society and innovative production development.Keywords: pedagogical education, the information and logistic model, information specificity of the model, logistic specificity of the model, integration

Pedagogical Stimulation of University Students’ Social Competence Development by Means of Interdisciplinary Integration

“…Social and psychological competence was studied by Berestova (1994). Communicative competence was studied by Zhukov, Petrovskaya and Rastyannikov (1990); autopsychological competence was studied by Sitnikov, Derkach and Elshina (1994); reflexive competence was studied by Polishchuk (1995), Biktagirova and Valeeva (2014); intercultural competence was studied by Grigorieva (2004); information competence was studied by Kulbeda (2005), Vlasova, Kirilova and Masalimova (2015). Theory of communication and social relations of the individual, his socialization and social adaptation was studied by Bodalev (1995), Mudrik (2001), Sabirova (2014, 2015), Shaidullina et al (2015), .…”

Insights into Anticipation Capacity Development Programme at Interpersonal Interaction

“…Professional competence proper is a system of professional pedagogical and subject knowledge and skills (Watson & Fox, 2015). Organization of psychological and pedagogical conditions of the educational process for the development of professional competence (Garet et al, 2001;Torkunova et al, 2014;Rakhmanova et al, 2014;Ganieva et al, 2014;Vlasova et al, 2015) as a complex and multi-level system should be implemented when all of its components (educational, communicative, social, personal, anticipatory competences) are taken into consideration (Shen-Miller, Schwartz-Mette& Sickle, 2014). Achievement of a high level of social (Judge, Bono, & Ilies, 2002) and professional competence of non-science and pedagogical staff (Zhuravlev & Sergienko, 2012) requires a high level of education (Hadar & Brody, 2010), mastering the means of cognitive and practical activities, situational adaptability in many different communicative situations, a high level of proficiency and the ability to anticipating the course of events that determine adaptive behaviour (Hardré, Ling, Shehab, & Herron, 2014).…”

The Technology of Activation of Theoretical and Creative Thinking of Bilingual Students

“…Thus in Russia the quality of education is understood to be the level of a student's success, socialization and the level of acquiring knowledge according to educational programs. The results, providing high quality level, are academic knowledge, social and other competences and social experience gained by a student in the course of study (Sakhievaet al, 2015;Ivanenkoet al, 2015;Torkunovaet al, 2014;Shaidullina et al, 2015;Kalimullin & Gabdilkhakov, 2014;Vlasova et al, 2015). Knowledge, competences and social experience are related to the student's thinking, both reproductive and creative.…”