Integrated Educational Environment of the University and the School as a Basis for Practice Oriented Teachers Training

Vinogradov, Vladislav; Panfilov, Aleksey; Panfilova, Valentina; Rakhmanova, Alsu R.

doi:10.17759/pse.2015200513

Cited by 6 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our opinion, the transition from training to professional activities will be more effective if PEPs are specifically designed with it in mind (Vinogradov et al, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

The Educational Program For Transition From Training To Professional Work

Panfilov¹,

Panfilova²,

Ljdokova³

et al. 2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The relevance of the problem presented in this article stems from the long period of professional adaptation of graduates from pedagogical programmes. New teachers often find that their teaching skills do not meet the requirements of the Federal State Educational Standard of Basic General Education and the professional standard of a teacher. This calls for the modernization of the structure and contents of pedagogical educational programmes (PEP) -they need to become more practice-orientated. The practical preparation of future teachers requires ensuring the transition from one type of activity (educational) to another (professional) with the corresponding change of needs, motives, goals, actions, means and results.The dynamics of students' transition from educational activities to teaching can be described in the context-learning technology at the level of constructing and implementing individual academic disciplines of PEPs. The dynamics of transition from educational to professional activities will be more effective if PEPs are specifically designed.The desired outcome of PEPs is the ability of teachers to build their professional activities in accordance with the professional teaching standard which ensures the possibility of organizing a full-fledged educational activity of students. Achieving this goal implies that PEPs will adopt practice-oriented and evidenced-based approaches.The educational module is defined as the basic unit of an educational program. It allows the future teacher to effectively transition from academic activities to professional ones (it is a small transition cycle).

show abstract

“…In our opinion, the transition from training to professional activities will be more effective if PEPs are specifically designed with it in mind (Vinogradov et al, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

The Educational Program For Transition From Training To Professional Work

Panfilov¹,

Panfilova²,

Ljdokova³

et al. 2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…The solution to the problem of training the teacher for intercultural interaction is more correctly guaranteed with the use of a modification of the built-in educational space of the university (Vinogradov et al, 2015).…”

Section: Professionalism In Intercultural Assistance Surpasses the Boundaries Of The Federal State Educationalmentioning

confidence: 99%

Foundations Of Interdisciplinary And Integrative Preparation For Intercultural Interaction Of Non-Linguistic Students

Surgutskova¹

2022

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The article considers one of the main problems of teaching English in a higher educational institution at the current stage of education. The ways of effective introducing integrative and interdisciplinary approaches are of interest to teachers in the criteria for early career choice. Structuring the beliefs of researchers on the conditions and principles for the implementation of these approaches enables to develop a strategy for the language training of non-linguistic students, and to guarantee professional retraining of teaching staff. For this, the article proposes the use of competence-based and culturological approaches to developing competence in students and future teachers, disclosing the cultural and creative potential of the university in the field of intercultural interaction. The article considers the issue of developing students' competence in intercultural interaction directly related to their general cultural training, personal development, as well as the issue of disclosing the cultural and creative potential of the educational environment of the university and exceeding the limits of the curriculum with a limited set of disciplines, within which the development of the considered competence is laid.

show abstract