Meaning and logic of training the theacher for upbringing (as a reaction to the emergence of a professional standard of specialist in education)

Колесникова, Ирина

doi:10.15393/j5.art.2017.3404

Cited by 2 publications

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“…Значительно реже выделяется и специально анализируется объектная позиция человека в освоении профессиональной деятельности и непосредственно в ходе профессиональной активности, занимаемая как сознательно, так и неосознанно, а также взаимопереходы «объект-субъект», неизбежные в процессе освоения и реализации сложных, многосубъектных видов деятельности, включая воспитание (Berezhnaya & Beloshitsky, 2008;Godnik, 2001). Актуальной, но недостаточно изученной (особенно с учетом изменяющейся социокультурной среды) остается тема педагога как субъекта воспитания (Kolesnikova, 2017;Mironov, 2013).…”

Section: Introductionunclassified

Professional subjectivity for student teachers in higher education

Shakurova¹

2021

E&SD

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This study identifies and characterizes the features of the development of professional subjectivity of a future teacher in higher education. The research methodology is based on systemic and interdisciplinary approaches to education, poly-subject, object-subject, and environmental approaches. The author used theoretical methods (analysis, concretization and systematization of the characteristics of the teacher's subjectivity as a teacher in the indicated projections) and empirical methods (observation; focus groups with students of a pedagogical university studying at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State Pedagogical University. It found that one of the leading differences in the subjective position of a teacher as educator is the need to integrate personal and professional subjectivity. This relies on coordination, and subsequently harmonizes individually significant and accepted value attitudes, cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the projections of the teacher as an educator: into the socio-pedagogical environment - the educator as a sociocultural role and status; into a professional environment - as a separate professional function; into a personal environment - as a personal and professional attitude and position, which made it possible to clarify the peculiarities of the formation of professional subjectivity in the context of the development of the selected projections by the future teacher as an educator. The results confirm the need to work with the reference area of students as a condition for the success of professional education at the university, complementing the experience of solving the problems of self-education and education by a future teacher.

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Section: Introductionunclassified

Professional subjectivity for student teachers in higher education

Shakurova¹

2021

E&SD

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The experiment of Developing a System of Vocational Training on the Educational Activity of Future Teacher

et al. 2021

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In the modern education system, high requirements are imposed on the organization of educational activities by the teacher, taking into account the socio-cultural conditions of the development of society. In this regard, it is required to revise the models of training a future teacher to solve the problems of professional activity, to substantiate effective methods for the development of the corresponding components of students’ competencies, which determine their motivational and technological readiness for the effective organization of educational work with students. The authors of the article considered theoretical approaches related to the implementation of the ideas of personality-oriented training of future teachers for the organization of educational activities in the education system, identified promising methods for solving the problem in psychological and pedagogical research. The article identifies the problematic field of organizing the vocational education system, highlights the methodological aspects of designing a system for developing the readiness of future teachers to effectively solve the problems of educational activities with students. The purpose of the article is to demonstrate the experience of developing the integral content of the professional educational program of the university and show the results of its practical implementation in the aspect of developing the readiness of future teachers to organize educational activities in education.

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Meaning and logic of training the theacher for upbringing (as a reaction to the emergence of a professional standard of specialist in education)

Cited by 2 publications

References 1 publication

Professional subjectivity for student teachers in higher education

Professional subjectivity for student teachers in higher education

The experiment of Developing a System of Vocational Training on the Educational Activity of Future Teacher

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