Postgraduate Education in Russian Universities: State, Problems and Prospects of Development

Reznik, Semen; Chemezov, Igor S.

doi:10.17223/15617793/430/22

Cited by 10 publications

(4 citation statements)

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“…Recent publications on PhD programs according to the new Federal educational standards mainly deal with ideological, organizational and management issues, but practically do not reveal the didactic aspects of training of postgraduate students who, in our opinion, are important for the development of doctoral studies (Muratova, Dvoretski, & Ivanov, 2015;Karavaeva, Malandin, Pilipenko, & Teleshova, 2015;Bednyi, Rybakov, & Sapunov, 2017;Shestak & Shestak, 2015;Reznik & Chemezov, 2018;Senashenko, 2016;Berezhnaya & Gurtov, 2017;Raychuk & Minina, 2016;Popova & Biricheva, 2017;Bekova et al, 2017;Mironos, Bednyi, & Rybakov, 2017;Petrov & Babichev, 2017;Muratova, Popov, & Rakitina, 2017;Karavaeva, Malandin, Mosicheva, & Teleshova, 2018). Let us reveal some of them.…”

Section: Resultsmentioning

confidence: 88%

On the Models of Teacher Training Within the Context of Scientific and Educational Cluster at Technical Universities

Сафин¹,

Korchagin²,

Abitov³

2019

ARPHA Proceedings

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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.

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Section: Resultsmentioning

confidence: 88%

On the Models of Teacher Training Within the Context of Scientific and Educational Cluster at Technical Universities

Сафин¹,

Korchagin²,

Abitov³

2019

ARPHA Proceedings

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“…A roughly similar situation is observed in modern Russia. This is indicated by the results of studies conducted by Reznik (Reznik & Chemezov, 2018) and other specialists (Dolzhenko et al, 2019;Ezrokh, 2019). Problems with the attraction of talented young specialists, similar in content, have arisen in a number of other countries that emerged within the territory of the former USSR (Bobkov et al, 2016).…”

Section: Problem Statementmentioning

confidence: 99%

“…The general result of all the above-mentioned studies is the conclusion that the problems of retaining talented young specialists are mainly of a material nature. For example, Reznik in his article (Reznik & Chemezov, 2018) provides the following data. Almost all of the young scientists he interviewed (96.6% of the sample size) believe that: the size of the starting salary in a Russian university simply does not make it possible to survive; approximately 91.1% of the interviewed respondents are sure that the professional competences they have acquired in https://doi.org/10.…”

Section: Problem Statementmentioning

confidence: 99%

Motivational Profile Features Of Young Scientists And University Professors

Litvinyuk¹

2021

European Proceedings of Social and Behavioural Sciences

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“…В последнее время появилось достаточно много публикаций, посвящённых аспирантуре нового типа [1][2][3][4][5][6][7][8][9][10]. Однако в них обсуждаются в основном идеологические и организационно-управленческие вопросы, но практически не раскрываются дидактиче-ские аспекты подготовки аспирантов, которые, на наш взгляд, столь же важны для становления аспирантуры как третьего уровня высшего образования.…”

Section: Introductionunclassified

Educational Component of Doctoral Training at Engineering University

Александрович

Семигуллович

2019

Vysš. obraz. Ross. (Print)

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Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.

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Postgraduate Education in Russian Universities: State, Problems and Prospects of Development

Cited by 10 publications

References 0 publications

On the Models of Teacher Training Within the Context of Scientific and Educational Cluster at Technical Universities

On the Models of Teacher Training Within the Context of Scientific and Educational Cluster at Technical Universities

Motivational Profile Features Of Young Scientists And University Professors

Educational Component of Doctoral Training at Engineering University

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