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Рассматривается проблема эффективной методической поддержки учителей сельских школ, в основу которой положена диагностика и выявление их профессиональных дефицитов. Показаны механизмы организации и проведения данной диагностики, особенности разработки диагностических материалов, а также способы объективной оценки ее результатов. Представлены результаты комплексного анализа результатов диагностики владения профессиональными компетенциями учителями русского языка и математики сельских школ (на примере Республики Башкортостан) и показано влияние педагогического стажа учителей и наличие у них квалификационных категорий на результаты диагностики. Описаны выявленные в ходе диагностики профессиональные дефициты и их значимость в профессиональной деятельности учителей математики и русского языка. Выявлена системная проблема недостаточного владения педагогами сельских школ методическими компетенциями и обозначены возможные пути ее решения путем оказания адресной методической помощи и проектирования индивидуальных траекторий личностного роста. The problem of effective methodological support for teachers of rural schools is based on the diagnosis and identification of their professional deficits. The mechanisms of organizing and conducting this diagnosis, the features of the development of diagnostic materials, as well as ways of objective evaluation of its results are shown. 250 teachers (143 teachers of the Russian language and 107 teachers of mathematics) working in rural schools located on the territory of 26 municipal districts of the Republic of Bashkortostan took part in the diagnostic testing. Diagnosis of professional deficits was carried out using an online platform https://platforma.bspu.ru. The results of a comprehensive analysis of diagnosing the professional competencies of teachers of the Russian language and Mathematics in rural schools are presented (on the example of the Republic of Bashkortostan). The influence of teaching experience and qualification categories on the results of diagnostics is presented. The professional deficiencies identified during the diagnostics and their significance in the professional activities of teachers of Mathematics and the Russian language are described. The systematic problem of methodological in competencies of teachers in rural schools has been identified and possible ways to solve them by providing targeted methodological assistance and designing individual tracks of personal growth have been identified.
Рассматривается проблема эффективной методической поддержки учителей сельских школ, в основу которой положена диагностика и выявление их профессиональных дефицитов. Показаны механизмы организации и проведения данной диагностики, особенности разработки диагностических материалов, а также способы объективной оценки ее результатов. Представлены результаты комплексного анализа результатов диагностики владения профессиональными компетенциями учителями русского языка и математики сельских школ (на примере Республики Башкортостан) и показано влияние педагогического стажа учителей и наличие у них квалификационных категорий на результаты диагностики. Описаны выявленные в ходе диагностики профессиональные дефициты и их значимость в профессиональной деятельности учителей математики и русского языка. Выявлена системная проблема недостаточного владения педагогами сельских школ методическими компетенциями и обозначены возможные пути ее решения путем оказания адресной методической помощи и проектирования индивидуальных траекторий личностного роста. The problem of effective methodological support for teachers of rural schools is based on the diagnosis and identification of their professional deficits. The mechanisms of organizing and conducting this diagnosis, the features of the development of diagnostic materials, as well as ways of objective evaluation of its results are shown. 250 teachers (143 teachers of the Russian language and 107 teachers of mathematics) working in rural schools located on the territory of 26 municipal districts of the Republic of Bashkortostan took part in the diagnostic testing. Diagnosis of professional deficits was carried out using an online platform https://platforma.bspu.ru. The results of a comprehensive analysis of diagnosing the professional competencies of teachers of the Russian language and Mathematics in rural schools are presented (on the example of the Republic of Bashkortostan). The influence of teaching experience and qualification categories on the results of diagnostics is presented. The professional deficiencies identified during the diagnostics and their significance in the professional activities of teachers of Mathematics and the Russian language are described. The systematic problem of methodological in competencies of teachers in rural schools has been identified and possible ways to solve them by providing targeted methodological assistance and designing individual tracks of personal growth have been identified.
Инклюзия – это концепция, которая стремится обеспечить равные возможности и доступность получения образования для всех детей, включая обучающихся и воспитанников с различной нозологией. Однако несмотря на позитивные аспекты инклюзии, такая прогрессивная система образования не всегда соответствует образовательным потребностям детей с дизонтогенезом, что препятствует реализации потенциала таких воспитанников и обучающихся. Проблемой является и то, что учителя не обладают достаточными знаниями и навыками для эффективной работы с детьми различных категорий, что может приводить к недостаточной поддержке и результатам. Целью статьи является выявление маркеров безопасного инклюзивного сопровождения детей с нарушениями в психофизическом развитии. Проанализированы ресурсы и поддержка, необходимые для безопасной инклюзивной образовательной системы. Идентификация и изучение автором наиболее релевантных параметров инклюзии позволили определить наиболее важные и значимые маркеры безопасного сопровождения детей с трудностями в обучении. Возможные маркеры включают компетентность сопровождающего специалиста, которая определяется как фактор безопасности только в случае многопрофильности как базовой профессиональной характеристики педагога. Inclusion is a concept that seeks to ensure equal opportunities and accessibility of education for all children, including students and pupils with different nosologies. However, despite the positive aspects of inclusion, such a progressive education system does not always meet the educational needs of children with dysontogenesis, which hinders the realization of the potential of such pupils and students. The problem is that teachers do not have sufficient knowledge and skills to work effectively with children of various categories, which can lead to insufficient support and results. The purpose of the article is to identify markers of safe inclusive support for children with disabilities in psychophysical development. The article analyzes the resources and support needed for a safe inclusive educational system. Identification and study by the author of the most relevant inclusion parameters allowed to identify the most important and significant markers of safe support of children with learning difficulties. Possible markers include the competence of the accompanying specialist, which is defined as a safety factor only in the case of versatility as a basic professional characteristic of the teacher. The survey shows that the majority of teachers demonstrate insufficient knowledge about the specific needs and requests of persons with developmental pathology, as well as limited professional communication skills with children. Special methods are needed to develop such a professional quality of a teacher as versatility.
Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.
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