Professional subjectivity for student teachers in higher education

Shakurova, Marina V.

doi:10.26907/esd.16.3.29

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…According to a study [1], the need for active selfdevelopment in school is noted by 73.1% of yesterday's graduates. Increased attention to selfdevelopment fits harmoniously into the general context of the new standard, which is based on the postulate about the uniqueness of the personality of each student and the development of their individual capabilities.…”

Section: Introductionmentioning

confidence: 99%

Toolkit for Productive Management of Self-Development Support for Basic School Students

Sherayzina¹,

Yushkevich²

2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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The article notes the importance, relevance and the need for the formation of the ability for self-development in high school students. It has been substantiated that the formation of these abilities is possible at the secondary level. The difference in approaches to the implementation of management of productive support for selfdevelopment is demonstrated, the objective reasons for the current situation are named, and their relationship with the existing pedagogical tools is fixed. The concept of tools for pedagogical support of self-development is considered. The structural and content characteristic of the concept of self-development of high school students was clarified, for which the structural components of self-development of high school students were identified. Variants of tools for pedagogical support of self-development are proposed, the choice of which is determined by the interdisciplinary approach of researchers to the essence of the process of self-development itself. As one of the possible, a toolkit for pedagogical support of self-development was introduced, in which an important role is given to the adolescent's personal thesaurus. The concept of personal thesaurus of a high school student is concretized. A lot of methods of pedagogical support of self-development associated with the chosen toolkit are indicated. One of the methods is described in detail: the technique of creating pages of a thesaurus dictionary, while the dictionary is considered as a way of organizing concepts in a certain subject area. The stages of work on a thesaurus-type dictionary, basic requirements for this dictionary, recommendations for creating its pages, including work on idioms, antonyms and synonyms, single-root words, associations, phrases, etymology, context of use of the selected concept, etc. are presented. The results of a pedagogical experiment are given, which allow one to assess the practical efficiency of using the technique under consideration within the framework of the chosen toolkit for pedagogical support of students' self-development. In particular, the positive dynamics of changes in the level of self-development of high school students in accordance with the cognitive-thesaurus indicator was demonstrated.

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Section: Introductionmentioning

confidence: 99%

Toolkit for Productive Management of Self-Development Support for Basic School Students

Sherayzina¹,

Yushkevich²

2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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Traditions and experience of professional training of pedagogic personnel for the system of social upbringing of children and youth in the second half of the 20th century: experience of comprehension and interpretation

Reprintsev

2022

Vestn. Kostromskogo gos. univ. im. N.A. Nekrasova, Ser.: Pedago

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The author of the article turns to the socio-pedagogic and psychological analysis of the process of formation and development of historical and pedagogic faculties in the system of higher professional pedagogic education in the USSR in the second half of the 20th century. In terms of the creation and life of the Faculty of History and Pedagogy at Kursk State Pedagogic Institute, the author shows the most characteristic tendencies repeated in the fate of such faculties in Kostroma, Voronezh, Chelyabinsk, Novosibirsk. The author shows the role of Lev Umanskiy and Anatoliy Lutoshkin, who formed a unique experience of professional education, laid the tradition of combining advanced science and professional psychological and pedagogic education, focused on training specialists for working with children's and youth public organisations. The author characterises the life activity of the faculties of history and education in the 1960s-90s, shows the complex and contradictory processes of the growing ideological crisis, as a result of which adolescent and youth organisations ceased their activities and announced their dissolution. The author believes that the need for training specialists in working with youth has not disappeared today; many of the ideas and experience on which the training of such specialists in the USSR was built are quite appropriate for reproduction today. The author draws attention to the traditions of the formation of a collectivist climate in the life of student communities, the need to combine the entire process of personal and professional development of specialists with the practical work of students with adolescents and youth. In this regard, the author focuses on the role of large scientific and methodological centres in replicating the advanced experience of social upbringing of children and youth, referring to such centres as ‟Artek”, ‟Orlyonok” (Eaglet), ‟Komsorg”. In the article, the author emphasises the uniqueness of the interface between history and pedagogy in training specialists for working with teenagers and youth public organisations and associations.

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Professional subjectivity for student teachers in higher education

Cited by 2 publications

References 7 publications

Toolkit for Productive Management of Self-Development Support for Basic School Students

Toolkit for Productive Management of Self-Development Support for Basic School Students

Traditions and experience of professional training of pedagogic personnel for the system of social upbringing of children and youth in the second half of the 20th century: experience of comprehension and interpretation

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