Reconstruction of Pedagogical Education—The Fundamental and the Applied in Teacher Education

Abstract

Authors propose a new approach for the development of educational sphere, where philosophical categories of fundamental and applied knowledge are considered as two counter processes of reality and pole cognition, between which project-technological activity is carried out. This fact allows to treat any pedagogical project as a compromise decision, middle manifestation between the indicated poles, made by multiple coordinations. Taking into account dual character of education, while performing educational activity it is possible to observe so called «pedagogical swing» to either way, expressed by wide diversity. The principle of necessity and reasonable sufficiency of the categories correlation is based on education and training of the specialists.

Lesson Study: a Model of Reconstruction of Teacher’s Pedagogical Experience

“…Enhancement of the teachers' professional autonomy needs to be considered in the implementation of the education reforms (Ozturk, 2011). Pedagogical knowledge should serve as the instrument for learning the nature and regularities of pedagogical phenomena and creation by future teachers of new pedagogical objects: systems, processes, technologies connected with the bringing up and teaching (Asadullin & Teregulov, 2015;Mincu, 2015). The power of sharing experiences and ideas is underestimated, especially for teachers who lack particular pedagogical knowledge and skills (Jong, Lazonder, Pedaste, & ..., 2018).…”