Requirements for the Modernization of General Vocational Education Programs (GVEP) for Teachers’ Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers’ Training

Марголис, А А

doi:10.17759/psyedu.2014060201

Cited by 27 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…При реализации проектов по модернизации педагогического образования 2013-2017 гг. были сформулированы требования к разработке основных профессиональных образовательных программ подготовки педагогов на основе деятельностного подхода и в контексте задач профессионализации программ подготовки педагога в соответствии с требованиями профессионального стандарта педагога (Margolis, 2014). Основной акцент на итоговом этапе модернизации ставился на формировании и диагностике развития компетенций студентов, обучающихся по программам подготовки педагога.…”

Section: актуальность проблемы и современные тенденцииunclassified

Preparation for future teacher professional activity using a system for assessing the formation of competences

Golovanova¹,

Телегина²,

Donetskaya³

2019

E&SD

View full text Add to dashboard Cite

АннотацияВ настоящее время, в условиях модернизации педагогического образования, система профессиональной подготовки педагога сконцентрирована на изменении подходов к организации практической составляющей. Компетентностный подход предполагает оценку образовательных результатов с точки зрения развития компетенций. Целью данной статьи является определение уровней сформированности компетенций студентов-будущих педагогов для выявления основных компетентностных составляющих дальнейшего профессионального развития. Ведущим методом в исследовании данной проблемы стала оценка 132 отчетных работ магистрантов по итогам прохождения педагогической практики. Анализ и систематизация образовательных результатов обучающихся позволили определить проблемные зоны в сформированности компетенций будущих педагогов. В статье представлена разработанная авторами система оценки компетенций, формируемых у магистрантов во время педагогической практики. Представленные в статье материалы позволяют совершенствовать основные профессиональные образовательные программы, вносить изменения как в структуру самого модуля, так и в порядок освоения модулей. Ключевые слова: педагогическая практика, профессиональные компетенции, оценка сформированности компетенций, урок, уровни освоения компетенции. AbstractThe system of teacher professional training is currently focused on changing approaches to the organization of the practical component. A competence approach involves the evaluation of educational outcomes from the perspective of competence development. The purpose of this article is to determine the levels of competence formation among student teachers to identify the main competence components of further professional development. The study involved the assessment of 132 reports on master's work following the results of pedagogical practice. The analysis enabled the identification of the problem areas in competence formation. The article presents the system of competency assessment developed by the authors during the undergraduates' teaching practice. It offers recommendations for improving the basic professional educational programs, for changes both in the structure of the module itself and in the order of mastering the modules.

show abstract

Section: актуальность проблемы и современные тенденцииunclassified

Preparation for future teacher professional activity using a system for assessing the formation of competences

Golovanova¹,

Телегина²,

Donetskaya³

2019

E&SD

View full text Add to dashboard Cite

show abstract

“…A module is a unit of the formation of labor functions and professional actions (Margolis, 2014) Together, the modules ensure the development of universal, all-professional, professional and additional specialized professional competencies required for the graduates for mastering specific labor actions.…”

Section: The Structural Elements Of the Pepmentioning

confidence: 99%

The Educational Program For Transition From Training To Professional Work

Panfilov¹,

Panfilova²,

Ljdokova³

et al. 2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The relevance of the problem presented in this article stems from the long period of professional adaptation of graduates from pedagogical programmes. New teachers often find that their teaching skills do not meet the requirements of the Federal State Educational Standard of Basic General Education and the professional standard of a teacher. This calls for the modernization of the structure and contents of pedagogical educational programmes (PEP) -they need to become more practice-orientated. The practical preparation of future teachers requires ensuring the transition from one type of activity (educational) to another (professional) with the corresponding change of needs, motives, goals, actions, means and results.The dynamics of students' transition from educational activities to teaching can be described in the context-learning technology at the level of constructing and implementing individual academic disciplines of PEPs. The dynamics of transition from educational to professional activities will be more effective if PEPs are specifically designed.The desired outcome of PEPs is the ability of teachers to build their professional activities in accordance with the professional teaching standard which ensures the possibility of organizing a full-fledged educational activity of students. Achieving this goal implies that PEPs will adopt practice-oriented and evidenced-based approaches.The educational module is defined as the basic unit of an educational program. It allows the future teacher to effectively transition from academic activities to professional ones (it is a small transition cycle).

show abstract

“…From the perspective of the competency-based and system approaches, the assessment of professional competencies of future teachers is traditionally considered by scientists as a process and result of checking the degree of compliance of the professional education results, expressed in preparedness and ability to professional activity, regulatory requirements, social and personal expectations, which is carried out by the subjects of professional education using relevant diagnostic and evaluation procedures (Margolis, 2014;Margolis, Safronova, Shishlyannikova, & Panfilova, 2015).…”

Section: Introductionmentioning

confidence: 99%

Improving The Assessment System Of Professional Competencies Of Future Teachers

Khodyreva¹

2020

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The urgency of an issue is stipulated by the necessity to assure compliance of the professional training quality of pedagogical science graduates with the requirements of the occupational pedagogical standard. Do this requires the improvement of a content and assessing procedure of the professional competencies, ensuring effective implementation of the labour functions established by the occupational standard by future teachers. The research objective consists of conceptual baseline and technology of improving the assessment system of professional competencies of future teachers in the context of requirements of the occupational pedagogical standard. The key research methods were: retrospective analysis, pedagogical modeling, study of regulatory legal acts in the field of education, benchmarking methods; expert methods. The article substantiates the methodological aspects of a research outlined by the competency-based and system approaches to the assessment of professional competencies of future teachers in high school.There is a proposed technology for improving the assessment of professional competencies of future teachers at a higher educational institution. On the basis of the best practices of educational organizations of higher educationthe participants of the Pedagogical education modernization project, the features of assessment of professional competencies of future teachers are established and presented in the educational programs. Based on the expert's survey, there are the following recommendations for improving the assessment system of professional competencies of future teachers. The article matter can be useful for upgrading the content and quality assessment procedures for mastering basic professional educational programs related to the enlarged group "Education and Pedagogics".

show abstract

Requirements for the Modernization of General Vocational Education Programs (GVEP) for Teachers’ Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers’ Training

Cited by 27 publications

References 0 publications

Preparation for future teacher professional activity using a system for assessing the formation of competences

Preparation for future teacher professional activity using a system for assessing the formation of competences

The Educational Program For Transition From Training To Professional Work

Improving The Assessment System Of Professional Competencies Of Future Teachers

Contact Info

Product

Resources

About