The role of educational results in designing a model of pedagogical internship in engineering and technology

Abstract

The role of educational results in designing a model of pedagogical internship in engineering and technology The problem of theoretical basis for designing the models of training teaching staff able to work in specialized engineering and technology classes has been relevant abroad for more than half a century. In our country the significance of its studying has increased again because of the state tasks of economic development based on the latest engineering and technological advances. The experience of training participants for Olympiads and contests of the National Technology Initiative shows high efficiency of the work done by professional engineers with students. The involvement of people with non-pedagogical engineering education in pedagogical activity requires the search for evidence-based forms of intensive training, among which the authors give priority to internship. The productivity of training such personnel depends on a theoretically based design of internship programs, where the selection of planned results plays a crucial role. The goal of the research is to determine the principles for selecting the perspective results of engineering-technology pedagogical internship. Thorough theoretical analysis done on the basis of more than 150 texts including a cluster of professional standards of an engineering group, federal state educational standards of higher education for areas of engineering training implemented at universities of Krasnoyarsk region, professional standards "Teacher" and "Teacher of additional education for children and adults" made it possible to single out universal and professional competencies that were compared with the results of a study done by UNESCO and OECD on competencies of the XXI century, the syllabus of engineering training programs in the CDIO concept. Among the universal competencies teamwork and self-development are paid special attention to. Among professional competencies, pedagogical proper and engineering pedagogical ones are pointed out. On the basis of the analysis of foreign and local models of the pedagogical internship, such normative-based practices for achieving the planned results as a scientific and methodological seminar, independent work in the information-activity environment, internships, tutorial practice in engineering competitions, and demonstration exam are specified. They may have any technological (industrial) content and provide training for people with engineering education to work as educators.