7.1. The university preparations, retraining and advanced training of scientific and pedagogical personnel by:
training in graduate school;
preparation in doctoral studies;
translating candidate teachers of sciences for the posts of researchers for up to 2 years to prepare doctoral dissertations;
providing creative holidays to complete the work on the dissertation with salary to the duration: for three months - for candidate dissertation and six months - for the doctoral;
attaching the applicant to the departments to improve the qualifications, commissioning of the candidate minimum, preparation and protection of the thesis;
directions on scientific and pedagogical internship in universities, industrial enterprises, in the organization and research institutions, including foreign;
the directions of teachers at the faculties and the institutions of advanced training and retraining of other universities;
participation in short-term courses and seminars;
implementation of research and scientific and methodological work, including on the preparation of textbooks, tutorials and monographs;
applications of other form of advanced training.
7.2. The graduate school on a competitive basis are made by persons having a higher vocational education.
Persons who have a scientific degree of candidate science are accepted into the doctoral studies.
Reception of foreign citizens to graduate school and doctoral studies are carried out in accordance with international treaties and agreements, as well as on the basis of direct contracts with foreign enterprises, institutions and individuals.
7.3. The number of persons admitted to graduate school and doctoral studies of the university for training at the expense of the federal budget budget allocations, and the structure of their reception is established annually by the founder.
University has the right to coordinate with the founder admission to citizens in excess of the established checks on admission to graduate school and doctoral studies to prepare candidates of science and doctors of science on the basis of contracts concluded with legal and (or) individuals on the terms of full compensation for training costs.
7.4. Organization of work on receiving and preparing graduate students, doctoral students and applicants to scientists degrees is determined by the Regulation approved relevant federal state education authority.
7.5. Improving the qualifications of scientific and pedagogical workers of the university is carried out at least once every five years in educational institutions of the advanced training and professional retraining system, higher educational institutions, leading Russian and foreign scientific and industrial organizations by learning, passing internships, preparing and protecting dissertations, participation In the work of seminars, as well as the use of other types and forms of advanced training.
7.6. Improving the qualifications of scientific and pedagogical workers can be financed both at the expense of the university and at the expense of legal and (or) individuals under contracts with higher educational institutions and scientific institutions or organizations.
7.7. The main tasks for the implementation of additional professional education of teachers and other university workers are:
conducting a learning process based on modern achievements of pedagogical science, intensive training technologies;
development and publication of curricula and programs, educational and methodological benefits;
conducting fundamental scientific research, including on topical problems of pedagogical training, professional retraining and advanced training of teachers and other education workers;
organization of the exchange of experience in the field of additional professional education of teachers and other education workers.
Isaeva Tatyana Evgenievna, Doctor of Pedagogical Sciences, Professor, Head of the Department "Foreign Languages" FGBOU VPO "Rostov State University of Communications", Rostovnadon [Email Protected]
The need to upgrade the advanced training system of teachers of technical universities
Annotation. In the article is analyzed modern condition The advanced training systems of pedagogical workers' universettes are considered the possible types and forms of learning organization, providing for the use of both traditional activities and distance learning, as well as involvement in the continuous process of self-improvement of representatives of various groups of the academic community. Methodical recommendations for improving the efficiency of the training system of advanced training are proposed. The conceptual words: a system of advanced training of teachers of technical universities, a teacher of the engineering university, the competence of the teacher, the pedagogical culture of the university teacher, distance learning, interactive learning methods.
Improving the qualifications of teachers working in the system higher educationIt has always been considered as a mandatory element of personnel policies of universities. Realization of activities aimed at increasing the level of professional skill of the professorskopreputrial composition (PPP) of universities, contributes to not much to solve the various educational tasks, achieving new indicators of the quality of the educational process, but also to ensure personnel growth and reproduction of highly qualified scientific studies and reproduction of highly qualified scientific studies Today the need for regular and continuous professional professional development of each teacher is perceived not only as a qualifying requirement, but as a necessary condition for overcoming crisis phenomena in domestic education. For the first time in the history of the existence of higher education in Russia, the Federal Law "On Education of the Russian Federation", adopted in 2012, was established that pedagogical workers have the opportunity at least once every three years to receive additional vocational education on the profile of pedagogical activities. Despite certain achievements In the organization of the system of advanced training of educational institutions of universities in this direction, there are still significant reserves in this area: - All higher education institutions have their own educational base for the implementation of systemic advanced training; -Construction of classes is often characterized by a set of traditional, "classic" topics for psychological scientists, weakly reflecting innovative changes in the modern educational process; -Theatics of courses or seminars for teachers has no systematic nature, does not affect the entire set of problems that have been identified in higher education; Cases of classes with teachers again are focused on the formation of only a value component, and the process of advanced training is not linked to the development of their professional-foundaghogical culture and key competencies that make up this culture.
Assessing the specialization of the existing system for increasing the professional qualifications of university teachers, a number of contradictions can be distinguished: - I need a need for the shortest possible time for knowledge, skills and competences in teachers, allowing students to exercise students in accordance with the competence approach, on the basis of which built state standards The third generation, and the traditional choice of themes, as well as methods of teaching teachers who are focused on the "Zunovskaya" paradigm of training; -Money a different level of pedagogical knowledge of teachers, the duration of the pedagogical experience in a higher educational institution, formed awardagogical culture, a secondary and frontal form of learning, which is the most popular Vorganization of the process of advanced training; -Mode with general requirements for professional-foundagogical skills of the modern teacher of any university and specific requirements for the knowledge and competence of teachers of technical universities due to innovative processes and rapid updates of the material-breeding base of partners on which graduates of universities will work. Comprehensive, relevance of the system of system modernization qualifications of technical universities are due to the search for more efficient forms and methods of working with teachers that allow n It is only formed by their knowledge component of pedagogical culture, but also to develop various professional, general cultural and personal competencies in close connection with the practical study of innovative production processes, which will allow them to organize the process of teaching their academic disciplines in accordance with the requirements of certain government educational standards. The aimed study is the analysis of the forms existing in the global educational community and methods for improving the qualifications of university teachers and identifying the most efficientness of them, taking into account the special requirements for educators of technical universities. In the quality of the main tasks, we define the following: 1. ExplorerichologicopedagogicalLeeuropeuro The problem of organizing a system for improving the qualifications of university teachers and analyze the accumulated work experience in this area at the level of domestic and foreign universities. Eleteract most effective methods with teachers with the aim of improving their qualifications, given the special conditions of the Inces of Pedagogical Activities in technical universities. Make-up components of the organization of innovative forms of teaching teachers of technical universities in the system of improving their qualifications. In the process of carrying out this study, the methods of studying psychological literature on the problem (including in English) were used to survey teachers engaged in the advanced training system, as well as pedagogical modeling. The organization of the advanced training and pedagogical training system of teachers working in technical universities is considered today in the domestic scientific student literature as a key factor with which hopes are associated to overcome crisis and stagnant phenomena in Russian engineering education. In order to prepare young engineers with a high level of professional competencies that can put innovative tasks and find ways to solve them, teachers, in turn, should also have a complex of advanced competencies, including in the field of organizing a modern pedagogical process, using remote, electronic technologies, Interactive, practical-oriented learning. Exactly in research it is noted that teachers of technical universities are proceeding with their activities without having specialized pedagogical education. Usually, the ranks of teachers replenish former graduates, graduate students, young candidates of sciences that can conduct classes, focusing on those samples of pedagogical activities that they could observe when they themselves were students themselves. And if such a position was considered traditional for two hundred years of the existence of technical education in our country, now it cannot be considered satisfactory. In one of the ones, Pomoi wrote that as a result of our studies, it was found that not all teachers of the Technical University know the content of state educational standards According to the specialties or preparing profiles, they teach their disciplines, many of them do not own basic pedagogical categories associated with a competence approach, do not realize the need for a fundamental change in the content of the training and implementation of interactive metodes and technologies that allow students a given set of competencies in students. And since such data we managed to reveal from teachers as humanitarian and technical disciplines having different age and a different duration of pedagogical experience, then conclusions were made about the need for a speedy restructuring of the entire system. last years Interesting accuracy of improving the training system of scientific studies operating in engineering universities appeared on the nutrocopedagogical literature. So, MG Minin, E.N. Belostnova, G.F. Bensoniov.S. Pakanova based on a systematization of the National Research Tomsk Polytechnic University developed a model of continuous development of pedagogical professionalism of a teacher engineering university. In this model, the main focus is on the consistent and systemic nature of the development of psychologicopedagogical competences of undergraduates, graduate students and university teachers by studying various special courses on topical to modern higher education topics, which ensures, on the one hand, the influx of the university already prepared, competent young personnel, and On the other hand, such a continuous modular block system responds more flexibly to a constantly updating and actualization-containing training of pedagogical personnel. It is less important to experience the experience of other scientists who analyze the possibilities of using computer technologies in organizing the remote form of advanced training of university teachers. So in his research T.V. Richter describes the functional model of a remote advanced training system that in the context of financial resources on business trips, with which all domestic universities faced, seems to be a reasonable solution to the problem. In addition, taking into account that computer technologies give teachers the opportunity to study new Material At a convenient time for them, in an individual pace, using various reference materials, similarity, as well as performing self-test using tests, this direction in the development of the advanced training system seems to be very promising. In the FGBOU VPO "Rostov State University of Communications" in which we We work, has accumulated extensive experience in organizing the training system for pedagogical personnel. For more than twenty years, the University successfully operates the faculty of pedagogical skills, organizing the training of teachers and graduate students, and in recent years and undergraduate markets of psychological knowledge. Despite the fact that classes are led by highly qualified teachers, having a rich experience of teaching the psychological sciences, oratory and speech culture, in recent years it has become clear that even the best mentors will not be able to prepare today's teacher to solve the entire totality of complex tasks that we have life . As the basic requirements for the organization of the advanced training system in the technical university, we define the following: 1. The need for an annual revision and actualization of the training program in connection with the emergence of completely new directions in the activities of university teachers. For example, after the introduction of GEF VPO in 20112012. It became obvious that teachers of all specialties should receive basic knowledge on issues such as the competence approach, the content and structure of the concepts of "competence" and "competence". Then, when the University of PPS began to develop new working programs for disciplines in accordance with the requirements of state educational standards, it became necessary to teach them the compilation of the "competence matrix", "Competence Passports", as well as the most effective methods for assessing the achievements of students in terms of competencies. In 201415 Academy The process of drawing up funds for evaluating funds (FOS), aimed at identifying the current level of formation of competencies in students, therefore, the problem of studying active and interactive teaching methods, such as kespers, role-playing and business games, problem situations, etc. One of the unexpected and absolutely New directions for the teaching team began preparation for students of students with various types of nosologies (disabled). For these purposes, psychologists and physicians who read a number of lectures on the peculiarities of the organization of the educational process for visually impaired or weighted students were invited to educate students of the faculty of pedagogical skills (FPM). The above examples are far from exhausting by all new aspects, with which the modern teacher is found in their activities, they only show that over the past 56 years, a revolution in the content, methods, approaches, learning and control of students occurred in the highest formation. Each teacher must understand that it is possible to work as it was 10 years ago, it is impossible, since everything has changed: the requirements, the content of disciplines, the techniques, the students themselves. Therefore, if he wants to meet the high requirements for the modern teacher, it is also necessary to change.2. Such a meaningful compliance between GEF VPO and qualifying directories, as well as international professional standards. Analysis of curricula, and the state educational standards themselves shows that not yet achieved consistency between their content and qualifying requirements for specialists of various profiles. There is no accurateness between the content of Russian engineering education and international standards, which could provide graduates of our technical universities with greater vocational mobility and competitiveness. This is constantly in his articles writes A.I. Chuchalin and its co-authors. One of our works was devoted to the same problem, in which we tried to analyze the content of the requirements of one of the educational standards of the railway specialty, expressed in terms of competencies, with international qualifications reference books. As a result, it turned out that, although most professional competencies in two sources coincide, the Russian document is characterized by some blurry of the wording and the lack of aimsal of specific specialty. At the same time, in domestic standards, more attention is paid to the development of the general culture of students, their social quality qualities (patriotism, independence, etc.), which, in our opinion, is definitely a positive moment, since this is primarily the promotion of a citizen, spiritually A developed person and then a specialist. Providing the possibilities of teachers to get acquainted with the innovations in the field of production so that the contents of the disciplines they have had practical value. Incidentally from 2014 in the FGBOU VPO "Rostov State University of Communications" in accordance with the order of the Rectorate with priority organizations for advanced training of qualifications are the structures of Russian Railways "Related to the profile of the disciplines taught. Teachers, starting training in production, receive a task from the leadership of the department, orienting them on studied innovative technologies, Works of various mechanisms and devices. Then, at the end of the internship course, they must arrange a written report and indicate how the knowledge gained can be used in educational process.4. Combination various shapes and regimes, collaboration of representatives of different groups of the academic community during the training of training of pedagogical personnel. The experience of organizing classes in the advanced training system has shown that the most effective is the "wonderful form" of teacher training. First of all, this is because most teachers make it difficult to visit all classes if they are traditionally held in full-time, for they have a large audit burden and the ever-increasing volume of orders associated with the development of educational documentation and research work. With the other side, if you reduce Improving qualifications only for remote learning, teachers lose the opportunity to participate in group discussions, seek advice on psychologists and other "narrow" specialists. "Therefore, based on the questionnaires of more than 50 participants in the vanishing form of training and our own observations, we believe that reasonable The combination of real audit classes with intensive independent work on the computer means the highest result, saving the time of employees, the university's financial resources, the audit fund, etc. The most interesting and productive discussions are convinced that the most interesting and productive discussions. , Cases coming and role-playing games pass when a group of listeners consists of teachers with different pedagogical experience, graduate students, undergraduates and even students. After all, when discussing many issues, for example, the finding effect of using computer testing technologies during sessions, each of the listed listeners are interesting to know the opinions of the rest, hear the arguments and counterproofs, get a "feedback", which is not always possible to do in the real educational process. In Figure 1, we tried presented the types and forms of improving the qualifications of pedagogical frames of technical universities. It cannot be said that they all act with the same efficiency or are sufficiently studied. So, the corporate university existing in the Russian Railways System is only engaged in the preparation and retraining of working railway workers, not paying attention to the pedagogical personnel of the system consisting of 9vuses and preparing future specialists for the industry.
Fig. 1. Types and forms of advanced training of PPS technical universities
Not yet received due support in our university such an innovative form of advanced training in collaboration and creativity as the "pedagogical living room". In our opinion, this form involves improving the qualifications of the professorskoprepitative composition of university activities. Teacher-organizing training system for advanced training
Self-study examination in magistracy, graduate school, doctoral student and education1) Specialized courses2) Network educational communities and other Networking on the Department of Education at Enterprises -Potential Employers Graduates Improving Psychological Knowledge and Pedagogical Corporate Corporate UniversitiesCurses, Lectures, Seminars (Frontal Form) Business and Role Playing, Casespace (Interactive the form)
Pedagogical consultations (individual form) "Pedagogical Living Room" (mutual education, joint classes with students) Full-time education Training
Distance learning
free informalized polylog of representatives of various groups of the academic community: teachers, university management, students and graduate students on the most relevant challenges of higher education, affecting all participants. However, so far, due to the lack of a suitable audience, such meetings pass irregularly and resemble more educational discussion than the real, constructive discussion of the urgent issues. In the quality of possible methodical recommendations To improve the system of advanced training of pedagogical personnel of technical universities, we would like to offer the following: 1. It is urge to analyze the compliance of the compliance with the Competences of competencies with the qualification requirements for the relevant specialties, and then to modernize the content of student training so that they can have the most relevant competences that allow them to be competitive in the labor market.2. Actively combine traditional forms of advanced training in the form of lectures and practical classes with remote learning, as well as such forms of reporting of listeners, such as the preparation of the "pedagogical portfolio", essayanalized classes, writing scientific articles on the problems discussed on courses.
3. Welcome to conduct classes with listeners to improve the qualification of mixed groups in which teachers, graduate students and undergraduates will be able to express themselves on their questions, which will allow educators to obtain an assessment of their activities from the part, to make sure there are different solutions for a number of ambiguous pedagogical issues. four. Allively diversify the forms of advanced training, providing the opportunity to be teachers to be in different groups, discuss various problems, get advice from a number of specialists. In addition, the strengthening of the "practical orientation" of advanced training and aimed at the use of the most advanced technologies to prepare future specialists is most fully consistent with the principles of personal-oriented learning, disclosing the ability of the teacher and contributing to self-realization of his personality.5. The leadership of the universities should consider various models, allowing to achieve sustainable motivation from pedagogical workers to improve their skills, for training "forceding", as is known, will not give the desired result. The presence of such motivation in teachers should contribute to their continuous and diverse participation in various seminars, courses, online communities, which will necessarily contribute to improving the quality of education as a whole.
Links to sources1. Federal laws 29.12.2012 273PH "On Education in the Russian Federation" (with amendment and extra., Introductable from 03/31/2015 // WWW. Consultant.ru [Electronic resource]. - [Reference date 03.04.2015]. 2. Minin MG, Belistnova E.N., Benson G.F., Pakanova V.S. Pedagogical preparation of a teacher of engineering university // Higher education in Russia. -2014. -№ 4. -C. 2027.3. Isaeva Those. On the relevance of the implementation of a new program of advanced training of the university of PPS // Proceeds of transdu. Scientific program. Conf. "Transport-2013", -. 4. Humanitarian, legal and technical sciences. - N / D: growth. State. CNT routes of communication, 2013. -C. 113115.4.Rikter T.V. Features of creating a remote educational environment within the framework of the training system of pedagogical personnel // Concept. -2012. -№03 (March). -Art 1225. -URL : http://ekoncept.ru/2012/1225.htm. -Gos. Reg. El R№FS 7749965. -ISSN 2304120X. - [Date of treatment 04/03/2015] .5. Chuchalin A.I., Gerasimov S.I . Competence of graduates of engineering programs: national International and international programs // Higher education in Russia. -2012. - № 10. -s. 314.6. Isaeva i.e. Achieving conformity between Russian and international requirements In engineering education // Transf Works. Scientific. conf. "Transportation2014". Part 4. Technical, humanitarian and legal sciences. -Rostov n / d: growth. State CNT routes of communication, 2014. P. 146148.
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1 Ministry of Education and Science of the Russian Federation Federal State Budgetary educational institution Higher Professional Education "State Institute of Russian Language. A.S. Pushkin "Center for Additional Education Program for improving the qualifications of teachers of the RCA universities of the Russian Federation and the CIS" National testing system in Russian as an element of the implementation of the state language policy. Technologies for the creation and use of tests and test tasks for certification control and intensification of the educational process »Moscow
3 1. General characteristics of the program 1.1. The purpose of the Program implementation The purpose of the Program implementation is to increase the professional competencies of Russian teachers as foreign universities of the Russian Federation and the CIS of the necessary professional activities, including organizations and certification exams on various programs. The program is a complex of educational characteristics regulating the volume, the content planned by the results of training in the framework of the program of advanced training "National testing system in Russian as an element of the implementation of the language policy of the state. Technologies for the creation and use of tests and test tasks for certification control and intensification of the educational process "(certification testing on the system of the track and the European system of ownership of foreign language A1, A2, B1). The program has a flexible structure and consists of independent modules, which allows the formation of various variable linear implementations of the invariant base structure of the program, depending on the specifics of the specific composition of the listeners, their basic education, pedagogical experience, the level of ownership of the main professional and general educational competences regulatory documents for the development of OP DPO "The National Testing System in Russian as an element of the implementation of the state language policy. Technologies for creating and using tests and test tasks for certification control and intensification of the educational process ": Federal Law against FZ" On Education in the Russian Federation "; Federal Law on Amendments to Article 131 F.Z. "ABOUT legal position Foreign citizens in the Russian Federation "from the order of the Ministry of General and Professional Education of the Russian Federation number 1887 from" On the introduction of state testing in the Russian language of citizens of foreign countries "; Federal Law of May 31, 2002 62-FZ "On Citizenship of the Russian Federation"; Charter of FGBOU VPO "State Institute of Russian Language. A.S. Pushkin. " 1.3 Requirements for the training of the training program of the Russian Federation and the CIS, which have basic higher philological or pedagogical education. 3.
4 1.4. Requirements for the results of the program development as a result of the development of the program, the listener must acquire the following knowledge and skills necessary for qualitative changes in competencies. The listener should know: - Law on Russian and other legislation devoted to the use of Russian in the territory of the Russian Federation; - The main trends in the development of the Russian language on modern stage (including the Internet language); - the specifics of the position of the Russian language and Russian culture in new geopolitical conditions; - the newest concepts of the description of the Russian language in order to teach it like non-unrelated / foreign, including a level approach; - features of the description of the Russian language system in order to teach both foreign, including the types of possible language interference; - current trends in the development of the methodology of teaching foreign languages \u200b\u200band the methods of teaching the Russian language as a foreign language; - the specifics of teaching a foreign language in the children's audience and the psychological features of the assimilation of a foreign language by children; - the main scientific and methodological literature in the Russian language as a foreign language (textbooks, monographs, collections of reports of Mapryal Congresses, periodicals, etc.); - innovative linguodidactic technologies for training and diagnosing the quality of the results of the educational process (including multimedia, remote technologies and the use of Internet resources in the educational process); - Theoretical and methodological problems of testology in the aspect of the teaching of the Russian language as a foreign / non-foreign and technology of drawing up test materials of different types; To be able to: - distinguish, identify and characterize the phenomena of all levels of the Russian language from the point of view of possible difficulties for students; - analyze educational material from the standpoint of modern linguistic and didactic theory, - choose the necessary educational literature (textbooks and textbooks) to achieve the objectives of the educational process, creatively applying it in practical pedagogical work; - Conduct development, analysis and description of the structure of the lesson, system of tasks, methods of presentation of educational material, - critically evaluate the existing concepts, strategies, learning technologies, and the possibility of their use in independent educational and pedagogical activities - to formulate the goals and principles of the preparation of test and test tasks 4
5 for the current, frontier and final control and conduct an examination of tasks and test in general and to conclude about the substantive test validity; Owned: - skills of working with scientific and educational literature on philology, lingvoddetactics and the country of the Russian Federation in relation to the objectives of teaching the Russian language as a foreign / non-foreign; - the basics of the methodology for describing the language phenographs of all levels, including living processes occurring in modern Russian, in order to teach Russian as a foreign / non-foreign language; - modular technologies for building educational programs in the Russian language as a foreign / non-rigging and skills of their use in the educational process; - ability to analyze language material from the point of view of possible interference; - ability to analyze students' errors, identify their causes and contribute to elimination by selecting appropriate tasks and exercises; - skills of selection, structuring and creating training materials, depending on the specific needs of students for the educational purposes at different stages of training; - the basics of the methodology for identifying and evaluating the level of ownership of the Russian language; The design skills of the main forms of test tasks. A listener who has mastered the program must have professional competences that include: PKI (FPK) 1. The ability to demonstrate the knowledge of the modern scientific paradigm in the selected area of \u200b\u200blingvodidactics (in theory and practice of teaching the Russian language as foreign) and the dynamics of its development, the system of methodological principles and methodological techniques of lingvodidactic research; PKI (FPK) 2. Readiness for independent replenishment, critical analysis and application of theoretical and practical knowledge in the field of theory and practice of teaching Russian as a foreign language for its own scientific research; PKI (FPK) 3. Ownership of skills of qualified analysis, commenting, referencing and generalization of the results of scientific research conducted by other specialists, using modern methodologies and methodologies, advanced domestic and foreign experience; PKI (FPK) 4. Ownership in the skills of practical training in the Russian language for foreign students in the selected form of training; PKI (FPK) 5. The ability to prepare educational materials and teaching aids on various aspects of the teaching of the Russian language as a foreign language (including a country-shaped aspect); PKI (FPK) 6. Knowledge of theory and possession of practical skills 5
6 design, design, modeling structure and content of the educational process in the field of Russian as a foreign language; PKI (FPK) 7. The ability and willingness to participate in the development of scientific, pedagogical projects in the field of teaching the Russian language as a foreign labor-intensity of training 72 hours, 2 weeks. 1.6 Full-time learning. 1.7 Classes of 72 audit hours. Name of specialized audiences, cabinets, laboratories 2. Conditions for the implementation of the program 2.1. Material and Technical Conditions Implementing Program Type of occupations Name of equipment, Software Auditorium 345 Lectures, Master Classes Computer, Multimedia Projector, Screen, Board Computer class Independent work Computers 2.2. Educational and methodological support of the program 1 Mandatory literature 1. Balkhelin TM Fundamentals of test theory and testing practice (in the aspect of the Russian language as a foreign language). M.: Russian. Courses. 3rd ed., Pain-European competences of owning foreign language: study, training, assessment. M.: Moscow State Linguistic University Requirements in the Russian language as a foreign language: elementary, basic, first certification. M. SPb.: Zlatoust, Additional Literature 1. Demidova G.N., Lukanova M.G., Stramnova T.V. Collection of test work on practical grammar of the Russian language for foreign students. M., p. 1 In the bibliographic list included work, published earlier than 2009, but not lost their relevance to solve methodical tasks. Acquaintance with these publications is mandatory for the teacher of the Russian language as a foreign language. 6.
7 2. Denisova T.V., Karajev B.I., Kravtsova T.V., Soynikova A.D., Sapegin A.I. Test comprehensive control for audit and independent work of non-philologists (practical course of the Russian language as a foreign, baseline). Part II. Educational and methodical manual. M.: Icar, p. 3. Isaev N.P., Korchagin E.L., Balimine T.M., Klobukova L.P. and other state testing in the Russian language as foreign foreign citizens and stateless persons to admit the citizenship of the Russian Federation. Sample dough in the Russian language. M.: Rudn, p. 4. Karajev B.I., Soynikova A.D. Test comprehensive control for audit and independent work of non-philologists (practical course of the Russian language as a foreign, baseline). Part II. Auditor to texts to audit in the teaching system. M.: Icar, p. 5. Travel and training and examination materials for the initial stage of teaching the Russian language of foreigners. Compilers: O.V. Kulitavichus, V.N. Polyakov, L.G. Sukhareva M., p. 6. Korchagin E.L. Russian language: Successful starts Successful finish. Elementary and basic level. Test workshops in Russian as a foreign language for schoolchildren. M., Russian. Courses, p. 7. Korchagin E.L., Smykunova N.V. Russian language: first results. Test workshop in the Russian language of everyday communication. Elemental and basic levels. M.: Russian. Courses p. 8. Korchagin E.L., Stepanova E.M. Russian language of everyday communication. Elemental level Standard and test sample // under the general ed. Korchagina E..l. M., p. 9. Murashova OM Collection of test tasks for the surrender of the international exam in Russian (elementary, basic, threshold, post-threshold levels). M., p. 10. Soynikova A.D., Gavrilova TP, Ignatieva M.V., Shabalina L.N. Test comprehensive control for audit and independent work. (Practical course of the Russian language as a foreign, elementary level). Part 1. The second, recycled edition. M.: Icar, p. 11. Clepukova E.B., Korepanova T.E., Shimanyuk E.G. Test workshop in the Russian language for migrant workers. M., p. 12. The history of Russia. Accepted manual for the preparation of foreign citizens to the exam. Moscow, RUDN, Internet resources for Russian language teachers Tests in the Russian language 7
8 Evaluation of the quality of the development of the program The final form of control of the offset that can be carried out in oral or writing. At the end of training, students are issued a certificate of an established sample to improve the qualifications in the amount of 72 hours. eight
9 4. Program content 4.1. Curriculum category of listeners Training date 72 hours; 2 weeks. Full-time form of education. Dates and time of audit classes Monday, Tuesday, Wednesday, Thursday, Friday, 9:30 15:00 (6-8 Ak.chasov). Types of checking courses. The document issued by successfully completed the course after the studies of the listeners is issued a certificate of the established sample. p n name modules total, hour. Including: Lectures Master Classes Round Tables Module Public Policy in Education. 2. Module Modern linguodidactic technologies in the educational process: teaching technologies and quality control. Theory and practice of testing in the Russian language. 3. Module Actualization of philological and psychological and pedagogical knowledge. Total: final certification Start 9
10 4.3. Annoteled curriculum Module 1 "State policy in education" (8 hours) Topic 1.1. Actual issues of modernization of higher education in Russia (lecture - 2 hours) 1. Higher education reform as a requirement of time and the global process. 2. The introduction of GEF into the educational process in the Russian Higher School. Topic 1.2. National testing system in Russian as an element of the implementation of the state language policy (lecture 2 hours) 1. The history of the establishment of a national testing system. 2. Promotion of the Russian language in the European educational space. 3. The main components of the National Testing System. 4. Similarities and differences in Russian and European testing systems Theme 1.3. The main trends in the development of the global education system. (2 hours) 1. Transition from elite education to high-quality education for everyone. 2. Differentiation and individualization of the learning process based on the creation of new generations of curricula with the most specified level of training success. 3. Principles of continuing education. Deepening of interstate cooperation in the field of education. Topic 1.4. Modern educational technologies in advanced training of universities teachers (including remote and ICTs) (lecture - 2 hours) 1. Improving teacher's qualifications as a stage of continuing adult education. 2. Using EOR for PC and PP teachers. 3. Open electronic courses of PC and PP teachers. Module 2 "Modern linguodidactic technologies in an educational process: learning technologies and quality control. Theory and practice of testing in the Russian language "(54 hours) 10
11 Section 2.1. Level testing as a factor of optimization of the content of training in the practice of teaching the Russian language as a foreign (4 hours) Theme Level Testing: Goals, Tasks, Control Objects; Scientific and methodological support (lecture - 2 hours) 1. European scale levels and the track system. 2. Situational-thematic and lexico-grammatical parameters of highlighting levels of ownership by a foreign language. 3. Strategies and tactics of teaching RKK. 4. Problems of allocation of under-levels of owning foreign language. The topic of the foundation of lingvodidactic testing: basic concepts and general questions of designing test and test tasks (lecture - 2 hours) 1. The concepts of "test" and "test task". 2. Test validity. 3. Types of test tasks. 4. Drawing up facets. 5. Typology of control objects. Section 2.2. "Using testing in the Russian language in order to certify control and intensify the educational process" (18 hours) The topic Designing and using test tasks for monitoring knowledge and skills of students (10 hours master classes) 1. Training and control types of test tasks. 2. Typology of training test tasks 3. Evaluation potential of training and controlling test tasks 4. Development of materials for express testing The topic of creating professionally oriented tests (lecture 2 hours) 1. Professional-oriented component of the content test structure. 2. Practical skills, skills / knowledge. 3. The problem of selection of key communication situations in professionally oriented tests. 4. Adjustment general competenciesto be controlled. eleven
12 Topic The practice of applying test technologies in universities in Russia. Exchange of experience (Round table 4 hours) 1. The possibilities of using test technologies when checking productive types of speech activities 2. Problems of interpretation of errors in writing and oral speech using the Raters section 2.3. "Innovative linguodidactic technologies" (34 hours) The topic of multimedia technologies and Internet resources for learning and monitoring students' knowledge (lecture - 2 hours) 1. Interactive educational technologies using ICT. 2. Problems of creating an electronic textbook. 3. Modern Eor. 4. Internet in the class lessons. The topic Development of modular educational programs in the Russian language as a foreign language and their use in the educational process (masterclasses - 18 hours) 1. Creating modular educational programs in Russian as a foreign language and their introduction into the educational process (lexicogramatic aspect). 2. Creating modular educational programs in the Russian language as a foreign language and their introduction into the educational process (phoneticintonation aspect). 3. Creating modular educational programs in the Russian language as a foreign language and their introduction into the educational process (cultural aspect). Theme Modern Interactive Training Technologies Russian speech communication (Master classes 12 hours) 1. Modern interactive teaching technologies for Russian language on initial stage. 2. Modern interactive teaching technologies to speech communication in a practical course of rock. The topic of information competence in the professional activities of the teacher of the university. The experience of leading methodologists in modern educational and methodical literature (lecture 2 hours) 12
13 1. Publications for testing in periodicals. Magazines "Russian Language abroad", "The World of the Russian Word". 2. Materials of Mapryal Congresses, conferences, symposia of russists in Russia and abroad. Materials of sections devoted to testing issues. 3. Professional testing publications. 4. Tests in the RKK. Module 3 "Actualization of philological and psychological and pedagogical knowledge" (8 hours) Section 3.1. "Actual trends in the development of the Russian language at the present stage" (4 hours) The topic of active processes in the modern Russian language (lecture - 2 hours) 1. Active processes in the vocabulary of the modern Russian language. 2. Active processes in the grammar of the modern Russian language. 3. Active processes in the word formation of the modern Russian language. 4. Active processes in the orthoepia of the modern Russian language. The topic of the Internet language and its place in the style of the modern Russian language (linguodidactic aspect) (lecture - 2 hours) 1. Linguistic features of the Internet language (blog language, forums, etc.) 2. Methodical aspects of working with the language of the Internet. Section 3.2. "The modern concepts of the description of the Russian language in order to teach such a non-rigorous / foreign" (4 hours) the subject of a level approach to the description of the language in order to teach it as a foreign (lecture - 2 hours) 1. Principles for allocating language proficiency. 2. Level testing: goals, tasks, control objects; Scientific support. 3. European system of ownership of foreign language. The topic Lingvodidactic foundations of the description and teaching of the Russian language as a foreign language (lecture - 2 hours) 1. Description of Russian grammar in order to teach foreigners. 2. Lingvodidactic description of the vocabulary of the Russian language. 3. The specifics of the description of the phonetic-intonational level of the Russian language in order to teach foreigners. 13
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "The State Institute of Russian Language.
Autonomous Non-Profit Organization "Center for Additional Education Alpha Dialogue A coordinated meeting of the educational and methodological council approved Director /E.R. Syadrovskaya/ Protocol from an additional order
Ministry of Education and Science of the Russian Federation Federal State Autonomous Educational Institution of Higher Professional Education "Southern Federal University Faculty of Philology
Annotation The purpose of the development of the program "Psychological and pedagogical aspects vocational training"Is an increase in the qualifications of specialists engaged in professional training workers in production,
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "Saratov State University.
Work plan for the Department of Practice of Russian Language Foreign for 2014/15 academic year N Types of work Contents of work, Responsible Term Tutorial 1. Planning and adjustment of training load in accordance
Religious organization Spiritual educational organization of higher education "Orenburg spiritual seminary of the Orenburg Diocese of the Russian Orthodox Church" Approve the rector of the Orenburg spiritual
Pedagogical practice course 1 semester 2 labor intensity 9 z.e. (324 h.) Scientific-pedagogical practice in Russian language and literature is based on the knowledge gained by students in the undergraduate, as well as
"Methods of teaching, pedagogical practice" 1. The development of educational objectives of the discipline are: familiarization of undergraduate students with the content and conditions of professional activities of the teacher
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Vyatsky State University" (VyatGu) Approve the Chair
1. General characteristics of the program 1.1. The implementation of the Program Implementing the Formation of Professional Competences related to the activities of the teacher in the preparation of drivers of automotive means of categories
Ministry of Common and Vocational Education of the Sverdlovsk Region Nizhny Tagil branch of the State Autonomous Educational Institution of Additional Vocational Education of Sverdlovsk
Professional Support School of Teachers of the RKI Portal "Education in Russian" - teachers of the Russian language: "School of Professional Support" and other electronic resources for those who teach
The program of the academic discipline Modern technology processing, storage and transmission of philological information for students in the educational program of higher professional education training
Annotation of the discipline "Methods of vocational training" 1. General information on discipline 1.1. The laboribility of the discipline is 216 hours (6 zh) of them: lectures 32 hours. Practical classes 45 hours. Control independent
Ministry of General and Professional Education of the Rostov Region State Budgetary Institution of the Additional Professional Education of the Rostov Region "Rostov Institute of Raising
1. General provisions 1.1. This Regulation regulates the organization of independent work of students of the Federal State Autonomous Educational Institution of Higher Professional Education
1. General provisions 1.1.There: Formation of preparedness for designing and designing the assessment fund as a component of the program. 1.2. Advanced learning results. Professional practical
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "Tomsk State Pedagogical University"
Department of Education of the city of Moscow State Autonomous Educational Institution of Higher Education of the city of Moscow "Moscow Institute of Open Education" Management of monitoring and maintenance
Yakimovich Ekaterina Andreevna Methodist Analog Analysis of the Educational and Methodological Set "Multi-Hallery" (IMC of the Admiralty District of St. Petersburg, 2012) Components of the educational and methodical kit
Ministry of Education and Science of Russia Federal State Budgetary Educational Institution of Higher Education "Nizhny Novgorod State Pedagogical University named after a goat minina" Module .. Prof
Government of St. Petersburg Committee on Education with A NKT-Peter Burgskaya AK A Demia P about Stdiplomnog O Pedagogical Oblination Institute of General Education Additional Professional Program
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Altai State Pedagogical University" (FGBOU
Ministry of Education and Science of Russia Federal State Budgetary Education of Higher Professional Education "Voronezh State University" Borisoglebsky branch (BF FGBOU VPO "VSU")
Ministry of Education and Science of the Russian Federation Federal State Autonomous Educational Institution of Higher Professional Education "Far Eastern Federal University" (FEFU)
Department of Education of the city of Moscow State budgetary educational institution of secondary vocational education of the city of Moscow Pedagogical College 15 Quality Management System 09-05-2015
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Altai State Pedagogical University" (FGBOU
Autonomous Non-Profit Organization "Center for Additional Education - Alpha Dialogue agreed on the meeting of the Educational and Methodological Council Protocol 02 of 01.10.2014 by order of 36 of 02.10.2014
Annotations of working programs disciplines curriculum in the direction of training 09.06.01 "Informatics and computing" Profile of preparation: information systems and processes Abstract work program
The structure of the linguistic person at different stages of its formation Doctor of Pedagogical Sciences L. P. Klobukova, 1997 In recent years, the attention of methodologists, teachers of foreign languages, including Russian
Foundation for appraisal funds for interim certification of students on discipline: General 1. Department of Foreign Languages \u200b\u200b2. Direction of Preparation 050100.62 "Pedagogical Education" Profile
Content 1. General provisions 3 1.1. Program centers ... 3 1.2 Planned learning outcomes .. 3 1.3 Thoughtfulness and term of program development. 4 1.4. Regulatory documents for program development 4 1.5.Categories
1. Objectives of the development of discipline The purpose of the discipline (module) "New pedagogical and information Technology in teaching foreign languages \u200b\u200b"- promote the formation of professional competence subject
Ministry of Education and Science of the Russian Federation Federal State Autonomous Institution of Higher Professional Education "Kazan (Volga) Federal University" Department
State budgetary educational institution Center for advanced training of specialists of the Krasnogvardeysky district of St. Petersburg "Information and Methodical Center" Approve Director of GBOU DPPO
Ministry of Education and Science of the Russian Federation State Educational Institution of Higher Professional Education Slavic-on-Kuban State Pedagogical Institute "Approve"
Ministry of Education and Science of the Russian Federation Slavyansky on - Kuban State Pedagogical Institute "Approve" I.O. Rector Yatsenko A.I. 2011 GDA Working Course Program
Ministry of Health of the Russian Federation State Budgetary Educational Institution of Higher Professional Education "Northern State Medical University" of the Ministry
2 1. Objectives and objectives of discipline The purpose of studying the discipline "Methods of teaching psychology in secondary educational institutions" is the familiarization of students with the principles and specifics of teaching psychology
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Nizhnevartovsky State University" Faculty of Information
I. Objectives of the development of discipline The purpose of the development of the discipline "Modern means of assessing the results of learning" is to contribute to the establishment of professional competence subject matter content, and
Ministry of General and Professional Education of the Sverdlovsk Region State Autonomous Educational Institution of Additional Professional Education of the Sverdlovsk Region "Institute
Department of Education of the city of Moscow State Autonomous Educational Institution of Higher Education of the city of Moscow "Moscow Institute of Open Education" Department of Socio-Humanitarian
Annotation of the working program of the discipline of the training plan for graduate students. Direction of training 38.06.01 "Economics" 19.06.01 "Industrial Ecology and Biotechnology" 39.06.01 "Sociological sciences"
Content 1. General provisions 1.1. List of regulatory acts for the development of OPOP in graduate school on the profile of training theory and methodology of training and education ( foreign languages) 1.2. general characteristics
Educational and methodical support of general education programs of primary general education implemented in the conditions of use of modern educational technologies The curriculum form for the implementation of p / p
Moscow Economic Institute Non-State Educational Establishment of Higher Education Regulations on independent work Students in the non-state educational institution of higher education
State Institute of Russian Language. A.S. Pushkin Faculty of learning Russian language as a foreign educational program of the State Institute of Russian Language. A.S. Pushkin Faculty
Additional professional program (advanced training) "Development of cognitive aspects of thinking and skills to build students in the framework of basic general education"
Content 1. General characteristics of additional professional 3 qualification programs (DPP) 1.1. Regulatory documents for the development of DPP 3 1.2. Relevance of DPP 4 1.3. Communication DPP with professional
Committee of the General and Vocational Education of the Leningrad Region Autonomous Educational Institution of Higher Professional Education "Leningrad State University named after A.S. Pushkin"
Inventory of the set of documents on an additional professional program of advanced training "Interactive methods for teaching schoolchildren healthy image Life "(Program Name) Document Name
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education Nizhny Novgorod State technical University them. R.E.
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "Kemerovo State University" Faculty
1. The purpose and objective of the development of the discipline The purpose of the development of the discipline "Non-traditional Types of Pedagogy" is the formation of students in students the foundations of pedagogical competencies necessary in the future professional
Ministry of Education and Science of Russia Federal State Budgetary Educational Institution of Higher Professional Education "National Research Tomsk State University" Work program
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "State Institute of Russian Language. A.S. Pushkin" Educational program
Annotations of working programs Extract from OPOP B1.B.1 History and philosophy of science discipline enters the base part of the block 1 "Disciplines (modules)" preparation of graduate students in the direction of 36.06.01 - veterinary and
Appendix 9: Program of Pedagogical Practice Federal State Budgetary Educational Institution of Higher Professional Education "Pyatigorsky State Linguistic University"
FULL NAME. Teachers individual self-education plan for the year of Japars Marat Muharramovich Place of work, position of MBOU SOSH 32 G.Surgut, Teacher Informatics Education 1994-1996 Bashkir State
1. The objectives of the study of the discipline (module): providing students with knowledge of knowledge about the diversity of pedagogical technologies, methods of their use on, as well as mastering techniques for adapting technologies to the subject.
UDC 811.111 + 378.22 Organization of preparation of graduate students to surrender the candidate exam on the foreigner of L.A. Semashko The article discusses the preparation of graduate students to pass the candidate exam
Inventory of documents on an additional professional training program "Preparation of experts of regional subject commissions for verifying tasks with a detailed response
Voronezh Institute of High Technologies Autonomous Non-Profit Educational Organization of Higher Education Approved Rector VIVT I.Yalvovich 201. Educational program of additional professional
III . Trends in the areas of training and advanced training of a teacher of higher education in some foreign countries
In most foreign countries, the main form of training teachers of universities are graduate school (or similar shapes) and the postgraduate education system. However, in the field of advanced training of higher education teachers, certain changes in the insetiazed form of development of pedagogical competence are recorded. The term of the training center for teaching and teaching program comes to replace the terms "Teaching and Teaching and Teaching Program". This form is used as "active laboratories", "teaching gaming", where teachers come at a convenient time, and adopt the experience of colleagues, experiment with equipment, etc.
The strategic tasks of these programs are changing: programs-oriented skill-oriented skill, programs that are based on holistic teachings, emphasizing the needs of students, and not teaching skills, and built on interactive and problematic learning technologies.
In the leading universities of the world, trainings on improving teaching are actively practiced, which are implemented in active learning strategies.
Analysts of foreign experience in the organization of training and retraining fix similar problemswhich are found in domestic experience. In particular, the Polish researcher D. Gelarovskaya notes: "In european countries, as in Poland, there are problems and difficulties in pedagogy of university teachers ... Most of them believe that professional competence is an exhaustive recommendation for teaching and organizing the educational process at the level of higher education. "
So in the United States there are a widestic forms of advanced training of teachers: day, evening, absentee, Saturday, Sunday courses working with advisory firms or scientific centers in which there are programs with a theoretical or practical bias. Many US universities coordinate the work of the so-called summer schools that offer full-time intensive training courses lasting from 1-2 weeks to 3 months.
But, despite the large variety of forms of retraining of teachers, you can reveal a tendency to streamline the training system of university teachers. The leading form remains graduate school, the competition is made up by professional schools and professional societies. Various non-traditional institutions (courses, centers, hearings in firms and organizations) offer a large number of Educational services, however, their rating is much lower, especially those that are geographically and economically related to universities or other universities.
The practical orientation of the training and advanced training of university teachers in the United States is completely obvious. The most visual example is the organization of short-term (weekly or two-week) courses before the start of the semester (USA). Their basic idea is to immediately approbate the studied courses in practical work. Also are actively used forms of individual advice on the activities of young teachers; Trainings and practical training: "How to teach adults", "Application of effective teaching methods", "reading lectures", "Planning a course and training schedule", "Conducting discussions in various forms", "conflict-free teaching", "Student Problems", " Resolution of conflicts with the administration "," Young teacher in the learning system of adults "," Methods of problem learning ", etc.
With the help of such forms, specific practical skills and skills will be necessary to listeners in work as teachers.
In Germany proof proceedings flow. Although the postgraduate education system has so far included the training of universities teachers, many specialists recognize the complete dependence of the training of teachers in the organizational plan from universities, which is currently becoming an obstacle to its full development. Therefore, the main trend in the German system of training teachers of universities is to make this preparation beyond the framework of universities while maintaining its affiliation to the postgraduate education system.
IV. Goals, content, ways to prepare for teaching activities in higher education: problems and solutions
IV .one. Goal.
Formulated today in various domestic curricula and programs of preparation for pedagogical activities in the university cover a wide range of teacher activities and rely on different ways of modeling psychological and pedagogical professionalism. In this context, it seems appropriate to identify at least two fundamental problems. The first is related to the fact that today in the practice of designing training courses of the psychological and pedagogical cycle of training for teaching activities prevails goal-toe, which has a general education, and at the same time there is a clear deficit of pragmatic, activity goal.
In other words, the claimed goals are global (term V.V. Guseeva), and require further operationalization, concretization and detail in the discourse of training results, i.e. Answers to the question "What will students be able after passing this course?". Although, of course, today in some developed plans and programs, the authors are trying to exercise at different levels of concreteness. .
The second problem is the design of adequate, claimed in programs, their achievements of their achievements. Thus, from the first problem implies the question of the logic of the educational process, and from the second - on the technology of the implementation of these goals, especially if they imply the development of practical skills, abilities, competencies.
IV .2. Continuity of content
In almost all student management training programs, students are negotiated that they are developed taking into account continuity with basic programs Educational disciplines (for example, the course "Pedagogy and Psychology of Higher School" must maintain continuity with the program "Basics of Psychology and Pedagogy"). However, in this direction it is necessary to conduct further development activities, namely, detailing links, transitions, refinement, because in the situation of level-level training for teaching activities, its specification becomes a priority.
Confirmation of the relevance of this problem is the feedback from students who have passed several levels of preparation: "Repetition of the same material in the framework of the pedagogy present in each semester for half the educational cycle" (D.K. Student). Unfortunately, there is a fact of duplication of educational material in different courses of the psychological and pedagogical cycle. I will assume that the reason for the situation of the vertical and horizontal intersection of the content is that there remains an unresolved problem of building psychological and pedagogical training as an interdisciplinary course, which ensures the development of the necessary professional skills and competencies of the Higher School teacher.
IV .3. Synthesis of psychological and pedagogical knowledge
The basis of the basis of the synthesis of psychological and pedagogical knowledge remains currently an open issue that requires its solution to optimize the preparation for teaching in the university. "D. of this time, the effective concept of integration and differentiation of psychological and pedagogical education of university students, which is the unity of its methodological, theoretical and technological foundations, has not been developed in pedagogy and psychology of the Higher School.
Often unionpsychology and pedagogy in courses are eclectic, more precisely, the base of synthesis is not explicated. Under one cover of a program or textbook "Pedagogy" and "Psychology" are combined as separate parts.
The depth of the problem is fixed by experts. "Goals and content of education, methods and means of training, organizational forms learning activities, individualization and differentiation of training, education of a creative personality, specificity of teaching labor - whatever pedagogical problem We neither touched, immediately pops up her psychological context , the syncretic pension of the pedagogical and psychological knowledge. Therefore, if pedagogy wants to rely on science, Ana is limited to self-evident truths, suggested by common sense, it almost inevitably turns into a "psychopedaging" ... Of course, it is necessary to feel a sense of measure that should prevent dissolution Knowledge of pedagogical in the knowledge of the psychological, even if there is important applied importance for the theory and practice of training and education. "
Another problem that needs to be mentioned in this context is to determine the contingent of specialists who must read the psychological and pedagogical cycle. On the one hand, there is a question of how effective the transmission of the teaching of psychological and pedagogical disciplines is only humanitarians. On the other hand, there is a problem of replacing the same for all specialties approach to teaching this cycle disciplines by disciplines that take into account the interests of consumers. "It is advisable to avoid both extremes. On the one hand, the transfer of the presentation of the psychological and pedagogical cycle completely into the hands of professional psychologists and teachers usually leads to a loss of interest in these subjects from the side of the student, since teachers and psychologists do not own the fundamental basics of training in the area for which they are trying to prepare future teachers . As a result, devaluation is observed in the eyes of students of psychology and pedagogy as scientific disciplines that are not related to the actual training of students. On the other hand, the substitution of the consistent presentation of the main provisions, methodology and modern achievements of these sciences with a set of household recipes in their science-shaped presentation may also look interesting from the point of view of students, but does not provide fundamental training in the field of psychology and pedagogy, on the basis of which only can To form a psychologically competent creative approach to teaching activities. "
Thus, the peculiarity of the preparation of future teachers is the need for the educational process to conduct, for example, mathematics and physics, competent in the issues of psychology and pedagogy, and, on the contrary, attracted psychologists and teachers would be well acquainted with the area of \u200b\u200bprofessional employment of their students. It is this foundation that allows researchers as one of the main requirements for a higher education teacher to consider "Crab Concept Competition (WCP) not only in the discipline-taught discipline (D), but also in related disciplines (SMD) and key disciplines of the specialty (DSI). It would be impossible to count on the thorough knowledge of the teachers of all these disciplines, but the basic concepts of these knowledge blocks (by the type of how it is done in the modern integrative subject of the "Concept of Modern Natural Science") it is necessary to know thoroughly. "
As a compromise version of the solution to this problem, it is possible to consider the work in the course of two teachers who hold different subject areas and at the same time providing links between them. An example is the course "Ethics and Education" (Ethics and Education) prepared by teachers Lawrence Hinman (Lawrence M. Hinman), Dr. Philosophy, as well as Robert Infantino (Robert L. Infantino), professor of education.
The problem of the basis of the synthesis of psychological-pedagogical remains in the event that the preparation for teaching activities is carried out in a disciplinary approach. It seems that this approach is appropriate only for the basic level of familiarization with the basics of pedagogy and psychology. In the case of the development of the preparation system based on operational approach To modeling pedagogical professionalism, the problem of the synthesis of psychological and pedagogical knowledge is transformed into the problem of choosing the necessary practical-oriented content, providing different stages or tasks of professional activity.
IV .four. Balance of theoretical and practical-oriented courses
A separate analysis deserves the choice of disciplines included in the training plan for teaching activities as additional qualifications. Much attention is paid to negotiation pedagogical disciplines. The program usually includes such courses as "Pedagogy of Higher School", "Psychology of Higher School", "Technologies of Professional Oriented Education", "Psychological and Pedagogical Aspects of Scientific Creativity", "Gender Aspects of Pedagogy", "Psychological and Pedagogical Basics of the Mastery of the Higher Teacher Schools "," Pedagogical Psychology ", etc.
These disciplines are designed to decide, first of all, the task of forming the theoretical knowledge of the future teacher, without which he will not be able to implement the process of vocational education. According to experts, these disciplines are responsible for the formation of humanistic pedagogical thinking. The disciplines of applied or activity directivity are responsible for the formation of professional skills of the future specialist, and therefore, in general, for professional competence. The balance of theoretical and applied disciplines is uneven, is dominated, as a rule, the first, which reflects the general situation of traditional education.
Thus, the generalization can be distinguished by the following series of trends observed in the training systems for university teachers in Belarus, Russia and abroad.
FirstlyThe diversification of the training system of universities is diversified: various structures are organized inside and outside the education system (horizontal, diversification) and at various levels of education system (vertical diversification). For example, in Russia today, the tendency of complication and the creation of new structures for the training of universities teachers are recorded: "There are unconventional forms of training (regional centers and institutions of training, retraining and advanced training of university teachers), teachers are prepared both within the university and as part of postgraduate education ( Multi-level training system), there is also a tendency to create structures operating not only within and on the basis of a large university, but also autonomous. "
According to some experts, the Russian system of training of university teachers is approaching the organizational plan to the American model of preparation (diversity of forms), remaining close to the German model, since the preparation is carried out, in the benefit in the system of postgraduate education.
SecondlyIt increases the variability in the organization, content and process of training teachers, relevant to the requirements of specializations, the needs and possibilities of teachers, the interests of universities, etc.
ThirdlyExperts note to strengthen the role of an activity approach to the organization of the preparation process, in this sense its practical-oriented character increases.
Summarizing this review, we will record that only in recent decades the highest education of many countries (Belarus, Russia, Germany, and others) turned their eyes to the pedagogical component of the activities of the Higher School teacher. Although the discussion still continues that the primary in the activities of the teacher is a study (obtaining new knowledge) or teaching (knowledge transmission).
Today, different points of view coexist on the nature of teacher training and a way to improve their qualifications, and this issue remains in many ways open. So some researchers tasty for the "narrow", but deep level of their preparation, others - for "wide". The choice of approaches in selection and structuring the content of training of teachers is largely determined by the priorities of the SPECIAL Education systems of a particular country.
So, the following changes are obvious to the relationship of the scientific and pedagogical community to the problem of preparing and advanced the qualifications of higher education teachers, namely:
- "Along with the presence of professional qualifications, an additional qualification in the field of psychological and pedagogical training of university teachers is obtained to be developed (for staff teachers).
The desire for a clear definition of the conditions for access to teaching and criteria for conforming to the level of professional-pedagogical competence is shown;
The procedure for assessing the pedagogical competence of universities teachers is introduced. "
Completing the analysis of the modern situation in the field of training for teaching activities, we will try to characterize the basic principle that is laid in the presented review.
Preparations for the activities of the future university teacher should focus on those aspects of activities that are specific to teaching and the most difficult, challenges. This setting does not imply the coverage of the entire totality of professional-pedagogical functions and official duties. Priority, in our opinion, is the principle of the demand of one or another specific professional competence of the future teacher. As such a priority, the formation of a new type of analytical and at the same time-constructive thinking that helps build an educational situation centered on students' training activities.
