Ethnocultural and Social Dominants of Pedagogical Education in Conditions of National Region

Abstract

Teacher education at the present stage of its development undergoes changes because of the processes of globalization in general plus the influence of the Bologna process. This diminishes the level of Russian pedagogical experience. For the country like Russia, with its diversity of languages, traditions, ethnicities and cultures the pedagogical traditions of peoples are of a great importance for the modern teacher education. The main idea of the article is that "the civic task of education and the education system is to give each one absolutely mandatory amount of human knowledge, which is the basis of self-identity of the people" (from an article by Vladimir Putin "Russia: the national question"). The purpose of this article is to identify and study of ethno-cultural and social dominants of teacher education in the national region. The main approaches in considering the Russian system of teacher education in the article are defined as: evolutionary, axiological, regional approaches which allow us to consider the teacher education as a cultural-historical and ethno-cultural phenomenon. As an example for the analysis and synthesis of the Russian teacher education in historical perspective and actual measurements two national republics of the Volga region-Mari El and the Chuvash Republics are taken.

Modern Tendencies Of Psychological And Pedagogical Support Of Gifted Children

“…Motivation for scientific activity at school age is formed extremely poorly spontaneously and requires some help from mentors, teachers, parents (Mikhailova & Razina, 2016;Morova & Talanova, 2015). Since the motivation of scientific activity and the desire to do it depends on what image science has in society in general and in the representation of young people in particular, film production can be an important information channel, for example, through watching popular science films and programs or watching films about scientists with subsequent discussion (Razina & Volodarskaya, 2017, Sorokina & Talanova, 2015.…”

Reflexiones del desarrollo pedagógico socio-humanístico de estudiantes en proceso de formación docente de básica primaria.

“…Estos aspectos sobre la dignidad humana son abordados por Morova et al (2015), como una característica de la tradición pedagógica basada en la formación integral, en la cual, las creencias sociales y culturales son parte importante en una educación centrada en promover valores humanos. Sin embargo, en los países con una gran diversidad étnica y cultural se presenta un cambio en los procesos de formación en donde los valores, principios axiológicos de la convivencia y la misma identidad requiere de una fundamentación de lo etno-cultural e histórico-cultural para dar identidad al concepto dignidad humana como elemento transversal al currículo.…”

Formation of Value-Semantic Competence of Students in the System of Additional Education in Musical and Performing Activities

“…Music as sensual sphere, as the most universal and democratic art reflecting the human attitude to the surrounding world, based on a wide palette of musical expression is able to convey and recognize the beauty of human relationships, the true life values. In this regard, a special role is given to the teacher, who is characterized by a humanistic orientation of pedagogical activity, a deep understanding of his sociocultural mission in the organization of leisure activities of students, including musical performance [9]. In musical activity independent practical steps of students in performing interpretation of the author's original work on the basis of its artistic, aesthetic, spiritual and moral value understanding are checked.…”