Posterior Models of Learning Activity in Higher Educational Institution as a Condition for Future Teacher’s Training Improvement

Abstract

Improvement of the educational process at the university through implementation of a domestic and national order for training a professional person, combining theoretical knowledge with practical experience, is the most important task of higher education. The purpose of the article is to substantiate and expand capabilities of the posterior component in training of teaching staff. In this context, the article discloses the concept of "posterior model". Domestic and foreign studies (D. Boud and J. Pascoe, D. A Kolb, RW Jone, ES Henderson, etc.) on the introduction of a posterior models in the process of training future teachers, which can bring vocational training in line with new social realities, international standards, make a student a real subject of his education are systemized. The leading ideas and theoretical approaches to designing such models at a university are explained in the article. The principal method of obtaining empirical data was the questionnaire method, conducted among 200 students of Togliatti State University. It allowed us to identify the "difficulties" that motivate future teachers to make their own "discoveries" and compensate for the missing knowledge in the process of attracting additional information. The result of the study and the subject of discussion is substantiation of the ways of students' individual creative experience. In conclusion, it is stated that the posterior model allows us to correlate the level of students' professional competence, set by the professional standard, with the needs of the subjects of the educational process. This article is aimed at teachers, researchers, heads of educational institutions involved in improving of teacher education.

The Scientific And Methodological Support For Pedagogical Giftedness Development

“…The algorithm for implementation of scientific and methodological support included five stages and was based on the posteriori model of professional competencies of the future teacher's formation (Rudenko et al, 2020).…”

“…First of all, it is necessary to develop theoretical, methodological and practice-oriented foundations for scientific and methodological support of pedagogical giftedness, to identify and rethink professional and personal qualities of a modern teacher. One is to develop mechanisms for building intensive career trajectories of gifted students and young professionals who are able to successfully and to solve modern challenges of education at the present stage of higher education development at a high professional level Ilaltdinova and Kisova (2018), Emelyanova (2011), Mazilov and Slepko (2019), Mazilov (2020), Rudenko et al, 2020, Shadrikov (2019.…”

Mentoring As A Resource For Professional Development Of Teachers

“…Taking into consideration the large number of sources and literature on mentoring in foreign literature, we will focus on those that are close to the idea of our study and reveal mentoring as the process that enriches and influences professional development of mentors and students. Thus, several researchers define the mentoring process as voluntary partnership between a mentor and a mentee (Petrovska et al, 2018;Rudenko et al, 2020). The mentor tries to improve skills of the beginning teacher that he has already developed in this process.…”