Specific Features of Modular Educational Programs for Training Bachelors in Pedagogy

Introduction. The article is devoted to the description of approaches to the design of educational programs of the pedagogical profile of training implemented at the Minin University. The article substantiates the application of the modular structure of educational programs and describes the blocks of modules in the preparation of the future teacher. The idea of introducing modules of "universal training", based on the anthropological approach and providing the possibility of changing the educational trajectory after the 2nd year of study, is considered. The article presents an analysis of the methodological and practical results of the work of the team of teachers in the framework of the project "Modernization of educational activities: new logistics solutions" in 2016-2020 at Minin University.Materials and Methods. To solve the tasks set in the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. The main methods of practical research are analysis, synthesis and formalization, pedagogical design, description of approaches to the design of the structure and content of educational programs for the training of future teachers.Results. The article presents the main conceptual approaches to the design of educational programs. The structure of the educational program of training of the future teacher is defined, including such blocks of modules as modules of universal training, modules of psychological and pedagogical training, modules of methodological and subject training, modules of specialization. The stages of design and management levels of the modular educational program of the future teacher are presented.Discussion and Conclusions. Conclusions are drawn that the presented approaches to the construction of educational programs allow us to implement the ideas of effective "entry into the profession", changing the direction or profile of training after the 2nd year. The main directions of further development of approaches to the design of educational programs are determined.

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Section: обзор литературыunclassified

The concept of designing the main professional educational programs of future teachers

Paputkova

Saberov

Filchenkova

2021

Vestn. Mininskogo univ.

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German/French language teachers university training system in the context of competence activities and professionally directed educational model

Круглова,

Бабакина,

Гребёнкина

2023

Pedagogical Review

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Рассматривается проблема профессиональной подготовки будущих учителей немецкого/французского языков в рамках второго профиля по направлению подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки). Описана структурно-содержательная модель профиля «Немецкий/французский язык» на примере реализуемой в Институте иностранных языков и международного сотрудничества Томского государственного педагогического университета соответствующей основной образовательной программы. Анализ образовательной модели показал комплексный характер профильной подготовки, а также обнаружил выстроенную внутри нее иерархию условно выделяемых уровней: когнитивный (дисциплины предметного модуля) – конструктивный (дисциплины методического модуля) – продуктивный (практики). Сделан вывод о том, что прагматичный и прикладной (практико-ориентированный и профессионально направленный) характер структурно-содержательной модели профиля дает основу для формирования компетентностной личности и является показателем готовности обучающегося к выбранной деятельности на личностно-педагогическом уровне. The article examines the problem of professional training of future German (French) language teachers within the framework of the second specialisation in the field of study ‘44.03.05 Pedagogical Education’ (with two training directions). The structural content model of the German (French) language profile is described using the relevant basic educational program implemented at the Institute of Foreign Languages and International Cooperation of Tomsk State Pedagogical University. The issue is raised about the quality of bachelor’s training in the second direction: concerning the optimal ratio of the efforts required by the first and second directions, the features of the structural-content model of mastering disciplines (modules) and practices, the basic principles, methods, techniques and forms of organising the educational process in order to form a whole standard complex of competencies and students’ achieving new levels of personal development. The analysis of the educational model showed the complex nature of specialised training, a shift of emphasis to achieving specific educational results formulated in the current Federal State Educational Standards, which allows to reveal a built-in hierarchy of conventionally distinguished levels: cognitive (subject module disciplines) - constructive (methodological module disciplines) – productive (practice) and in general, pragmatic and applied nature of the development of the educational trajectory. It is concluded that the pragmatic and applied (practice oriented and professionally oriented) nature of the structural and content model of the specialisation provides the basis for the formation of a competence-based personality and is an indicator of the student’s readiness for the chosen activity at the personal-pedagogical level.

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Organizational and Pedagogical Conditions of Formation of General Professional Competence of a Future Teacher in the Process of Mastering Additional Educational Programmes

Gavrilova

2024

Development of education

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The article considers the organisational and pedagogical conditions of formation of general professional competences of a future teacher in the process of mastering additional educational programmes. The author reveals the essence and content of the conditions through the formation of motivational interest in students, ensuring the integration of basic and additional educational programmes, early involvement of students in pedagogical activities. The solution of the problem of formation of general professional competences of the future teacher is considered possible within the framework of implementation of quasi-professional approach in training, which is integrated in the educational environment of the university as a set of methods and techniques of training, forms, means aimed at the formation of pre-professional mobility of students. This approach is possible through the integration of additional courses (electives, studios, creative workshops, clubs, etc.), the introduction of interactive methods, group training and research activities, practices with different purposes as a foundation for laying the basic general professional competences of future teachers. Pedagogical conditions are a necessary component of the process of professional training of students. They should be taken into account in the organisation of the pedagogical process, which will further ensure a high level of adaptation to professional activity.

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Specific Features of Modular Educational Programs for Training Bachelors in Pedagogy

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The concept of designing the main professional educational programs of future teachers

The concept of designing the main professional educational programs of future teachers

German/French language teachers university training system in the context of competence activities and professionally directed educational model

Organizational and Pedagogical Conditions of Formation of General Professional Competence of a Future Teacher in the Process of Mastering Additional Educational Programmes

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