KEY AIMS AND PRINCIPLES OF CONTEMPORARY TEACHERS‘ TRAINING
The article deals with the contemporary aims of teachers’ training that are connected with the actual tendency of transition to the educational paradigm of post-industrial society. The key principles of contemporary teachers’ training based on the analysis of the common principles of professional training and general university training are summarized and characterized. In the article the principles of contemporary professional teacher’ training are grouped and characterized. The most important of them are: adoption of requirements of competence-based approach; fundamentalization; studentcentered teaching; individual professional “growing”; outrunning nature of teachers’ education; continuity, succession, integration, variability, flexibility and openness of teachers’ education; practical orientation (processability) of teachers’ training.
Keywords: contemporary professional training, professional teachers’ training, aims of contemporary teachers’ training, principles of contemporary teachers’ training
References:
1. Stepanova I. Yu., Adol’f V. A. Professional’naya podgotovka uchitelya v usloviyakh stanovleniya postindustrial’nogo obshchestva [Professional teachers’ training in the conditions of postindustrial society]. Krasnoyarsk: KSPU Publ., 2009. 520 p. (in Russian).
2. Balakireva E. V. Professiologicheskiy podkhod k razvitiyu teorii pedagogicheskogo obrazovaniya [Professiological approach to the development of the theory of pedagogical education]. Chelovek i obrazovaniye – Man and Education, 2009, no. 3 (20), pp. 60–64 (in Russian).
3. Radionova N. F., Tryapitsyna A. P. Perspektivy razvitiya pedagogicheskogo obrazovaniya: kompetentnostnyy podkhod [Prospects for the development of teacher education: competence approach]. Chelovek i obrazovaniye – Man and Education, 2006, no. 4–5, pp. 7–14 (in Russian).
4. Professional’naya podgotovka: uchebnik dlya studentov, obuchyayushchichsya po pedagogicheskim spetsialnostyam i napravleniyam. 3rd ed., rev. [Professional Pedagogy: the textbook for students of pedagogical specialties and directions]. Ed. S. Ya. Batysheva, A. M. Novikov. Moscow: EGVES Publ., 2009. 456 p. (in Russian).
5. Pedagogika: Bolshaya sovremennaya entsiklopediya. Sost. E. S. Rapatsevich [Pedagogy: Large contemporary encyclopedia. Comp. E. S. Rapatsevich]. Minsk: Sovremennoye slovo Publ., 2005. 720 p. (in Russian).
6. Palikhova N. A. Formirovaniye kompetentnostnoy modeli budushchego uchitelya na osnove studentotsentrirovannogo podkhoda v ramkakh FGOS VPO [Formation of competence model of the future teacher on the basis of student-centered approach within the FSES HPO]. Sovremenniye problemy nauki i obrazovaniya – Contemporary Problems of Science and Education, 2013, no. 2. URL: http://www.scienceeducation.ru/108–9115 (accessed 20 July 2014) (in Russian).
7. Seryakova S. B. Printsipy perekhoda visshego pedagogicheskogo obrazovaniya na urovnevuyu podgotovku v kontekste Bolonskogo protsessa [Principles of transition of the higher pedagogical education in level training in the context of the Bologna process]. Pedagogicheskoye obrazovaniye i nauka – Pedagogical Education and Science, 2011, no. 8, pp. 22–26 (in Russian).
8. Burlakova T. V. Printsipy individualizatsii professionalnoy podgotovki budushchikh uchiteley [Principles of individualization of future teachers’ training]. Yaroslvskiy pedagogicheskiy vestnik – Yaroslavl Pedagogical Bulletin, 2008, no. 4 (57), pp. 40–44 (in Russian).
9. Esaulova M. B. Printsip preemstvennosti v sovremennom professional’nom pedagogicheskom obrazovanii [The Principle of succession in contemporary professional pedagogical education]. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena – Izvestia: Herzen University Journal of Humanities and Science, 2005, no. 12, pp. 223–235 (in Russian).
10. Kurovskiy V. N., Pyatkina G. N. Obrazovatelnye sistemy kak integriruyushchiy faktor i mekhanizm vozdeystviya sotsial’noy i ekonomicheskoy sfer obshchestva [The educational system as an integrating factor, and mechanism of action of the social and economic spheres of society]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, vol. 3 (156), pp.159–164 (in Russian).
11. Kochergina O. A. Variativnost’ obshchepedagogicheskoy podgotovki kak usloviye razvitiya tvorcheskoy indidvidual’nosti budushchego uchitelya. Diss. kand. ped. nauk [Variability of general pedagogical training as a condition of development of creative individuality of the future teacher: Diss. cand. ped. sci.]. Rostov-on-Don, 2002. 179 p. (in Russian).
12. Zubarev K. A. Otkritost’ kak fenomen sovremennogo obrazovaniya [Openness as a phenomenon of contemporary education]. Pedagogicheskoye obrazovaniye v Rossii – Pedagogical Education in Russia, 2012, no. 3, pp. 6–10 (in Russian).
13. Cherkasova I. I., Yarkova T. A. Pedagogika visshey shkoly: uchebnoye posobiye dlya aspirantov [Higher School Pedagogy: a textbook for graduate students]. Tobolsk: TGSPA im. D. I. Mendeleeva Publ., 2012. 171 p. (in Russian).
( 391.31 kB ) 
( 384.75 kB )
Issue: 12, 2015
Series of issue: Issue 12
Rubric: PROFESSIONAL DEVELOPMENT OF TEACHER
Pages: 36 — 41
Downloads: 1366