The text provides information about the First All-Russian scientific and practical conference with international participation "Socio-pedagogical and psychological-pedagogical activity: actual problems, achievements, innovations". The main events of the conference, reports at the plenary session, the work of discussion platforms, open lectures, master classes are reported. The provisions of the resolution adopted by the participants of the scientific meeting and aimed at the development of socio-pedagogical and psychological-pedagogical activities are given.
In: Izvestija Saratovskogo universiteta: Izvestiya of Saratov University. Serija filosofija, psichologija, pedagogika = Philosophy, psychology, pedagogy, Band 23, Heft 4, S. 458-463
In the introduction it is stated that forming graduate students' readiness for pedagogical activity is based on the methodology of the post-non-classical science, which allows to use qualitative research methods aimed at interpreting opinions, standpoints, values of the actors as legitimate "data" and to define understanding of pedagogical activity's specifics and the key trends in the development of higher education. Theoretical analysis is dedicated to understanding the purpose and meaning of pedagogical activity of a university professor from the standpoint of holistic approach. The article analyses valuable, theoretical and technological components of activity. It is pointed out that pedagogical activity can be logically analysed as a type of activity aimed at certain pedagogical problems. Empirical analysis is built around describing research results within the framework of solving academic pedagogical tasks by graduate students of Saratov State National Research University within the framework of the course named "University-level Pedagogics". The article presents the results of academic tasks performed by graduate students. Conclusion Graduate students working as teaching assistants and instructors showed greater psychological readiness to carry out teaching activities at university. On the one hand, a significant fraction of graduate students has virtually no experience in teaching and, due to this, has certain expectations of teaching practice; on the other hand, the empirical study results indicate that it is this category that is interested in working under conditions of changes in the digital environment and mastering new educational technologies.
In: Izvestija Saratovskogo universiteta: naučnyj žurnal = Izvestiya of Saratov University : scientifical journal. Serija: Istorija, meždunarodnye otnošenija = History, international relations, Band 23, Heft 1, S. 131-135
The article examines the life path and the main results of the scientific and pedagogical activity of the Candidate of Historical Sciences, associate professor of the Department of History of the Middle Ages of Saratov State University M. E. Belyaeva (1942–2017). The materials of the historian's personal file stored in the university archive are involved.
Arkady Zhukovsky is known almost all over the world for his encyclopedic experience, social and political activities, scientific works in the field of history, religion, geography, etc. Along with this an important place in the sphere of his interests and vocations was given to pedagogical activity. An important task for himself, the scientist put systematic work on the organization of Ukrainian school abroad.The purpose of this exploration is to shed light on the fundamental achievements of the scientist in the field of teaching geography and to make them available to a wide range of readers.During the study, we used techniques such as search and information gathering, analysis, synthesis of submissions received, explanation and classification when writing articles.This study examines the approaches and techniques Arcadiy Zhukovsky geography teaching in a foreign country, it focuses on the study of geography Ukraine, but this valuable information can easily be projected onto any other geographic unit and used today in teaching practice. Academician Arkadiy Zhukovsky as a talented scientist, experienced and responsible teacher, a conscious citizen has highlighted important pedagogical values and advice in his publications raised serious questions about the teaching of geography and proposed it solutions. When working with students, the scientist proposes to focus on the following points: analysis of available textbooks for teachers and students; use of comparative characteristics of geographical features of countries; provide the students with materials describing the terrain and landscapes of the countries; pay attention to different levels of students' knowledge.Undoubtedly, this information will be useful and interesting both for teachers, teachers, scientists, as well as for those who are interested in the life of a famous scientist, academician Arkadiy Zhukovsky.
Arkady Zhukovsky is known almost all over the world for his encyclopedic experience, social and political activities, scientific works in the field of history, religion, geography, etc. Along with this an important place in the sphere of his interests and vocations was given to pedagogical activity. An important task for himself, the scientist put systematic work on the organization of Ukrainian school abroad.The purpose of this exploration is to shed light on the fundamental achievements of the scientist in the field of teaching geography and to make them available to a wide range of readers.During the study, we used techniques such as search and information gathering, analysis, synthesis of submissions received, explanation and classification when writing articles.This study examines the approaches and techniques Arcadiy Zhukovsky geography teaching in a foreign country, it focuses on the study of geography Ukraine, but this valuable information can easily be projected onto any other geographic unit and used today in teaching practice. Academician Arkadiy Zhukovsky as a talented scientist, experienced and responsible teacher, a conscious citizen has highlighted important pedagogical values and advice in his publications raised serious questions about the teaching of geography and proposed it solutions. When working with students, the scientist proposes to focus on the following points: analysis of available textbooks for teachers and students; use of comparative characteristics of geographical features of countries; provide the students with materials describing the terrain and landscapes of the countries; pay attention to different levels of students' knowledge.Undoubtedly, this information will be useful and interesting both for teachers, teachers, scientists, as well as for those who are interested in the life of a famous scientist, academician Arkadiy Zhukovsky.
Arkady Zhukovsky is known almost all over the world for his encyclopedic experience, social and political activities, scientific works in the field of history, religion, geography, etc. Along with this an important place in the sphere of his interests and vocations was given to pedagogical activity. An important task for himself, the scientist put systematic work on the organization of Ukrainian school abroad.The purpose of this exploration is to shed light on the fundamental achievements of the scientist in the field of teaching geography and to make them available to a wide range of readers.During the study, we used techniques such as search and information gathering, analysis, synthesis of submissions received, explanation and classification when writing articles.This study examines the approaches and techniques Arcadiy Zhukovsky geography teaching in a foreign country, it focuses on the study of geography Ukraine, but this valuable information can easily be projected onto any other geographic unit and used today in teaching practice. Academician Arkadiy Zhukovsky as a talented scientist, experienced and responsible teacher, a conscious citizen has highlighted important pedagogical values and advice in his publications raised serious questions about the teaching of geography and proposed it solutions. When working with students, the scientist proposes to focus on the following points: analysis of available textbooks for teachers and students; use of comparative characteristics of geographical features of countries; provide the students with materials describing the terrain and landscapes of the countries; pay attention to different levels of students' knowledge.Undoubtedly, this information will be useful and interesting both for teachers, teachers, scientists, as well as for those who are interested in the life of a famous scientist, academician Arkadiy Zhukovsky.
The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students' educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects.
The article partially uses the materials of the author's dissertation "Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities" (2015) for the degree of Doctor of Pedagogical Sciences.
В статье описана модель оценки профессиональной компетенции будущего педагога с помощью цифрового симулятора педагогической деятельности. Рассмотрена возможность применения симулятора в подготовке будущих педагогов, который позволит выявить у бакалавров уровень владения общепрофессиональными компетенциями и повысить эффективность профессиональной подготовки. Цель статьи – определить и обосновать возможность оценки общепрофессиональных компетенций бакалавров посредством цифрового симулятора педагогической деятельности. В представленной модели определены показатели и индикаторы знаний, умений и навыков будущих педагогов. К данным показателям отнесены умения разрабатывать учебные программы, планировать результаты согласно требованиям ФГОС, организовывать учебную деятельность, контролировать результаты обучающихся, осуществлять учебную работу на основе специальных научных знаний. В статье описываются этапы проверки компетенций, которые дифференцированы в соответствии с действиями учителя, производимыми в реальном классе. В результате прохождения симулятора программа дает количественную и качественную оценку знаний, умений и навыков будущих педагогов и формирует рекомендации в случае неверных педагогических действий в процессе прохождения виртуального урока. The article describes a model for the assessment of professional competence of a teacher-to-be using a digital simulator of pedagogical activity. It considers the possibility of using a simulator in the training of teachers-to-be, which will allow to identify the level of proficiency in general professional competences of bachelor's degree students and increase the efficiency of professional training. The purpose of the article is to determine and substantiate the possibility of assessment of general professional competencies of bachelor's degree students through a digital simulator of pedagogical activity. The presented model defines indicators and indicators of knowledge, skills and abilities of teachers-to-be. These indicators include the ability to develop training programs, to plan results according to the requirements of the Federal State Educational Standard, the ability to organize educational activities, to monitor the results of students, carry out educational work based on special scientific knowledge. The article describes the stages of competence testing, which are differentiated in accordance with the actions of the teacher in a real classroom. As a result of passing the simulator, the program gives a quantitative and qualitative assessment of knowledge, skills and abilities to teachers-to-be and forms recommendations in case of incorrect pedagogical actions during a virtual lesson.
The issue of sports disciplines teachers` taste for pedagogical activity formation, as well as of persons who have gained a qualification in other areas of professional activity, becomes very relevant. Social pedagogical practices for modern Ukraine are a new pedagogical phenomenon, which, however, is already enshrined in the legislation of our country. This article presents the experience of "social pedagogical practice", which exists in the system of professional training of teachers, in particular, of sports disciplines in China. Also, the article pays attention to the discrepancy between the terminological apparatus of the People's Republic of China and Ukraine regarding the problem mentioned, with the obvious identity of the purpose and objectives of the process. Social pedagogical practices in the People's Republic of China are an integral part of the general system of vocational training of teachers and other pedagogical workers. Today, students-practitioners in the People's Republic of China, who come to institutions of secondary education to practice pedagogy on their own will ("social pedagogical practices"), besides acquiring purely professional skills, also take part in the educational work of the school. However, their work, to a large extent, is reduced to help to senior teachers to organize the current educational process that takes place at school in accordance with the annual "School Work Plan". Social pedagogical practices are not obligatory when studying in a pedagogical university in China, but are stimulated by a higher educational institution. The non-eligibility of any practice is explained by the specifics of the educational process organization in the country in general, in which practice as a form of work is carried out the educational process and is included in the system of acquisition and advanced training at the workplace. In other words, at the university students receive general pedagogical theoretical trainings, and at the first place of work they have to work for one year as a ...
