PROFESSIONAL TRAINING OF STUDENTS-PHILOLOGISTS IN THE CONTEXT OF INTERACTION BETWEEN UNIVERSITY AND SCHOOL
DOI: 10.23951/1609-624X-2017-10-56-61
In the article we are talking about the interaction of the higher and secondary schools in the context of the implementation of the competence approach, on the one hand, as a manifestation of the openness and continuity of the modern educational process, on the other, as an important component of the university training of students who study in the field of Pedagogical Education. It is noted that a knowledge component in the university education of this contingent of trainees should be present sufficiently, and substantive training should necessarily be guided by future professional activity. In fact, university training in the subject area of students of a pedagogical university should use the criterion of applicability of information in future professional activity as a priority reference point in studying any topic of each subject block. In this connection, the student is obliged to know the normative base of general education, to have an idea of the programs implemented in the general education school, to be able to give them a competent assessment. The student should be familiar with a certain range of scientific and educational-methodical literature on the subject. The role of educational and production practices, research work, as well as network sites, stimulating students’ motivation for mastering the profession, social adaptation and personal growth, is also being updated in the process of the university training of students-philologists. As an example, the forms of network interaction practiced in the process of implementing the program “Formation of the professional culture of teachers in the new educational conditions” are analyzed as part of the network of the experimental site “school – university” (IAOU School No. 14 named after A. F. Lebedev, Tomsk – Tomsk State Pedagogical University). It is concluded that it is the orientation of a pedagogical university to a school and close interaction with it that will allow for the professional training of students-philologists in the context of the changed requirements of society, presented to the modern teacher.
Keywords: competence approach, openness of the educational environment, network interaction, continuity of the educational process
References:
1. Federal’nye gosudarstvennye obrazovatel’nye standarty [Federal state educational standards] (in Russian). URL: http://минобрнауки.рф (accessed 7 May 2017).
2. Bergson A. Dva istochnika morali i religii [Two sources of morality and religion]. Moscow, Kanon Publ., 1994. 384 p. (in Russian).
3. Popper K. R. Otkrytoye obshchestvo i ego vragi. V 2 t. [Open society and its enemies]. Moscow, Feniks, Mezhdunarodnyy fond “Kul’turnaya initsiativa” Publ., 1992. 448 p. (in Russian).
4. Sheveleva S. S. Otkrytaya model’ obrazovaniya (sinergeticheskiy podkhod) [Open model of education (synergetic approach)]. Moscow, Magistr Publ., 1997. 47 p. (in Russian).
5. Rakhkoshkin A. A. Otkrytost’ obrazovatel’nogo protsessa (na primere zapadnoevropeyskoy pedagogiki) [Openness of the educational process (on the example of Western European pedagogy)]. Velikiy Novgorod, NovSU Publ., 2005. 140 p. (in Russian).
6. Korotaeva E. V. Pedagogicheskoye vzaimodeystviye: opyt problemnogo analiza [Pedagogical interaction: experience of problem analysis]. Ekaterinburg, USPU Publ., 2008. 276 p. (in Russian).
7. Kovalevskaya E. N., Kur’yanovich A. V., Misyakova T. A. Formirovaniye proektnykh kompetentsiy studentov-filologov v praktike vzaimodeystviya vuza i shkoly [Formation of project competence of students-philologists in the practice of interaction between university and school]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, vol. 10 (175), pp. 114–120 (in Russian).
8. Ofitsial’nyy sayt Tomskogo gosudarstvennogo pedagogicheskogo universiteta [Official site of Tomsk State Pedagogical University] (in Russian). URL: http://www.tspu.edu.ru/iff/news/15242-itogi-uchebnoj-praktiki-studentov-gruppy-352-zanimayushchikhsya-v-spetsseminare-po-teorii-yazyka. html (accessed 8 May 2017).
9. Dmitriev N. A. Teoreticheskaya model’ setevogo vzaimodeystviya “shkola – vuz” v sisteme professional’nogo obrazovaniya [Theoretical model of network interaction “school-university” in the system of vocational education]. Izvestiya Tul’skogo gosudarstvennogo universiteta. Gumanitarnye nauki – Izvestija TulGU. Humanitarian Sciences, 2013, no. 3-2, pp. 74–81 (in Russian).
( 376.44 kB ) 
( 368.5 kB )
Issue: 10, 2017
Series of issue: Issue 10
Rubric: METHODICAL SUPPORT OF PHILOLOGICAL EDUCATION
Pages: 56 — 61
Downloads: 784