SELF-MONITORING OF THE EDUCATIONAL IDENTITY AS A COMPONENT OF EDUCATIONAL PROCESS AT A PEDAGOGICAL UNIVERSITY
DOI: 10.23951/1609-624X-2017-8-46-50
The article analyzes the problem of qualitative preparation and professional self-determination of graduates - future teachers in the context of self-monitoring of educational identity. Most higher educational organizations take into account, to varying degrees, new innovative educational technologies. The humanistic approach in education is relevant to the subject-subject paradigm, the transition to which is possible through the development and formation of subject positions of students, transferring them from passive consumers of information to actively and consciously acting participants in the educational process, subjects of educational activity. «Quality» is a fundamental parameter of any kind of activity and is now considered as one of the most important categories of philosophy and a term actively used in the modern economy. This process in the pedagogical system has specific features. Thus, the expert evaluation of the management of the quality of the pedagogical process, referring to the administrative language, refers to the internal audit of the content of education in a pedagogical university. Improving the quality of education also involves solving important methodological problems in the management of the quality of teacher education, which include the solution of the psychological and pedagogical problem of professional self-determination and educational identity. According to the authors, the self-monitoring procedure can complement the practice of developing subject-subject relations in the modern educational process, in the management of the quality of pedagogical education through the development of professional self-determination of graduate students.
Keywords: education, management, teaching profession, self-monitoring, identity, quality of education
References:
1. Aleksashina I. Yu. O podgotovke spetsialistov dlya otkrytogo obrazovatel’nogo prostranstva [On preparation of specialists for the open educational space]. Materialy seminara «Parlamentskiye debaty», 24–29 noyabrya 2001 g. [Proceedings of the seminar “Parliamentary debates” 24–29 November 2001], 2001. pp. 14–19 (in Russian).
2. Prozumentova G. N. Strategii upravleniya innovatsiyami v obrazovanii [Innovation management strategies in education]. Upravleniye innovatsionnymi protsessami v obrazovanii: problemy i podkhody k ikh resheniyu [Management of innovative processes in education: problems and approaches to their solution]. Tomsk, 2000, pp. 60–69 (in Russian).
3. Pulyaev V. G. Novaya paradigma razvitiya obrazovaniya i osnovnye kontury ee realizatsii v Rossii [The new paradigm of the development of education and the basic contours of its implementation in Russia]. SOCIS – Sociological Studies (Socis), 1998, p. 28 (in Russian).
4. Luk’yanov O. V. Proekt: masterskaya – zhanr, adekvatnyy gumanisticheskomu podkhodu v psikhologii i obrazovanii [Project: workshop - a genre adequate to the humanistic approach in psychology and education]. Materialy Vserossiyskoy nauchno-prakticheskoy konferentsii [Materials of the All-Russian scientific and practical conference]. Tomsk, 2010, vol. 2, pp. 261–265 (in Russian).
5. Bogdanova E. L. K probleme razvitiya sub’’ektnosti uchastnikov obrazovatel’nogo protsessa [On the problem of subjectivity involved in the educational process]. Materialy Vserossiyskoy nauchno-prakticheskoy konferentsii [Materials of the All-Russian scientific and practical conference]. Tomsk, TSU, 2000. Vol. 2, pp. 105–108 (in Russian).
6. Aristov O. V. Upravleniye kachestvom: uchebnoye posobiye dlya vuzov [Quality control: textbook for universities]. Moscow, Finstatinform Publ., 2013. 127 p. (in Russian).
7. Smirnov E. A. Upravleniye kachestvom reklamy: uchebnoye posobiye [Quality management of advertising: a tutorial]. Moscow, RIP-kholding Publ., 2011. 263 p. (in Russian).
8. Kondakov I. M. Metodicheskiye problemy monitoringa obrazovaniya [Methodical issues of education monitoring]. Zhurnal prikladnoy psikhologii – Journal of Applied Psychology, 2012, no. 2, pp. 8–19 (in Russian).
9. Sergeev A. G., Latyshev M. V. Sertifikatsiya: uchebnoye posobiye [Certification: textbook]. Moscow, Logos Publ., 2012, 248 p. (in Russian).
10. Gatieva A. N. Osobennosti metodiki i itogi modelirovaniya pedagogicheskogo upravleniya [Features of methods and results of pedagogical management simulation]. Armavir, 2012. 23 p. Deponirovano v INION RAN 02.04.12. № 57112 (in Russian)
11. Zhiginas N. V., Zolokotskaya I. A. Usloviya formirovaniya obrazovatel’noy identichnosti v professionalizatsii i stabilizatsii psikhicheskogo zdorov’ya vypusknikov pedagogicheskogo vuza [Conditions of formation of educational identity in professionalisation and stabilization of mental health of pedagogical higher school graduates]. Sibirskiy vestnik psikhiatrii i narkologii – Siberian Herald of Psychiatry and Addiction Psychiatry, 2004, no. 2, pp. 57–61 (in Russian).
12. Shishov S. E., Kal’ney V. A. Monitoring kachestva obrazovaniya v shkole [Monitoring of the quality of education at school]. Moscow, MSPU Publ., 2008 (in Russian).
( 381.46 kB ) 
( 374.06 kB )
Issue: 8, 2017
Series of issue: Issue 8
Rubric: PEDAGOGICAL EDUCATION
Pages: 46 — 50
Downloads: 230