CC BY
38. Bryant, Chr. (1983) Jung and the Cristian way. L.
9. Donn, L. (1988) Freud and Jung: Years of friendship, years of loss. N. Y.
10. Dry, A. M. (1961) The psychology of Jung. A critical interpretation. L., N. Y.
11. Jung, C. (1969) Psychology and Religion: West and East. London: Routledge and Kegan Paul.
12. Morton, K. (1971) Jung as Philosopher and theologian. N.Y.
13. Sanford, J. (1991) A Soul journey: A Jungian analyst looks at reincarnation. New York: Crossroad
14. Steele, R. (1982) Freud and Jung: Conflicts of interpretation. L.
15. Stevens, A. (1989) The roots of war: A Jungian perspective. - New York: Paragon house.
ON THE DEVELOPMENT AND IMPLEMENTATION OF EDUCATIONAL PROGRAMS' MODULES FOR NON-TEACHING UNDERGRADUATE STUDENTS MOTIVATED TO PEDAGOGICAL ACTIVITY
Professional standard of the teacher creates the preconditions for the development of appropriate vocational training programs, which content and results of the implementation require detailed analysis and identification of the best practices. Training of the competitive expert based on the formation of professional competence can be implemented for senior non-teaching undergraduates motivated for teaching activities within the framework of students' academic mobility in a network interaction. The educational program information presented in the article shows the ways to change the system teachers' training organization, development and improvement of content and technologies of their training. The authors describe the experience in the development and testing of variable, multichannel model of teacher training involving the possibility of a transition of non-pedagogical directions of training's students in terms of a network interaction to pedagogical directions. The presented educational programme aims to enable the construction of individual educational trajectories of students enrolled at non-teaching directions of training motivated to teaching. The paper notes the possibilities of practical use of the materials developed by higher education institutions in developing their own training programs for non-teaching undergraduate.
Keywords
modernization of the education system, teacher training, professional standard of the teacher, modularity of educational programmes, Tuning methodology
Abstract
AUTHORS
Svetlana Krayushkina
PhD, Associate Professor Tula State Lev Tolstoy Pedagogical University
Valentina Yakushina
PhD, Associate Professor Tula State Lev Tolstoy Pedagogical University
Tula, Russia
Tula, Russia v. yakushina@mail. ru
Anna Zabelina
Senior lecturer, Tula State Lev Tolstoy Pedagogical University
Tula, Russia annavzabelina@mail. ru
Tatiana Gubareva
Senior lecturer, Tula State Lev Tolstoy Pedagogical University
Tula, Russia [email protected]
The training of future teachers should be currently focused on new requirements for the quality of school education which are represented in the federal state educational standards, requirements reflected in the professional standard of the teacher. It makes necessary to change the teacher training system of the organization, to develop and to improvement the content and technologies of teacher training. Training of the competitive expert based on the formation of professional competence can be implemented for senior non-teaching undergraduates motivated for teaching activities within the framework of students' academic mobility in a network interaction.
Within the framework of the Federal Target Programme for the Development of Education, National University of Science and Technology "MISiS" (MISiS) in collaboration with leading universities of Russia participates in the implementation of the project "Development and testing of new modules and rules of the implementation of the basic educational undergraduate programme for the enlarged group of specialities (EGS) "Education and Pedagogy" (the direction of training - Pedagogical education) involving academic mobility of university students of pedagogical profile (non-teaching directions of training) in terms of a network interaction.
The aim of the project is to develop the network forms of teacher education based on new modules and rules of undergraduate programmes' implementation that involve multi-channel obtaining of pedagogical education as a basis for improving the federal educational standards, and developing new exemplary basic educational programmes.
Under the joint project, urgent tasks of modernization of future teachers' vocational training have been set. At the initial stage of the project the main tasks have become: development of new modules of undergraduate programmes for the enlarged group of specialties "Education and Pedagogy" (direction of training - Pedagogical education), involving students' academic mobility (the ability to transfer 2-3-year undergraduate students of non-teaching directions of training to them) in terms of the network interaction and a set of documents (rules, orders, guidelines, regulations) ensuring regulatory legal and financial conditions as well as rules for their implementation.
The next task was to carry out the testing of developed modules in the leading Russian universities: Tula State Lev Tolstoy Pedagogical University, Federal State Budget Educational Institution of Higher Professional Education "Kaluga State University named after K.E. Tsiolkovski", Federal state government-financed educational institution of higher professional education "Orel State University".
The final task of the project is to prepare analytical and methodical materials on the results of the testing of new modules for undergraduate programs for EGS "Education and Pedagogy" (the direction of training - Pedagogical Education) involving academic mobility of students in a network interaction for future use and replication of the experience.
At the present time, several stages of testing have already passed in accordance with the developed algorithm. In the preparatory phase, the schedule of testing was designed, the selection of Russian and international experts involved in the testing was carried out; there were provided necessary conditions for testing, including classroom fund, computers (computer classrooms), presentation equipment, access to library resources, the Internet; lists and groups of undergraduate students to participate in the testing of new modules of the basic professional educational program were created; teachers and employees to implement new modules of the basic professional educational programme were selected; academic advisors for the interaction with the participants of testing were assigned; the timetable was composed; there were prepared handouts (including curriculum, lecture materials, etc.) to provide each member of testing with them; there was formed a package of educational-methodical documentation (an attendance book, a register of technical means of training, forms of the pedagogical and methodological analysis of academic disciplines, the form of the report on the implementation of training courses, etc.) for teachers who were participants of new modules testing; a setup workshop-meeting with
faculty and staff involved in the implementation of new modules of the basic professional educational programme was organized and conducted; meetings with groups of students participating in the testing were organized and conducted.
In the main phase of the testing, the documentation support for the implementation of new modules of the basic professional educational programme (registration of orders on enrolment of students on the programme and students' attendance book, etc.) and training of students participating in the testing are carried out. Current questioning of students on the degree of educational process' satisfaction and supervision over the implementation of testing (an attendance book, a register of technical means of training and etc) are conducted. Teachers carry out the current pedagogical and methodological analysis of the new modules disciplines; workshops with testing participants are held.
To monitor the testing process, interim measures involving an analysis of the questioning of students on the degree of satisfaction with the educational process are conducted as well as teachers' training, collection of their reports on the implementation of academic disciplines and recommendations to finalize the modules of the basic professional educational programme; preparation of academic advisors' reports; collection and taking into consideration of the testing participants' opinions, analysis of generated reports and recommendations. Based on the data, in the final phase, a final report on the carried out testing of the modules of the basic professional educational program will be formed.
A key condition for the solution of the tasks is to prepare undergraduate students of non-pedagogical directions of training which is focused on the formation of the necessary professional competencies and employment functions required to subject teachers. The developed modules are aimed at the development of the future teacher's labour activity and necessary knowledge and skills in a particular subject area, and they can be integrated into non-teaching educational undergraduate programme. Integration of the modules into the basic education programme gives the opportunity to keep a fundamental knowledge of the subject area increasing the focus on the practical training of pedagogical activity.
The practical orientation of the modules is realized through disciplines aimed at developing of such skills as:
- to manage forms and methods of training including extended school activities: project work, laboratory experiments, field practice, etc.;
- to assess the students' knowledge on the basis of testing and other methods of control in accordance with the real educational opportunities of children;
- to work out and to apply modern psychological and pedagogical technologies based on knowledge of the laws of personality's development and behaviour in real and virtual environments;
- to use special approaches to teaching in order to include all students including those with special educational needs: students who have shown outstanding abilities in the educational process; students for whom the Russian language is not native; students with disabilities;
- to master professional purpose to help any child regardless of their real learning opportunities, particularly in the behaviour, the mental and physical health state;
- to carry out psychological and pedagogical support of basic educational programmes;
- to understand the documentation of professionals (psychologists, speech pathologists, speech therapists, etc.);
- to create psychological and pedagogical characteristics (portrait) of student's personality;
- to develop and to implement individual learning routes, individual development programmes and individually oriented educational programmes, taking into account personal and age characteristics of students;
- to manage standardized methods of psychodiagnostics of students' personal and age characteristics;
- to evaluate learning outcomes: formed in the given course subject and metasubject competence and to monitor personal characteristics.
Taking into consideration the fact that undergraduate students of second and third-year non-teaching directions of training are involved in the testing of the project, it is proceeded from the fact that they are sufficiently familiar with the disciplines that form the general cultural and general professional competences, in other words, they sufficiently mastered the subject competences and need to learn generalized employment functions of a subject teacher.
Therefore, the four modules have been offered by developers. Two main modules are focused on professional teacher training: "Teacher as a facilitator of educational space" and "Designing and implementation of effective educational technologies." Two supporting modules are related to the formation of the common cultural and information and communication competencies: "Education in the context of social reality" and "ICT in teacher's activity." The total volume of modules is designed on the basis of 60 credits, of which mandatory teacher training modules comprise 42 credits (36 credits are disciplines of the base and variable parts and 6 credits are the practical training). This distribution of credits allows to "building in" the modules in non-teaching educational programme depending on the educational process. Supporting modules are 18 credits (6 credits are the module "ICT in teacher's activity" and 12 credits are the module "Education in the context of social reality"). They are not obligatory to learn but as the core modules, they are also aimed at creating employment functions, necessary skills and knowledge established by the Professional standard of the teacher.
Each module includes both compulsory subjects and optional part of the disciplines that complement and deepen the knowledge gained in the study of compulsory subjects, and aimed at strengthening the practical training of students. The structure and content of module disciplines are focused on the new nature of student's work involving the integration of learning and research: research methods become the methods of study but learning process makes it possible to directly involve students in a quasiprofessional activity. Thus, it provides a solution to the problem of transition from the teaching of individual disciplines to the complex organization of students' learning and research activity in the proposed educational programme. For this purpose for each of the proposed modules it has been developed an adequate system of monitoring and evaluation of forming students' respective competencies and employment functions followed by resources of evaluation funds for current, intermediate and final certification, integrated teaching and research assignments according to the modules, technologies of practical school-based training of the complex nature; assignments for students' independent work of an integrated nature for the whole module. It should be emphasized that, as noted above, all measurement and control materials of modules are practice-oriented and integrated character.
The educational process of testing has a modular construction. For each module, learning outcomes and forms of control correlated with the Professional standard of the teacher, described in detail in the work programmes of modules' disciplines and other accompanying educational materials are defined. Developed fund of assessment tools is designed in accordance with the Tuning methodology - each competence is described through learning outcomes, criteria and indicators.
To support and to provide the organization of educational process within the framework of the project a set of documents (rules, orders, guidelines, regulations) has been developed that ensure legal, methodological and financial conditions as well as rules for the implementation of new modules of undergraduate programs for the EGS "Education
and Pedagogy" involving students' academic mobility in the network interaction of educational institutions. The set of documents includes:
Regulations on the training of undergraduate students;
Regulations on the structure and content of educational and methodical complex of disciplines;
Regulations on the point-rating system of estimation of students' knowledge;
Regulations on the students' practical training;
instruction on the procedure of students' practical training organization;
Regulations on the students' course papers;
Regulations on graduation papers of students;
Regulations on the interim assessment of students;
Regulations on the final state certification of students;
Regulations on the procedure of transfer and restoration of students;
Regulations on the procedure of students' sabbatical leave;
Regulations on the procedure of maternity leave, leave to care for a child and the students' payment of benefits;
Regulations on the academic mobility;
Regulations on academic advisors, recommendations for the design of teaching and reporting documentation on Federal state standards of higher education.
Thus, the testing programme was developed with the understanding that modern higher education exists in a diverse and ever-changing social context. The content of the programme reflects the global trends and is related to national requirements, the prospects of national development, interests of society and the main consumers of educational services.
It should be noted that the formation of personality, capable of innovative activity in the professional field, constant self-improvement and self-realization is one of the priority goals of modern higher education. The characteristics of such a personality are communicability, competence, creativity, innovative creativity and others. The training system oriented on the student suggests moving the emphasis from the learning process on its results as defined in the professional standard of teachers, changing roles of teacher and student. Therefore, the new educational environment where the priority is the person prepared for innovation is to be formed while realizing the testing of the set goal. Thus, while maintaining a high level of basic training in the subject area, requirements for professional pedagogical skills of the subject teachers are increased: it is necessary to strengthen professional students' training of non-teaching directions of training with sufficient knowledge and skills in the subject area by the formation of professionally significant personal qualities of the subject teacher and by mastering of psychological and pedagogical technologies of the educational process.
Therefore, to meet the challenges of testing and obtaining objective and reliable results teachers and non-teaching undergraduate students of various educational institutions were involved. Coordination among the participants of testing was carried out by designated leaders for each activity: methodological support for modules; distant information and technical support to the implementation of the modules; operational dispatch management and information support; organizational and technological activities of the project realization; training activities on the developed modules and implementation of educational and methodical analysis of academic disciplines; network interaction with educational institutions of secondary education; network interaction with educational institutions of higher education; documentary support; coordination of interaction with the Customer.
Summing up, it should be noted the possibility of wide practical use of the results obtained during the development and testing of modules of the educational program for non-teaching undergraduate students motivated to obtain pedagogical education. The
results of testing are making a significant contribution to modern teachers' vocational training. The practical application of the materials worked out by institutions of higher education to develop their own training programs for non-teaching undergraduate students focused on educational activities involving academic mobility in terms of the network interaction will increase the quality of students' training and their competitiveness in the labour market.
REFERENCES
1. Kasprzhak, A.G. & Kalashnikov, S.P. (2014) "Priority of educational outcomes as a tool for the modernization of teacher training programs", Psychological Science and Education. Vol. 19. No 3. P. 87-104.
2. Margolis, A.A. (2014) "Requirements for the modernization of main vocational educational programs (OPOP) for teacher training in accordance with the professional standard of the teacher: proposals for the implementation of the activity approach in teacher training", Psychological Science and Education. Vol. 19. No 3. P. 105-126.
3. Mau, V.A. (Ed.) & Kuzminova, Ya.I. (Ed.) (2013) "Strategy-2020: New Growth Model - a new social policy". The final report on the results of expert work on urgent problems of the socio-economic strategy of Russia for the period up to 2020. Book 1, Moscow: Publishing House "Delo" RANHiGS, 2013.
INSTITUTIONAL TOOLS FOR THE DEVELOPMENT OF INVESTMENT ACTIVITY
IN THE REGION
Abstract
The paper deals with a problem of institutional change, with the aim of ensuring socioeconomic development of Russia. The author identified challenges in the process of formation and development of investment infrastructure of the Russian regions and proposed the necessary institutional changes to achieve an innovative development of the economy. The author described an instrument for the transfer of responsibilities for the sustainable regional socio-economic development for private business.
Keywords
economic security, infrastructure investment, innovation, institutional change, investment Fund, public-private partnership, regional Economics
AUTHOR Elena Lavrova
PhD in Economics, Associate Professor Smolensk University for Humanities Smolensk, Russia [email protected]
In modern conditions, the national security strategy of the Russian Federation is the starting point for the development and construction of new conceptual approaches to the improvement of safety in various areas. Ensuring a high level of national security, including economic security, should contribute to the creation of favorable conditions for the release of the innovative potential of the population and in the business sphere. This will creates globally competitive institutional environment, stimulating entrepreneurial
