The Educational Program For Transition From Training To Professional Work

Requirements for PEPs.

In this research, PEPs are designed according to the logic of managing by the set of competence formation (universal, general professional, professional, and additional professional) and by the dynamics of the transition from academic activity to professional. The principle characteristic of the PEP is the modeling in the language of competences of functions and labor actions of future professional activity. The fundamental importance is attached to the practice-focused training of future teachers in the PEP. The main educational result is determined by the ability to build future professional activities in accordance with the PST, which in turn ensures the possibility of organizing a full-fledged educational activity of students in accordance with the FSES of basic general education. The achievement of this result assumes that the BPEP is realized both in the space of the university and on the basis of the general educational organization within the framework of the network interaction of the higher educational institution and school.

Activity and research are the leading approaches in the design and implementation of the PEP. The activity-based approach, according to the curriculum content of the program, is the ability for effective organization of educational activity of students, which involves the development of the process of solving of a number of generalized educational and professional tasks modeling the real professional activity of the teacher in the course of their preparation. Research approach is the program which is aimed both at the formation of professional competencies that provide readiness for the performance of labor actions, assigned by the PST, and for the formation of research competencies. They provide an opportunity for the reorganization and development of teacher’s work in case of problems and difficulties on the basis of a small-scale research which is built into the professional activity (Margolis, 2015)

The structural elements of the PEP

A training module, a holistic fragment of the PEP, is defined as the basic unit of the educational program. A module is a unit of the formation of labor functions and professional actions (Margolis, 2014)

Together, the modules ensure the development of universal, all-professional, professional and additional specialized professional competencies required for the graduates for mastering specific labor actions.

The general structure of the training module and the stages of its study are presented in the Table 01 (Gurujapov, & Margolis, 2014).

This scheme represents a complete cycle of entry at levels of ability and readiness to carry out professional activities.

Purpose of the module.

The program of the training module “Methodology, methods and organization of professional activities” is a part of the main professional educational program of the Bachelor's degree in the direction of preparation of higher education 44.03.01 “Teacher Training”.

The module includes the following sections: “Modern pedagogical technologies”; Practical work “Development of basic and additional educational programs”; Practical work “Development of the programs of the academic disciplines in the Basic Education Program (BEP)”; Information and communication activities of a teacher; Practical work “Control and assessment of formation of students’ educational results”; Educational practice with SRW.

Purpose, objectives, planned outcomes of the training module.

Purpose: the ability to participate in the development and implementation of basic and additional educational programs, monitoring and assessing the formation of educational results of students, including the use of the information and communication technologies (hereinafter - ICT).

Tasks:

1. Formation of knowledge of the fundamentals of teaching methodology, of the basic principles of the activity approach, ways to achieve educational results in the field of ICT.

2. Formation of the ability to develop and apply individual components of basic and additional educational programs in the real and virtual educational environment.

3. Formation of the ability to develop and implement curriculum discipline programs within the framework of the basic general educational program;

4. Formation of the ability to apply tools and methods of diagnosis and assessment of indicators of the level and dynamics of students’ development; to conduct pedagogical diagnosis and correction-developing work with underachieving students, including ICT.

The module meets the requirements of the Professional Standard of the Teacher, the FSES of the basic general education and determines the main results (see Table 2 .)

Characteristics of the module graduate: the designer of basic educational programs, capable for independent selection and professional use of ways and methods of their implementation at the class level.

The training module is designed and implemented on the basis of network interaction between university and school.

The gap between theory and practice is one of the main shortcomings of the existing PEP, implemented in the professional training of teachers. When constructing the PEP, we have relied on a key position: in the process of professional training, it is required to achieve a balance between the theoretical knowledge of students and practice-based learning. This was done by increasing the training time for practice: a) thematic practices of the training module aimed at mastering professional actions (teaching and learning, training practice – a distributed form) are determined by the purpose and content of the training module; b) long-term production practices aimed at developing a holistic professional activity in accordance with the objectives of the PEP. Thus, practice: within the training module allows to master individual professional activities; the production practice will allow implementing: a) the synthesis of professional actions into a holistic professional activity; b) the student's integration into the “school social environment”.

The principle goal of the practical training of the future teacher is the formation of the ability for the independent professional development, i.e. the development of his activities in new and each time unique conditions. Such conditions can be ensured by networking between the university and the school, built on the principles of school and university partnership.

The implementation of the university's interaction with the general education organization, built on the principles of school and university partnership, involves a fundamental revision of the traditional (for the pedagogical education) approach, in which the school is perceived as the “younger brother” of the university, fundamentally not equivalent in social status and “weight”, from the point of view of influence to the preparation of the future teacher. In the network interaction, there is a strengthening connection between theory and practice in the process of module implementation, which will allow the future teachers to apply theoretical knowledge and practical skills even before the end of the program.

The novelty of the training module is: in the design of the module program “from the planned educational results”; in the revision of the content of sections of the module, methods, tools and technologies of teaching in order to strengthen the practice-focused training of future teachers; in increasing of the volume of practical work; in the inclusion in the module of practice; in the construction of sections of the module in a certain logic and sequence that facilitates the implementation of transition from educational activity to quasi-professional one, then to professional; in the organization of the network interaction of educational organizations implementing higher education programs and the basic general education, which allows effectively to carry out multiple “entrance and exit” to school and university; in changing the means and methods of assessing the result achievements of the training module learning content.

Student's trajectory module development

The training module has a practice-oriented nature; its most important elements are network educational events. The network educational event is a personally significant situation of the meaningful activity of the student, realized through the recognition of the educational problem and the determination of ways and means of solving it in the information and educational space. Moreover, the result of the educational event is the knowledge increment, experience, methods of activity (first of all, future professional activity) of each of its participants.

The educational event is one of the ways of practice-oriented mastering by the student of the teacher's professional competencies and ensures the entry into the educational space of the training module and exit from it.

There is an interest for the notion of “learning (educational) event”, in the pedagogical environment which is associated, first of all, with its effectiveness in the development of the learner's personality. Indeed, according to Asmolov, the educational event is a completed act of activity - from the motive to the result, and the “story” about this act “to oneself” and “to the other.” It is clear that the “story to yourself” is one or another level of reflection of the “lived event”, and “the story to the other” is a “message about an essential fact.” And here it is important clearly to understand - there is no event without its “activity foundation” - the “deed” should really happen, but there is no event and without its reflection and “information” about it to everyone around (Asmolov , Levit ,2016).

The essence of the educational event in the training module is that special conditions are created for the student's actions, on the basis of which he creates a certain product, then - the strengthening of this action through reflection. Students in an educational event are really participants, but not spectators: everyone has their own thoughts, their own activities, and their experiences. Thus, the educational event is a means of expanding the space of opportunities for the subjective action of each student in the training module.

Educational events in the module are built in such a way that the student moves from the position of a “student” performing the training activity to the position of a “reflexive teacher” who realizes the labor actions (professional tests during the fact-finding practice or professional activity in general during the training / production practice).

There is a set of various educational events in the module, to which a student “is brought”. Including “introductory” (Round table “Educational results as the basis for the design of educational programs”), “intermediate” (master classes) and “attestation” ("Educational results as the basis for designing educational programs”). Educational events are held both in the university with the invitation of teachers-mentors in the role of experts, and on the basis of the network school.

The sections of the training module are built according to the logic of consecutive immersion to the corresponding labor actions.

Each section of the module contributes a specific component to the system of mastering labor. (Figure 01 . The logic of the deployment of the module” Methodology, methods and organization of professional activity” and Figure 02 . The effective model of the module” Methodology, methods and organization of professional activity “). Studying the module sections goes in parallel.

See Full Size >

The educational content of the module includes educational sections which in total provide an opportunity to create necessary knowledge at the student, abilities and labor actions at the level of ability or readiness to perform labor functions. (All-pedagogical function: Training, the Educational activity, partially the Developing activity).

See Full Size >

So the “entrance” to the training module begins with the round table “Educational Results as the Basis for Designing Educational Programs” according to the sections of the module that is conducted with the invitation of teachers-mentors of the network schools as experts. The round table “Educational Results as the Basis for Designing Educational Programs” allows to identify the pressing problems of teacher training and to reflect on the students' personal qualities that help them to master this profession. Students receive from the network schools an order for the development of lesson constructs and educational matters using various pedagogical technologies.

Portfolio with developed constructs of lessons and educational matters with the use of various pedagogical technologies is presented by students at the Pedagogical Fair, which is the final educational event of the module.

After receiving an order for the development of specific curriculum programs in the section “Developing the curriculum of educational disciplines in the BEP”, students start working with working programs of educational disciplines in the classroom and protect program projects in the network school during the teaching practice.

The students present their developed and protected working program for the academic discipline of the basic school's curriculum at the final educational event module in the network school.

After defining the problems, studying the social order during the round table “Educational Results as the Basis for Designing Educational Programs” with the participation of teachers-mentors of the network schools, receiving an order for the development of specific curriculum programs in the development of the section “Developing Programs of Educational Disciplines in the BEP” the students begin the work with the curriculum working programs of the basic school. The work is conducted during the training practice of the module:

1. Analysis of working programs of educational disciplines in the network school, the process of their implementation;

2. Construction of possible working programs of educational disciplines and their testing in quasi-conditions in the university, and then their protection in the network school.

By the “training practice” in the module is understood a complex of all types of educational activities aimed at the formation, fixing, development of practical skills and competencies in the process of performing of certain types of work connected with future professional activity. All the topics of the section are aimed at constructing of this complex.

For small groups of students, a university practice supervisor is appointed for networking. Accordingly, the groups are attached to the teacher-mentor at the network school. The tasks of the two curators are coordinated in accordance with the program of practice.

The current control of the content of the training module assumes an accumulative system of assessment results of the studying sections in the form of a portfolio (essays, written reports of the SRW module, participation in the discussions, business games, practical work, the results of educational and training practices, etc.). The university teacher assesses the work of students at the seminars and practical classes, takes into account the activity of students in the discussions, the correctness of solving practical problems and case studies at the seminars and practical classes. The teacher-mentor carries out an assessment of the students' activity in the network school. The final control of the module's study is completed by assessing the final training events of the section and the module as a whole, as well as the qualification exam in the educational module.

Each content block of the section of the training module represents a cluster of educational and professional activities on the way for developing the student's ability to act as a teacher, in conditions of active interaction with participants of his team of students (in the framework of educational and quasi-professional activities), with teacher-mentors and university teachers, showing at the same time scientific character, creative thinking, the ability to assess their activities, and the activities of others, to build predictions, to correct mistakes.

Network educational events in the context of supervision assume the organization of collective activities of the teacher, teacher-mentors and students in the interactive form in the form of round tables and master classes. The teacher-mentor transfers his professional experience to the students during such events. The students themselves take an active part in the discussion of the problematic issues that arise while fulfilling the professional tests during the training practice in the module (professional activity).

Determination of the mastering result of the educational block is made at the conference “Information and Communication Activity of the Teacher’, which is conducted with the participation of teachers and mentors as experts. A student defends his portfolio, paying special attention to the analysis of his activities in preparing and conducting lessons with students in the network school.