Modern pedagogical education in the Russian Federation

Pedagogical education is a system developed for the training of specialists in general, as well as pre-school, primary, basic and secondary education. Teachers of general educational disciplines and professional educational institutions, teachers of institutions engaged in additional education of children, social workers and others are also trained. If we consider this term in a broad sense, then it is often used when talking about the training of all persons who are related to the upbringing and education of the younger generation (parents in particular).

Specificity

The pedagogical education of the Russian Federation is characterized by high demands on professional activity, as well as on the personality of the teacher himself, the educator as a subject of the educational process and pedagogical communication.

Therefore, the process of training qualified personnel must be taken very seriously. Modern pedagogical education is focused on solving two problems. First, it is necessary to assist the social and value development of the personality of the future teacher, his civic and moral maturity, general cultural, fundamental training. Secondly, it is necessary to promote specialization and professional development in the chosen field of pedagogical activity. It can be said that the comprehensive development of the teacher's personality is the goal, the basis and the condition that ensure the effectiveness of training future teachers.

A bit of history

The history of pedagogical education in Russia began in the XIX century. At that time this system was represented by specialized professional training in church-teacher, teacher's seminaries and second-class teachers' schools, courses of incomplete secondary education in diocesan schools and women's gymnasiums, as well as additional professional training that was carried out at special pedagogical courses.

Pedagogical institutes were established as part of universities, which are necessary for the training of teachers of district schools and gymnasiums. Training in them lasted for 3 years, and after it increased to 4 years from 1835. Each teacher was prepared to teach several subjects.

Since 1859, another model has been set up to train teachers who already have a university education. Pedagogical courses for graduates of physical-mathematical and historical-philological faculties were opened. Historical and philological institutions in Nezhin (founded in 1875) and St. Petersburg (1867) produced in the second half of the XIX century, most of the teachers for classical gymnasiums. These state educational institutions were equated with universities.

In Russia, many prerequisites for the emergence of higher education arose in the late nineteenth and early twentieth centuries. Pedagogical education and science received sufficient development in this period of time, many scientists were engaged in theoretical follow-up (VP Vekhterov, PF Kapterev, VM Bekhterev, and others).

In the universities at the beginning of the twentieth century, two concepts of the education under consideration developed. The first of them was based on the idea of organizing training in pedagogical faculties or departments of pedagogy. It was supposed to combine theoretical training and research work. In order to organize pedagogical practice at the faculty, auxiliary educational institutions were created. The second concept presupposed the formation after the university and was focused on research activities.

At the same time, a model of pedagogical education emerged, which was called integral. Professional training was combined with higher education. Two years in the form of lectures were given general scientific education, followed by pedagogical practice in primary school or gymnasium.

The Soviet period

In the RSFSR after the revolution, two variants of pedagogical education prevailed. The first of them is training in stationary educational institutions (technical schools and pedagogical institutes). The content of education was aimed at implementing political tasks. The second option is short-term mass courses. They were organized to eliminate illiteracy and mass political propaganda.

In the early 1930's. Great attention was paid to the teaching of future teachers in the basics of Marxism-Leninism, physical education and military training, while about 10% of the school time was devoted to pedagogy. In 1935 the People's Commissariat for Education introduced in all faculties new curricula (except for the historical ones). A lot of time was given to mastering pedagogical skills, consultations and elective courses. The state began to treat the teacher as an ideological worker. The main task in the training was the training of teachers who are imbued with the ideas of communism.

In the 1930s, each autonomous republic had an institute for teacher education. In 1956, teachers' institutes, which gave incomplete higher education, are transformed into colleges and pedagogical universities, training in which lasted 5 years.

Education in the post-Soviet period

Since 1990, the reform of teacher education has been very active. A new stage is beginning, characterized by the fact that the management of this process ceases to be politicized. Pedagogical education became the object of legislative regulation. The basis of the renewed Russian education is a person-oriented approach to each student. It also tries to ensure the integrity of programs, to orient education and training on universal values, professional and personal development of future teachers. The history of pedagogical education shows that it has undergone many difficulties, absorbing all the best.

The main directions of education in our days

Modern pedagogical education develops in the direction of universality. It tries to promote the full development of the culture of mankind, its embodiment. This corresponds to the modern stage of the development of society.

The solution of such socially significant tasks of educational institutions as an analysis of educational practices and assistance in the development of educational infrastructures in the regions is becoming more urgent. This is reinforced by the natural need of the regions of the country to create cultural and educational centers.

The special role of this type of education is to ensure one of the basic human rights of the modern era - the right to receive education with the condition of protecting trainees, especially children, from incompetence on the part of adults, from parents to teachers, teachers of the professional sphere.

In the 21st century there was a transition to a two-level model for the preparation of bachelors and masters. The pedagogical education of the Russian Federation is built in the all-European educational space.

Problems

In today's world, people have access to an unlimited amount of information. Significant were the skills to extract meaning, grope for relationships, solve problems, conceive and implement projects, and perform non-trivial actions.

The problems of pedagogical education are to train professionals who are able to work on the formation of a person in conditions of innovative development and modernization that have a socially-oriented view of the world. Modern pedagogical universities are obliged to prepare graduates who are able to work for the development of the individual who is the subject of a multicultural civil society integrated into the all-Russian and world space.

The tendency of training future teachers on the basis of the modular principle and the competence approach in teaching also creates problems of pedagogical education, since the programs need to be changed in accordance with the new requirements of reality. Today, a lot of time is spent on teaching the students to the theory, and very little time is spent on practice. There is a need for universities to work together with schools and colleges, to focus on getting students and good practical experience.

Interrelation with science

Pedagogical education and science try to keep pace, although this is not always possible. The development of science is faster, innovations are not always quickly introduced into the education system. However, quite a lot of new teaching methods have been used recently. Computers that are equipped with high-quality training programs can perfectly cope with the task of managing the learning process. The latest scientific developments, experimental sites, methods and technologies of upbringing and self-education are applied.

Preschool Teacher Education

The program for the training of specialists in preschool education was developed taking into account the requirements of reality. Preschool pedagogical education pays much attention to the issues of pre-school, general, cognitive pedagogy and psychology. Those who have completed the training will be able to apply their knowledge in the state and non-state educational institution, at the center of children's development, in the sphere of preschool, secondary general education, in the organization of additional education, in the center of children's creativity, and also carry out independent pedagogical activities (tutor, nanny, , A kindergarten).

Directions of work of specialists

The teacher of pre-school education conducts educational and upbringing work with children, creates conditions for a comfortable life of children during their stay in a pre-school institution, and tries to discover the individual characteristics of children. He also reveals the subtleties of the relationship of parents, organizes consultations, conducts various preventive activities (meetings, practical classes).

Professional and pedagogical education

This concept presupposes the formation of such a person who is able to effectively realize themselves in the spheres of primary and secondary vocational education, can implement all components of the integrative educational process, perform a full range of professional and educational functions. Pedagogical education and vocational education are interrelated, but the latter has become more general.

Additional education

Additional pedagogical education is necessary for teachers to improve their qualifications. Also, with his help, retraining of specialists is carried out, which is necessary to update their professional knowledge, improve business skills, prepare for the implementation of new labor functions. In addition, additional training for students in correspondence and full-time forms of education is conducted.

Conclusion

Thus, it can be said that pedagogical education is a multi-level and complex process, focused on the training of professionals, teachers with a capital letter, which can justify the hopes placed on them to train and educate a new generation.