WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS?
The problems of future graduates’ motivation increase to their occupational work is investigated. The features of the educational process organization in schools and universities of the country on the basis of the cultural orientation of training and the author’s style of teaching are observed. In m...
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| Format: | Article |
| Language: | Russian |
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Russian State Vocational Pedagogical University
2015-09-01
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| Series: | Obrazovanie i Nauka |
| Subjects: | |
| Online Access: | https://www.edscience.ru/jour/article/view/468 |
| _version_ | 1826962872811388928 |
|---|---|
| author | Leonid I. Lourie |
| author_facet | Leonid I. Lourie |
| author_sort | Leonid I. Lourie |
| collection | DOAJ |
| description | The problems of future graduates’ motivation increase to their occupational work is investigated. The features of the educational process organization in schools and universities of the country on the basis of the cultural orientation of training and the author’s style of teaching are observed. In modern society, it is important to create new standards of moral and ethical rights as an essential component of the educational process and a new image of a man that should focus on pedagogical science. The system of continuous education «school – pedagogical university» should be expanded, the mode of university life should be changed and combined with the development and introduction if innovative processes in educational establishments. Practical steps of reform in higher pedagogical education are pointed out.The purpose of the paper is to identify the causes of the crisis in pedagogy science and in the system of teacher working up.Methods. Cultural, philosophical approaches are used to investigate the crisis of teacher education and teacher training.Results. Theoretical and practical activities of teaching activity methodology are considered under the conditions of economic and spiritual crisis. Being at a stable condition of a society, the teacher follows traditions and represents self as the compiler of memory of generations. Cultural and historical influence of pedagogical events of previous years ceases to be a significant; the teacher needs to have non-standard decisions, real affairs and the acts are required, helping to avoid repeatability and stability of professional failures. Also it’s important to possess a high level of education, culture, emotions and relationships that would provide live and emotionally rich communication of participants of the educational process; the aim of such communication is to establish the authenticity of the moral and spiritual values.Scientific novelty. Cultural bases of activity of the teaching staff of the university are considered. Ideological nature of pedagogic education as a base for self-actualization is shown.Practical significance. The specific steps to overcome the crisis in the system of training of higher educational qualifications are pointed out: development of strategy of the given preparation as a whole, and tactics of its realisation in concrete high schools on the basis of a social consensus principle; information assurance of financing sources of high school and the reporting on financial and economic activity of its staff; cancellation of introduction practice of various “new generations of standards”, involving an avalanche of “make work”; educational process filling by student teaching in educational institutions of various types and kinds; development of an one-year cycle of a pedagogical education as the second higher education; granting of academic freedom to universities, etc. The importance of subject oriented education within the system «school – university» as a powerful tool to increase motivation of pedagogical work is highlighted. |
| first_indexed | 2024-04-10T03:03:33Z |
| format | Article |
| id | doaj.art-957a6acfa05348149ea2b119dd160c90 |
| institution | Directory Open Access Journal |
| issn | 1994-5639 2310-5828 |
| language | Russian |
| last_indexed | 2025-02-18T02:22:26Z |
| publishDate | 2015-09-01 |
| publisher | Russian State Vocational Pedagogical University |
| record_format | Article |
| series | Obrazovanie i Nauka |
| spelling | doaj.art-957a6acfa05348149ea2b119dd160c902024-11-26T10:37:20ZrusRussian State Vocational Pedagogical UniversityObrazovanie i Nauka1994-56392310-58282015-09-0107244310.17853/1994-5639-2015-7-24-43417WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS?Leonid I. Lourie0State National Research Polytechnic University of Perm; Perm Military Institute of Internal Troops of the Russian Federation; Municipal Budgetary General Education Institution «Lyceum № 1» of Perm cityThe problems of future graduates’ motivation increase to their occupational work is investigated. The features of the educational process organization in schools and universities of the country on the basis of the cultural orientation of training and the author’s style of teaching are observed. In modern society, it is important to create new standards of moral and ethical rights as an essential component of the educational process and a new image of a man that should focus on pedagogical science. The system of continuous education «school – pedagogical university» should be expanded, the mode of university life should be changed and combined with the development and introduction if innovative processes in educational establishments. Practical steps of reform in higher pedagogical education are pointed out.The purpose of the paper is to identify the causes of the crisis in pedagogy science and in the system of teacher working up.Methods. Cultural, philosophical approaches are used to investigate the crisis of teacher education and teacher training.Results. Theoretical and practical activities of teaching activity methodology are considered under the conditions of economic and spiritual crisis. Being at a stable condition of a society, the teacher follows traditions and represents self as the compiler of memory of generations. Cultural and historical influence of pedagogical events of previous years ceases to be a significant; the teacher needs to have non-standard decisions, real affairs and the acts are required, helping to avoid repeatability and stability of professional failures. Also it’s important to possess a high level of education, culture, emotions and relationships that would provide live and emotionally rich communication of participants of the educational process; the aim of such communication is to establish the authenticity of the moral and spiritual values.Scientific novelty. Cultural bases of activity of the teaching staff of the university are considered. Ideological nature of pedagogic education as a base for self-actualization is shown.Practical significance. The specific steps to overcome the crisis in the system of training of higher educational qualifications are pointed out: development of strategy of the given preparation as a whole, and tactics of its realisation in concrete high schools on the basis of a social consensus principle; information assurance of financing sources of high school and the reporting on financial and economic activity of its staff; cancellation of introduction practice of various “new generations of standards”, involving an avalanche of “make work”; educational process filling by student teaching in educational institutions of various types and kinds; development of an one-year cycle of a pedagogical education as the second higher education; granting of academic freedom to universities, etc. The importance of subject oriented education within the system «school – university» as a powerful tool to increase motivation of pedagogical work is highlighted.https://www.edscience.ru/jour/article/view/468pedagogical educationcultureideologysystem of continuous education «school – university»academic freedombilingual teaching |
| spellingShingle | Leonid I. Lourie WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? Obrazovanie i Nauka pedagogical education culture ideology system of continuous education «school – university» academic freedom bilingual teaching |
| title | WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? |
| title_full | WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? |
| title_fullStr | WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? |
| title_full_unstemmed | WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? |
| title_short | WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS? |
| title_sort | why graduates of pedagogical institutes become managers |
| topic | pedagogical education culture ideology system of continuous education «school – university» academic freedom bilingual teaching |
| url | https://www.edscience.ru/jour/article/view/468 |
| work_keys_str_mv | AT leonidilourie whygraduatesofpedagogicalinstitutesbecomemanagers |