Teacher education concept. Concept for the development of teacher education in the Kostroma region

The concept of education development is a document that defines the general strategy, main directions, priorities, objectives of state policy in the field of education and mechanisms for their implementation, as a fundamental component of the formation and strengthening of state independence, the progressive development of the country. The concept defines education as a national priority, lays the foundation for the state development of the educational policy of the Republic of Kazakhstan for a long period and is the basis for introducing changes and additions to legislation, the financing system, the content of education, the structure of the education system, the education management system, personnel and social policy. In accordance with this Concept, an Action Plan for its implementation is being developed. Education, as the sphere most closely related to the formation of a person’s personality, is able to overcome negative trends in the development of society. The key figure in this area was and always remains the teacher - a modern teacher, a competent specialist who owns the entire arsenal of tools, a socially mature, creative person, capable and striving for professional self-improvement. Pedagogical education is a priority link in the entire education system, as it determines the effectiveness of its functioning as a whole and each of its links separately.

Analyzing modern educational concepts, it can be noted that almost all of them highlight the important role of education as an integral and integral part of everything educational process, in them, the education of a person and a citizen is, in fact, the main goal of the school. The same goal is reflected in the “Law on Education”, where the very first paragraph states that education is a purposeful process of upbringing and training. Education comes first. However, in practice, this is most often forgotten and substantive successes are put in first place. A school is judged on how it teaches physics, chemistry, foreign languages, etc. And very rarely (almost never) she is evaluated by what she gave to children in the spiritual and moral development of what she raised as a person and citizen.

The problem of education, as is known, is the subject of a comprehensive general pedagogical, historical-pedagogical, social-pedagogical analysis, during which the main goals, conditions of education, its mechanisms, etc. are recorded. At the same time, it is clear that modern education is least of all capable of adequately reflecting constantly changing living conditions, and currently offers more questions than can provide specific answers in accordance with one or another modern requirements life.

The very definition of the concept of education plays an important role. Analysis of educational concepts created in last years, showed that most of them consider education as a purposeful process of management, formation, and organization of educational influence. At the same time, the emphasis shifts to creating certain conditions for the development and self-development of the personality of the person being educated with the help of specific psychological and pedagogical means. The core of modern school concepts of education is the focus on joint activities, on the collaborative nature of relations between the subjects of the educational process: students and teachers. Although there is quite a wide range in the definition of what is being brought up - qualities, values, spirituality, a system of social roles, morality, focus on success, etc.

From the texts of the concepts it is clear that most authors share the tasks of educating the modern generation in the spirit of active creative work, respecting and harmonizing the interests of society and the individual, developing a person’s spirituality, preserving his physical and moral health, and developing his citizenship. The most general, relevant, dominant provisions of the concepts are the following:

- implementation of the ideas of humanization and humanitarization;
- creating conditions for the development of human creative abilities;
- comprehensive and harmonious development of personality;
- socialization of the personality of a citizen of the country;
- formation of a viable individuality, humanistically oriented towards society and oneself;
- formation of a socially active, resilient personality;
- formation of a personality capable of living in a new democratic society;
- formation of a harmoniously developed personality, ready and capable of fully fulfilling the system of social roles;
- revival of the intellectual, spiritual and creative potential of the nation, education of free citizens with a developed creative attitude to the world, capable of productive transformative activities and life creativity.

A teacher of a new formation is a spiritually developed, creative person with the ability to reflect, professional skills, a pedagogical gift and a desire for something new. Ideally, a teacher should clearly understand the intrinsic value of education, be a “person in culture”, have an excellent knowledge of his own subject, pedagogy and psychology, use student-oriented pedagogical methods and be motivated for the further growth and development of his personality.

A professional teacher must not only be fluent in his subject, but also see the place of each participant in the pedagogical process, be able to organize students’ activities, anticipate their results, correct possible deviations, that is, he must be a competent person. educational concept upbringing teacher

The competence of a teacher depends on the level of formation of three groups of competencies that a teacher of the new formation must possess: methodological (psychological and pedagogical) competencies; general cultural (worldview) competencies; subject-specific competencies.

The professional activity of a teacher is connected with a specific subject area - pedagogical reality. The object of it professional activity is a holistic pedagogical process, therefore, a teacher of a new formation must be able to act in the “person-person” (“teacher-student”) system. It is extremely important for the teacher to understand the role of humanistic relationships in the pedagogical process of an educational institution. The ideological and moral position of the teacher should be reflected in the methodology of his educational work, which requires the presence of certain professional personality qualities that meet the goals of his activity, and a different view of the student, resulting from modern theoretical research - the student from an object of influence should become a subject of activity.

The transition to a 12-year education model requires modern teacher an innovative, creative type of thinking, characterized by the creation of an objectively new product and the emergence of new formations in the course of the activity itself.

Creative focus pedagogical activity stipulates that the teacher must:

1) objectively assess your capabilities as a teacher of a new formation, know your weak and strong qualities that are significant for this profession (features of self-regulation, self-esteem, emotional manifestations, communication, didactic abilities, etc.);
2) master common culture intellectual activity (thinking, memory, perception, representation, attention), culture of behavior, communication, including pedagogical;
3) be able to navigate the ongoing integration processes, development trends in the global educational space, the essence of which is that modern education is becoming more and more multicultural, implying extensive language training for teachers.

Bibliography:

1. Law of the Republic of Kazakhstan “On Education”
2. Concept of education of the Republic of Kazakhstan until 2015.
3. Angelovski K. Teachers and innovations: A book for teachers: Trans. from Macedon. - M., 1991.
4. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. - M., 1982.
5. Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities - St. Petersburg: Peter, 2000

In January 2014, the Russian Ministry of Education and Science presented for public discussion a draft Concept for Development Support teacher education. As the director of the Department of State Policy in the field noted at a meeting of the State Duma Education Committee higher education Ministry of Education and Science of Russia Alexander Sobolev, the document is devoted to the issues of improving the quality of education in the field of pedagogy and the efficiency of educational organizations implementing relevant programs.

In his Address to the Federal Assembly on December 12, 2013, Russian President Vladimir Putin said: “The professional growth of teachers is of decisive importance for the future of the Russian school. He must be ready to use in teaching modern technologies, be able to work with children with disabilities on health. I ask you to prepare a comprehensive personnel renewal program for schools. I know that the Ministry of Education is already doing this, including developing a system of continuous training and advanced training for teachers. We need to complete this work to prepare this program.”

To develop a comprehensive program, the Ministry of Education and Science of Russia created working group under the leadership of First Deputy Minister Natalya Tretyak. It consists of four commissions, each of which is responsible for its own area of work - approbation and implementation of the professional standard of a teacher, ensuring the transition to an effective teacher contract system, increasing social status and prestige of the teaching profession, modernization of teacher education.

Thus, the draft Concept for Supporting the Development of Teacher Education is one of the steps in creating an integrated, comprehensive program that will be submitted to the Government Russian Federation until June 1, 2014.

The idea of creating the concept arose 1.5 years ago, when the results of the first performance monitoring were summed up state universities. The Minister of Education and Science of the Russian Federation Dmitry Livanov ordered the creation of a working group to understand the situation and make the necessary decisions. There were proposals to evaluate the work of pedagogical universities according to special criteria, but, from the point of view of the working group, this would only preserve the situation. In the same way, not all pedagogical universities and their branches would find it optimal to join federal or classical universities. And the task was set differently: to modernize educational programs and, on the basis of this, increase the efficiency of educational organizations. It was this logic that guided the working group when creating the draft concept.

According to one of the project developers, RAO academician Viktor Bolotov, among the ideas contained in the document, the most important are the following:

Firstly, the emphasis is on teaching practice, and not in the old sense, when students spent some time at school and received credit. Pedagogical practice is when the school becomes an experimental platform for future teachers. They don’t just come there for a semester, taking a break from their studies, they are somehow present there during the educational process and in practice master what the university gives them in theory. To implement this idea, universities that train teachers must have their own basic schools.

Secondly, this is an opportunity for some students to leave pedagogical programs, and for others, on the contrary, to switch to these programs. It is well known that many graduates of pedagogical universities do not want to work in schools, but having realized this during their studies, they can change their educational trajectory can not. At the same time, students of other directions and specialties sometimes come to the conclusion that pedagogy is a much more interesting matter than what they are doing now. It is necessary to give both the opportunity to work according to their calling.

Thirdly, support for young teachers. The draft concept is not so much about material support as it is about professional support. Now they often leave school because senior colleagues cannot provide them with professional help. It is necessary to create professional communities of young teachers - both real and virtual; Such communities are well known in different regions - for example, in the Krasnoyarsk Territory. If you can help in the first two or three years to a young teacher to stay in school, he will probably stay to work there and become a good specialist. The developers of the concept believe that these and other steps will help raise teacher education to a new level.

In 2015, the Federal Target Program for the Development of Education for 2011-2015 ends. It is being replaced by a new one - the Federal Target Program for the Development of Education for 2016 - 2020 (hereinafter referred to as the Program), the Concept of which was approved by Decree of the Government of the Russian Federation of December 29, 2014 No. 2765-r. The government customers of the Program are the Ministry of Education and Science of the Russian Federation and the Federal Service for Supervision in Education (Rosobrnadzor).

The Program proposed for implementation contains a number of complex tasks that act as a cementing basis for consolidating levels and types of education into a single integral building of modern competitive education, which serves as the basis for the formation of personality, human capital as the most important factor in the progressive development of Russian society, state and economy.

At the same time, the goal of the Program is to provide conditions for the effective development of Russian education, aimed at the formation of competitive human potential. Achieving this goal is expected through the implementation of the following tasks:

creation and dissemination of structural and technological innovations in vocational education, ensuring high mobility of the modern economy;
development of modern mechanisms, content and technologies of general and additional education, including through the implementation of a set of measures to use previously developed and implemented federal state educational standards(FSES);
implementation of measures to popularize scientific, educational and creative activities among children and youth, identification of talented youth;
creation of infrastructure that provides conditions for education and training for a modern economy;
formation of a popular system for assessing the quality of education and educational results.

The Program uses a medium-term 5-year planning period as the most effective. In this case, 2 stages of the Program implementation are expected: 2016-2017 - the first stage, 2018 - 2020 - the second stage. The goal and objectives of the Program will be achieved upon completion of the second stage.

Control and organization of comprehensive monitoring of the implementation of the Program is carried out by the Ministry of Education and Science of the Russian Federation. In order to involve the public in the management of the Program, a scientific coordination council is being created, which will include scientists and specialists, representatives of the business community, public (including youth) associations, as well as representatives of executive authorities. Interim reports and annual reports on the progress of the Program implementation must be accessible to the public.

The objectives of the Program are achieved through the implementation of appropriate activities.

In particular, to ensure the development of modern mechanisms, content and technologies general education The following activities are envisaged.

Implementation of new organizational and economic models and standards in preschool education through the development of a normative and methodological framework and expert and analytical support for its dissemination. The event includes:

support for regional development programs preschool education, parental education;
introduction of new Federal State Educational Standards for secondary education;
creation in each region of conditions for public-private partnership in the field of preschool education (PE);
advanced training in new educational programs for 95 percent of teaching staff and managers of educational institutions.

Over the five-year period, the share of regional-municipal preschool education systems in which conditions and mechanisms for public-private partnerships in the field of preschool education have been created should increase from 7 to 100%.

Improving the quality of education in schools with low results and in schools operating in unfavorable social conditions, through the implementation of pilot regional projects and dissemination of their results. The event includes:

implementation of pilot projects to improve the quality of education;
modernization of the regulatory and methodological base;
dissemination of best work practices to all regions.

It is expected that the share of regional general education systems in which projects to improve the quality of education in such general education organizations have been successfully implemented should increase from 4 to 60% over 5 years.

Creation of a network of schools implementing experimental and innovative programs for testing new technologies and content of training and education, through competitive support of school initiatives and network projects. This event includes:

creation of at least 200 innovative schools;
development and readiness to disseminate a model for using new teaching and educational technologies in schools;
support for regional network modernization programs (formation of effective networks) educational organizations;
creation of at least 30 national methodological networks for the dissemination of specific educational technologies.

Modernization of technology and content training in accordance with the new Federal State Educational Standard by developing concepts for the modernization of specific areas, supporting regional programs for the development of education and supporting network methodological associations. The event includes:

implementation of the provisions of the Concept for the Development of Mathematical Education in the Russian Federation;
creation and implementation of the Concept of modernization of education, updating the content of education in the field of the Russian language, foreign language, history, literature and technology;
creation of network methodological associations of teachers in the subject areas of mathematics, Russian language, foreign language, history, literature and technology.

Ensuring growth in the quality of teaching staff in schools through competitive support of regional programs and expert and analytical support for such programs. The event includes:

implementation in all regions of optimal approaches to effective contracts with managers and teaching staff;
implementation of a new standard of professional activity, including certification mechanisms and professional development teachers;
implementation of pilot projects to attract and retain the best university graduates and talented teachers in schools, highlighting and disseminating best practices.

The share of teachers who have mastered teaching methods using interdisciplinary technologies and implement them in the educational process should increase from 30 to 43% over 5 years.

Involvement of higher education and vocational education to work with talented children through competitive support for seasonal and correspondence school projects, competitions and olympiads. The event includes:

ensuring the annual holding of seasonal schools, All-Russian competitions for talented children by universities and secondary vocational education organizations;
ensuring the functioning of national correspondence schools for motivated students.

Popularization of scientific, educational and creative activities among children and youth, identifying talented youth. The following activities are planned to be implemented:

development of scientific, technical and innovative creativity of children and youth through competitive support of centers for scientific and technical creativity of youth and dissemination of their experience;
implementation of mechanisms for involving youth in active social practice;
improving models and mechanisms for organizing children's recreation and health;
development and implementation of a set of measures to create healthy image life among students.

It is expected that as a result of the implementation of the activities, new content of general (including preschool) education and teaching technologies for general education programs will be formed, as well as methodological and innovative support will be provided for the development of educational systems of preschool education.

It is planned to create a national-regional system of independent monitoring and assessment of the quality of education at all levels, ensuring the creation of new tools and evaluation procedures (including international quality studies), including in general education. A number of measures are envisaged:

implementation of pilot projects for the creation of regional quality assessment systems at all levels of general education (including preschool);
creation of national monitoring of educational achievements, allowing to assess the quality of education on a regional and national scale in basic disciplines in at least 3 periods of study;
modernization of procedures and mechanisms of the unified state examination and state final certification;
the formation of mechanisms for involving the public in assessing the quality of general education at all levels;
Creation open systems data for generating user ratings.

At the same time, the share of subjects of the Russian Federation in which regional systems for assessing the quality of preschool education, primary general, basic general and secondary general education, additional general education programs, in the total number of subjects of the Russian Federation should increase from 10 to 100%, and the share of regional education systems in which assessment tools (based on international ones) have been developed and disseminated for use in order to conduct intraregional and interregional analysis and assess the quality of education - from 1 to 20%.

On issues of general education, it is proposed to include activities and comprehensive projects in the Program on:

monitoring the employment of graduates of educational organizations;
support of their professional career and the process of their further continuous education (including additional vocational education and non-formal adult education);
transition to a system of effective contracts with managers and teaching staff.

The Concept notes that the solution to the tasks set in the Program will be implemented through improving the material and technical base of educational organizations.

The Program pays special attention to the issue of network interaction between all participants in the educational process, as well as educational organizations themselves. When implementing this issue, the role of creating and developing social and professional networks increases, in which experience will be exchanged and educational initiatives will be promoted at the federal, regional, municipal levels, as well as individual educational organizations. The issue of networking for the education system was first identified in Federal law Federal Law-273 of December 29, 2012 “On education in the Russian Federation” (Article 15).

The document indicates main risks for the implementation of the Program:

Inefficient use of financial resources, which is especially dangerous in the context of growing government spending on education;
Reduction of previously allocated budget funding for the Program in the process of its implementation. In this case, it will be necessary to restructure the Program, develop and implement mechanisms for suspending changes that have already begun.
Ineffective management of the Program (the risk of ineffective management decisions during the implementation of the Program; the risk of lack of necessary coordination during the implementation of the Program).

It is noted that one of the most important risk reduction factors is timely explanatory work among the population, informing them about the goals, objectives and progress of the Program implementation. It is necessary to carry out sociological measurements and work to form a positive public opinion, involve employers, parents, funds mass media and other interested groups in the management of the education system.

It is expected that the implementation of the Program will create a mechanism for irreversible progressive positive systemic changes in education in the Russian Federation.

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Pedagogical education system Career guidance and pre-professional training through a system of pedagogical classes, proprietary career guidance camps, holding olympiads in pedagogy and psychology, days open doors professional educational institutions, inviting high school students to participate in events at Kostroma State University as part of extracurricular activities, student participation in career guidance work at school. Training of teachers in institutions of secondary vocational education (OGBPOU "Sharya Pedagogical College of the Kostroma Region", OGBPOU "Galich Pedagogical College of the Kostroma Region"). Training of teachers in pedagogical specialties and through additional higher professional education in classical university specialties at the Federal State Budgetary Educational Institution of Higher Professional Education "Kostroma State University named after N.A. Nekrasova". Advanced training of teachers and professional retraining (OGBOU DPO "Kostroma regional institute development of education", Federal State Budgetary Educational Institution of Higher Professional Education "Kostroma State University named after N.A. Nekrasov"). Postgraduate pedagogical education in postgraduate and doctoral studies" Federal State Budgetary Educational Institution of Higher Professional Education "Kostroma State University named after N.A. Nekrasova".

Problems Low motivation for teaching professions The existing system of targeted contracts for teacher training works poorly It is difficult for students to adapt to the requirements of the teaching profession initial stage professional education There are problems in vocational education (transition to the Federal State Educational Standard, insufficient implementation of the activity approach...) The system of attracting, retaining, professional support and accompaniment of young teachers is weakly functioning. There is no systematic interaction between interested organizations in quality teacher education. There is no reasonable forecast of the needs for teaching staff in the field. There is no serious analysis of ongoing programs and projects related to teacher education.

Key stakeholders: the state, which carries out legal regulation of the activities of general, vocational and additional education systems and the state order for the training of specialists; regional and municipal executive authorities that carry out legal and organizational regulation of the activities of general, vocational and additional education systems at the regional and municipal levels and form a regional (municipal) order for the training of specialists; institutions of the social and educational sphere, acting as employers and customers of graduates, as well as potentially other institutional institutions where a graduate of a pedagogical direction can find employment in accordance with the specialization received; schoolchildren, applicants, their parents; students in pre-professional training programs, all forms and levels of vocational education, advanced training and retraining programs; employees of educational organizations; public associations and organizations, including social groups, creative unions, scientific institutions, etc., interested in social partnership.

Main directions and mechanisms for the development of teacher education Ensuring successful entry into the profession Development and implementation of the program vocational guidance for teaching professions Development of a system of support and regulatory support for the activities of pedagogical and psychological-pedagogical classes in secondary schools, institutions of additional education, on the basis of secondary vocational education organizations and KSU named after. N.A. Nekrasova Development of a system of targeted contract training for teachers in undergraduate and graduate programs at the expense of federal and regional budgets. Creation of a regional system of incentives for admission to pedagogical areas of training for school graduates with Unified State Exam results above the regional average. Development of ways to take into account the personal achievements of schoolchildren when entering pedagogical areas of training. System development professional retraining, training in master's programs for specialists in various fields to work in educational organizations to ensure multi-channel entry into the teaching profession of specialists in various fields. Creation of a project aimed at forming a respectful public opinion about the teaching profession using the capabilities of the region’s media, public and educational organizations.

Pedagogical classes regulatory support activities of pre-vocational training classes; support for teachers working in pedagogical classes; support for the system of training teachers, their methodological support and coordination of the activities of pedagogical classes within the framework of cooperation agreements: pedagogical class - pedagogical college - university; holding a regional Olympiad for students of pedagogical classes

Improving the quality of training in professional educational institutions Development and implementation of educational programs for teacher education different levels in accordance with the standard of professional activity of a teacher. Bringing the teacher education system into compliance with the requirements of the Federal State Educational Standard for general education. Creation of a multi-vector learning trajectory system and flexible teacher training programs for different categories of students. Organization of pedagogical training for students in non-pedagogical areas, development of a system for training interested specialists within the framework of master's programs and professional retraining programs. Changing the content of programs, technologies of training and education of teaching staff to strengthen the motivational, practical, technological training of future teachers. Formation of a system of internships for students in educational organizations and financial incentives for their work. Development of network pedagogical education projects with the participation of vocational education institutions, basic educational organizations, partner schools and basic departments pedagogical orientation in schools. Formation of the practice of searching, selecting and supporting gifted students focused on working in educational organizations. Creation of a system of social and professional assessment of the quality of educational programs of teacher education at various levels. Coordination of educational programs for professional training of teachers with employers.

Retention in the profession Assistance in the employment of graduates of pedagogical areas of training. Introduction of a system of corporate support for the professional development of young teachers. Development of an incentive system for young teachers in order to retain them in educational organizations. Creation of a system of independent professional certification of graduates of vocational educational institutions.

Research and organizational activities Conducting an analysis of the region’s need for teaching staff until 2020 and forming a regional order for the training of teaching staff. Creation of a unified regional information base, a system of thematic Internet resources at the regional and municipal levels in the field of monitoring and support of vocational education. Formation and systematic updating open bank profiles of teaching professions and positions. Conducting an analysis of ongoing programs and projects related to teacher education. Identification of the main factors that negatively affect the effectiveness of teacher education (conducting a scientifically based study of the state of teacher education in the region). Development of a competency-based model of a teacher in demand in educational organizations in the region. Identifying the roles of key stakeholders in quality teacher education. Development of a system model of regional teacher education. Description of the elements and stages of continuous pedagogical education including pre-professional, professional additional education. Development of a system of interaction between the Department of Education and Science of the Kostroma Region, municipal education authorities, educational institutions, pedagogical colleges, OGBOU DPO "Kostroma Regional Institute for Educational Development", FGBOUVPO "Kostroma State University named after N.A. Nekrasov" for the implementation of coordinated actions in the system of training teaching staff (development of a system of regulatory, organizational and administrative documents defining areas of responsibility and the structure of interaction). Development of roadmaps for concept implementation.

The key elements of changes in teacher education are: motivation (career guidance, selection of the best, restoration of a positive image of the Teacher, incentives); educational programs (Federal State Educational Standard, Professional Teacher Standard, flexible educational routes); teaching technologies (activity-based, practice-oriented, individualized); practices (base schools, partner schools, internship sites, base departments); projects (design activities, implementation, examination); environment (innovative infrastructure and social initiatives, corporate support); admission (professional examination and certification); result (subject and supra-subject competencies, universal teacher, consolidation in the profession).

Expected results of the implementation of the Concept: Construction of an innovative system model of teacher education with the following characteristics: competitive, nonlinear, multi-vector and multi-channel, open, individualized, competence-based, activity-based, practice-oriented. Determining the structure, content of interaction and functions of key stakeholders in the system of continuing teacher education in the region. Stage-by-stage creation of elements of a system of continuing teacher education based on the interaction of key stakeholders. Supporting implementation initiatives innovation programs teacher education. Training of competent teaching staff, their employment and retention in educational organizations in the region. 100% staffing of the general education system by teaching staff who have received pedagogical education or have undergone retraining, advanced training in this area in accordance with the requirements of the professional standard of a teacher.