Selivanova Natalia; Stepanov Paul; Stepanova Irina

Theoretical background of future teachers’ training for educational activity in the system of general and supplementary education

Abstract

This article deals with topical reasons for the changes in the training of prospective teachers for their educational activity within the framework of general and supplementary education of children. These changes are mainly related to the integration of modern scientifi c knowledge about education into the process of teacher training for educational activities at school. The changes are also connected with the updating of educational and methodological background of teacher education. Besides, the process of upgrading teacher education should take into account not only the current achievements of educational science but also those changes in the teaching routine that have been introduced by new normative and methodical documents. The article examines advantages and drawbacks in the currently existing programme-related, educational and methodical background of teacher education. We also point to key problems in training prospective teachers for educational work. Solving these problems is supposed to increase the competitiveness of graduates. Special attention is paid to theoretical fundamentals of preparing future teachers for their work in the system of general and supplementary education.

Keywords

character education, student, teacher, teacher training, educational organisation, systematisation, theoretical background

References

1. Kolesnikova I. A., Titova E. V., Pedagogicheskaia praksiologiia: ucheb. posobie dlia stud. vyssh. ped. ucheb. zavedenii, Moscow, 2005.
2. Malenkova L. I., Teoriia i metodika vospitaniia: Ucheb. posobie, Moscow, 2002.
3. Novikov A. M., Osnovaniia pedagogiki. Posobie dlia avtorov uchebnikov i prepodavatelei, Moscow, 2010.
4. Selivanova N. L., Vospitanie v sovremennoi shkole: ot teorii k praktike, Moscow, 2010.
5. Stepanov P. V., “Motivatsiia pedagogov kak vospitatelei”, in: Narodnoe obrazovanie, 2, 2009, 190–196.

Information about the author

Selivanova Natalia

Academic Degree: Doctor of Sciences* in Education;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Head of strategy and theory of education of the personality;
ORCID: 0000-0001-6654-5992;
Email: nselivanova2000@mail.ru.

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Stepanov Paul

Academic Degree: Candidate of Sciences* in Education;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Deputy head of the Center of strategy and theory of education of the personality;
ORCID: 0000-0003-4924-835X;
Email: semya-2005@yandex.ru.

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Stepanova Irina

Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Senior Research Fellow;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 5/16, Room 208, Makarenko Str., Moscow 101000, Russian Federation;
Post: Senior researcher;
ORCID: 0000-0001-9972-0267;
Email: semya-2005@yandex.ru.

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Acknowledgments

The article is written in 2018 within the framework of the project № 27.7091.2017/ БЧ of Institute for strategy of education development of the Russian academy of education.