DOI: 
http://dx.doi.org/10.15293/1813-4718.2104.01
UDC: 
378.37.01
Morozova Olga Petrovna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Prof., Department of Social Psychology and Pedagogical Education, Altai State University, mop@mail.asu.ru, Barnaul

Innovative Models of Pedagogical Education at the Classical University .

Abstract: 
The article is devoted to the role of classical university education in the training of highly qualified, highly competitive teaching staff capable of forming the image of a new school in modern conditions. The achievement of such a complex task is ensured by identifying and implementing the heuristic capabilities of a classical university in the development of pedagogical education. The author associates such opportunities with its fundamentalization, research orientation, advanced character, etc. The purpose of the article is to present the results of a scientific study related to the definition and theoretical justification of possible ways to implement models of teacher education as an optimal “scenario” for training elite teachers in a classical university. Methodology and methods of research. The methodological basis of the research is the philosophical provisions about a person as a subject of his own life activity; the unity and interrelation of processes and phenomena, general and special. The general methodology of the research is represented by a system-synergetic approach that allows us to consider professional and pedagogical training in a classical university as an open developing system in the “school-university-school”continuity relations; a holistic approach as a methodological orientation towards the formation of a holistic personality of a future teacher, as well as the integrity of the system of professional and pedagogical training at a classical university; an individual-personal approach that provides an opportunity to study along an individual educational trajectory. The main research methods were the analysis of scientific literature, theoretical generalization and modeling. The results of the study. As a result of the theoretical and experimental work carried out, it is proved that the quintessence of the heuristic capabilities of the classical university determines the development and implementation of innovative models for the development of pedagogical education. The author gives a description of each model, indicating its features and “contribution” to the training of future teachers in the system of university classical education. In conclusion, it is concluded that the proposed innovative variable models for the development of pedagogical education at a classical university will ensure the success of professional pedagogical training of future teachers, bring it to a fundamentally new level by realizing the valuable potential of a classical university.
Keywords: 
professional and pedagogical training, value potential of classical university education, innovative model of pedagogical education.
Please register
References: 

1. Berezhnaya, I. F., 2014. Professional training of future teachers at a classical university. Bulletin of the Voronezh State Technical University, 10, pp. 3–13.
2. Borytko, N. M., Shirokiy, A. M., 2017. University district as a form of network interaction for working with intellectually gifted children and talented youth. Bulletin of the Orenburg State University, 10 (210), pp. 29–33.
3. Gafurov, I. R., Kalimullin, A. M., Gabdulkhakov, S. G., 2019. Technologies of teacher training at a classical university: a monograph. Kazan: Publishing house of Kazan University, 140 p.
4. Zagvyazinsky, V. I., Plotnikov, L. D., Volosnikova, L. M., 2013. Pedagogical education in Russia and the strategy of its possible development. Education and Science, 4 (103), pp. 3–16.
5. Kondaurova, I. K., 2010. Professional and methodological training of future teachers of mathematics and computer science at a classical university: traditions and innovations. Izvestiya Saratovskiy universiteta, vol. 10, Ser. Philosophy. Psychology, Pedagogy, 1, pp. 106–112.
6. Krivotulova, E. V., 2017. Psychological and pedagogical competence of students of the classical University. Bulletin of the VSU. The series Problems of Higher Education, 3, pp. 49–52.
7. Kulibaba, O. M., 2008. Means, forms, methods and technologies of professional and methodological training of future teachers of mathematics in the conditions of a classical university. Scientific research in education, 8, pp. 19–21.
8. Kuoni, E. Yu., 2010. Formation of pedagogical thinking among students of a classical university: on the example of learning a foreign language. Ulyanovsk, 31 p.
9. Lazareva, Yu. V., 2015. Classical university or pedagogical university: the search for the optimal institutional form of teaching students of pedagogical specialties. SCIENCE STUDIES, vol. 7, no. 5. Available at: http://naukovedenie.ru/PDF/138 PVN 515.pdf (accessed 15.06.2021).
10. Malanov, I. A., 2018. Professional training of teachers in the conditions of classical university education. Bulletin of the Buryat State University, iss. 3-4, pp. 35–39.
11. Senko, Yu. V., 2010. Optimization of the pedagogical process in a classical university. Pedagogy, 8, pp. 52–58.
12. Senko, Yu. V., 2013. Optimization of the pedagogical process at the university: monograph. Barnaul: AltSU Publ., 248 p.
13. Yudina, T. V., Archebasova, N. A., 2020. Training of a teacher-researcher in historical education in the magistracy of a classical university. Scientific progress: questions of theory and practice: Collection of scientific works. Kazan: Sitivent Publ., pp. 343–345.
14.Angrist, J. D., Lavy, V., 2001. Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Publis Schools. Journal of Labor Economics, 19, pp. 343–370.
15. Buchberger, F., Campos, B. P., Kallos, D., 2000. Stephenson Green Paper of Teacher Education in Europe, Umea: Fakultet – Snamnden for lararubining, Vol. 20 (5), рр. 45–64.