DOI: 
http://dx.doi.org/10.15293/1813-4718.2105.07
UDC: 
378, 371
Stepanova Inga Yurievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Information Technologies of Education and Continuing Education, Siberian Federal University, stepanova-inga@mail.ru, Krasnoyarsk
Adolf Vladimir Alexandrovich
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Director of the Institute of Physical Culture, Sports and Health by I. S. Yarygin, Krasnoyarsk State Pedagogical University name V.P. Astafyev, adolf@kspu.ru, Krasnoyarsk
Nikitenko Julia Alexandrovna
Senior Lecturer of the Department of Information Technologies of Education and Continuing Education, Siberian Federal University, ya.nikitenkoy@yandex.ru, Krasnoyarsk

The Involvement of School Teachers in the Prosess of Practice-Oriented Training of Students at Pedagogical University

Abstract: 
The requirements of the modern system of general education determine the need to give the training of a studying pedagogical university a practical-oriented nature. Thus, the issue of how to involve teachers of general education organizations in the training process is updated. The purpose of the article is to substantiate the identified prerequisites for involving teachers of general education organizations in practical-oriented training of students in pedagogical areas, as well as to reveal the potential possibility of implementing the plan. Research methodology and methods. The foundations are a practical-oriented approach to the implementation of educational programs in the direction of «Pedagogical Education», a problematic approach that involves targeted search activity of new solutions, research in action. Applied methods: analysis of special literature, study of experience, survey, pedagogical modeling. Conclusion. A method of structuring the content of training in a task form is justified, which allows you to control the process of conscious mastery by students of pedagogical activities, to constructively approach the mastery of professional actions. It is shown in various ways that the implementation of the proposed method requires the involvement of teachers. Based on the survey data, the potential of teachers to be involved in the training of students in pedagogical fields is analyzed and conclusions are drawn about the existing reserves of motivation. A proposal is made to create vocational training platforms as new forms of vocational and educational cooperation between teachers, teachers and students, their model-semantic description is given.
Keywords: 
practical-oriented training, professional activity, teacher of pedagogical direction, teacher of general education organization, teacher, educational-professional task, vocational-educational platform
Please register
References: 

1. Adolf, V. A., Stepanova, I. Yu., 2015. Practice-oriented teacher training at the university through the actualization of his professional potential. Siberian pedagogical journal, 2, pp. 111–116. (In Russ.)
2. Adolf, V. A., Stepanova, I. Yu., 2010. Problems of training a future teacher in the information society. Siberian pedagogical journal, no. 1, pp. 378–385. (In Russ.)
3. Gevorkyan, E. N., Savenkov, A. I., Egorov, I. V., Vachkova, S. N., 2013. Internship as a Form of Organization of Post-Graduation Practice in the System of Higher Professional Education. MSPU Bulletin, 2, pp. 32–43. (In Russ.)
4. Grachyova, E. Yu., 2011 Teaching Internship in the Developed Countries of the World. Available at: http://www.rusnauka.com/28_PRNT_2011/Pedagogica/ 2_94004.doc.htm (accessed 19.09.2021). (In Russ.)
5. Dubinina, V. L., 2010. Pedagogical Readiness of a Teacher-Researcher to Diagnostic and Technological Activity in Conditions of Diversification of Education. Dr. Sci. (Pedag.). Kazan’, 43 p. (In Russ.)
6. Zabrodin, Yu. M., 2011. A Teacher for a New School: Psychological and Pedagogical Training. Bulletin of the Orenburg State University, 2 (121), pp. 14–18. (In Russ., abstract in Eng.)
7. Klimov, R. A., Meshkova, L. L., Smirnov, V. V., etc., 2016. Practice-oriented training in the system of higher education: monograph. Tambov: Pershina R. V. Publ., 144 p. (In Russ.)
8. Klimov, R. A., 1996. Psychology of a professional. Moscow: Institute of Practical Psychology Publ.; Voronezh: MODEK Publ., 400 p. (In Russ.)
9. Kostylev, D. S., Kutepova, L. I., Trutanova, A. V., 2017. Information technologies for assessment of quality of educational achievements of training. Baltic Humanitarian Journal, vol. 6, no. 3 (20), pp. 190–192. (In Russ.)
10. Kutepov, M. M., Vaganova, O. I., Sokolov, V. A., 2018. Modern approaches to the formation of the professional competence of the graduator on the basis of training technology of training. Problems of modern pedagogical education, no. 59–1, pp. 205–208. (In Russ.)
11. Luchkina, T. V., 2009. Features to Facilitate Professional Development of a Beginning Teacher in Canada. Izvestia: Herzen University Journal of Humanities and Sciences, 112, pp. 36–45. (In Russ., abstract in Eng.)
12. Margolis, A. A., 2014. The Requirements to the Modernization of the Basic Professional Education Program (BPEP) of Teacher Training in Accordance with the Professional Standard of a Teacher: Proposals for the Implementation of the Activity Approach in Teacher Training. Psychological Science and Education, vol. 19, no. 3, pp. 105–126. (In Russ., abstract in Eng.)
13. Margolis, A. A., Rubtsov, V. V., 2011. On Strategy and Directions of Modernization of Pedagogical Education in Russia: Analysis of International Experience of Teacher Training for New School. Psychological and Pedagogical Maintenance of National Educational Initiative «Our New School». Moscow: MSPPU Publ., pp. 47–67. (In Russ.)
14. Minyurova, S. A., Leonenko, N. O., 2015. Pedagogical internship: a university innovative project. Higher Education in Russia, 10, pp. 37–47. (In Russ., abstract in Eng.)
15. Panov, V. I., 2016. Stages of mastering professional action: an eco-psychological model of becoming subjectivity. Moscow university psychology bulletin, no. 4, pp. 16–25 (In Russ., abstract in Eng.)
16. Stepanova, I. Yu., 2020. Advanced teacher education: individual and personal aspect. Krasnoyarsk: KSPU Publ., 244 p. (In Russ.)
17. Stepanova, I. Yu., Adolf, V. A., 2017. Designing the content of pedagogical education at the university by means of professional tasks. Bulletin of the Astafiev V. P. Krasnoyarsk State Pedagogical University, 2 (40), pp. 110–114. (In Russ., abstract in Eng.)
18. Stepanova, I. Yu., Adolf, V. A., 2013. Designing a practice-oriented professional training of a teacher at a university. Krasnoyarsk: KSPU Publ., 368 p. (In Russ.)
19. Stepanova, I. Yu., Pilipchevskaya, N. V., 2014. Practice-oriented teacher training at the university: pedagogical internship-immersion of students in professional activity (under the general ed. of V. A. Adolf ) Krasnoyarsk: KSPU Publ., 224 p.
(In Russ.)
20. Bergmann, J., Sams, A., 2014. Flipped Learning: Gateway to Student Engagement. International Society for Technology in Education. Eugene, Oregon, Washington, 169 p. (In Eng.)
21. Eby, L., Rhodes, J., Allen, T., 2007. Definition and Evolution of Mentoring. The Blackwell Handbook of Mentoring. Oxford: Blackwell Publ., pp. 7–20. (In Eng.)