DOI: 
http://dx.doi.org/10.15293/1813-4718.2405.09
UDC: 
378.1
Golovina Inna V.
Кандидат химических наук, Cand. Sci. (Chemistry), Assoc. Prof., Head of the Department of Interaction with Pedagogical Universities, Federal State University of Education, igolovina1@yandex.ru, Moscow

Application of the Methodology of joint Distributed Activities to ensure the unity of the Structure and Content of Higher Pedagogical Education Programs

Abstract: 
Introduction. The key task of the state educational policy of the Russian Federation is the creation of a unified space for training teaching staff. In this regard, it seems relevant to identify the main directions of scientific discourse on the issues of unifying the structure and content of higher pedagogical education programs. The purpose of the article: to substantiate the methodology of joint distributed activities to ensure the unity of the structure and content of pedagogical bachelor’s degree programs. Methodology and research methods: analysis and systematization of scientific publications of the last five years and the work experience of leading Russian universities, methodology of joint distributed activities as a socio-pedagogical basis for the interaction of subjects of professional teacher training. Research results. The advantages and disadvantages of unified approaches to teacher training are revealed. The possibilities of using the methodology of joint distributed activities to level out the problems of introducing the “core of higher pedagogical education” have been demonstrated. A new vector of application of this approach is proposed as a socio-pedagogical basis for the interaction of subjects of the educational process both within the university and at the inter-university level. Conclusion. Joint distributed activity is a sociocultural mechanism and is capable of ensuring the formation of a unified space of higher pedagogical education on the basis of common professional and pedagogical values and culturally appropriate grounds. Key components of the compatibility of distributed actions: a common understanding of the meaning of unity in teacher training, internalization of the goals and principles of the “core” by all participants in the interaction, subjective differentiation of tasks and operations to achieve them, exchange of experience, professional mutual assistance, communication and group reflection. Joint distributed activities combine the jointness and autonomy of the actions of the subjects and ensure movement towards the unity of higher pedagogical education while maintaining the uniqueness of each university and the implementation of the regional specifics of teacher training.
Keywords: 
higher pedagogical education; state educational policy; unified educational space; “core of higher pedagogical education”; joint distributed activities; social-pedagogical interaction
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References: 

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