DOI: 
http://dx.doi.org/10.15293/1813-4718.2503.08
UDC: 
378:54
Kandalintseva Natalia V.
Доктор химических наук, Dr. Sci. (Chemic.), Assoc. Prof., Head of the Department of Chemistry, Novosibirsk State Pedagogical University, aquaphenol@mail.ru, Novosibirsk
Ryapisov Nikolay Nikolaevich
Доктор экономических наук, Dr. Sci. (Economic.), Cand. Sci. (Pedag.), Vice-rector on Educational Work, Novosibirsk State Pedagogical University, ryapisov@ngs.ru, Novosibirsk

Interaction of Pedagogical Universities in the Context of the Implementation of the Core of Higher Pedagogical Education (Chemical Education)

Abstract: 
The most important direction in the development of the modern Russian education system is the formation of a unified educational space, which is, in essence, the basis for preserving and strengthening the country’s educational sovereignty. At the same time, as the analysis of the theory and practice of modern educational reality shows, unified mechanisms for solving this problem have not yet been developed based on the training of a highly professional teacher who is able to adequately respond to dynamic changes in the educational sphere. In these conditions, the problem of scientific and methodological support for the formation of professional competencies of teachers, including chemistry teachers, in the implementation of the Core of higher pedagogical education is becoming relevant. The purpose of the article is to identify the features of the structure and content of interaction between pedagogical universities in the implementation of the Core of higher pedagogical education in the process of solving problems of chemical education by means of scientific and methodological support for teachers; the development and description of an appropriate model of interaction. Methodology and research methods. The research methodology is based on the use of systematic, system-activity, competence, value-semantic and value-cultural approaches to the development of the structure and content of the main professional educational programs. Research methods: analysis of normative legal acts in the field of education; analysis of philosophical, psychological, pedagogical and methodological literature; synthesis, generalization, classification, specification; modeling. The results of the study. It is revealed that the problem of forming a unified educational space in the Russian Federation is currently being solved at a substantive level by developing and implementing the Core of higher professional education, the Core of secondary professional pedagogical education, and the Core of additional professional education. The article describes the features of the Core of higher pedagogical education in the process of training future chemistry teachers in the formation of the structure and content of the subject-methodical module and solving the problems of chemical education in general. The mechanisms of interaction between pedagogical universities in the context of scientific and methodological support for teacher training are substantiated, and a model of such interaction is developed and described. Conclusion. The model of interaction of pedagogical universities in solving the problems of chemical education in terms of content can be successfully implemented through the efforts of representatives of professional and subject communities at the federal and regional levels. The prospects for the productive implementation of the proposed model are related to the formation and activity of a working group in the structure of the all-Russian public organization of teachers and teachers of chemistry, created from representatives of pedagogical universities, regional methodologists, other participants in the unified federal system of scientific and methodological support for teaching staff and management personnel, as well as other subjects of educational relations at the federal and regional levels.
Keywords: 
pedagogical universities; interaction; Core of pedagogical education; scientific and methodological support; model of interaction; professional and pedagogical community; professional competencies, subject and methodological module; chemical education
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References: 

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