Педагогический
ИМИДЖ Научно-практический журнал Pedagogical
IMAGE Scientific and Practical Journal

Formation of an Institute of Professional Associations of Pre-School Specialists in the Process of Transformation of Teacher Training Models

Author(s)

Natalya Yu. Maidankina, Candidate of Sciences (Pedagogy), Associate Professor, Professor of the Department of Pedagogical Technologies of Preschool and Primary Education, https://orcid.org/0000-0001-5783-3837, Ilya Ulyanov Ulyanovsk State Pedagogical University

4 Square of the 100th anniversary of V. I. Lenin, Ulyanovsk, Russia, 432700, tel.: +7 (8442) 323989, maidankina @ mail.ru

Abstract. The paper reveals the features of the teacher training model in the context of the transformation of the professional development system based on the legal framework and educational environment of the region. Consideration is given to an approach to constructing a multilevel educational environment based on the establishment and development of the institute of professional associations and the “best to peer” mechanism of the model of pre-school education of specialists in the professional development system to enhance the methodological aid and support of the professional activity.

Materials and methods. Based on the comparative approach, the characteristics of the teach- er training models in the professional development system are briefly presented, and social and demographical profiles of pre-school specialists in the region are specified. The study addresses the approach to establishing and developing the institute of professional associations of pre-school specialists in the framework of the law “About the status of pedagogical specialists engaged in the pedagogical activity in the Ulyanovsk region,” considering the region-specific features.

Results of the research. The transformation of teacher training models in the professional development system involved the development of an approach, which entails the construction of the multilevel educational environment based on the establishment and development of the institute of the professional association of the pre-school specialists based on the legislative framework and regional specifics. It is also necessary to mention the “best-to-peer” mechanism characterized by variability and flexibility of the content, forms and methods of learning, and interaction of teachers at the professional development courses and within the methodological activity based on various digital platforms with no formal learning deadlines.

Conclusion. The paper has proposed the approach and “best to peer” mechanism based on the establishment and development of the institute of professional associations of pre-school specialists, which factors in the legislative framework and region-specific educational environment. The central goal is to improve the methodological assistance and encourage a teacher to construct an individual professional path to achieve the quality of the educational activity.

Keywords: transformation, additional professional education system, teacher training model, training system, approach, mechanism, methodological support and assistance, institute of professional associations, pre-school specialist

For citation: Maidankina N. Yu. Formation of an Institute of Professional Associations of Pre-School Specialists in the Process of Transformation of Teacher Training Models. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 500-511 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-500-511

UDС: 373:371.14

https://doi.org/10.32343/2409-5052-2021-15-4-500-511

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On Teacher’s Readiness to Bring up the Qualities of a Family Man in Preschool Children

Author(s)

Valeria A. Grigorieva, Teacher of the Department for Methods of Preschool Education, https://orcid.org/0000-0001-6628-7006, Irkutsk Regional College of Pedagogical Education

10 Bulavina St, Irkutsk, Russia, 664043, tel.: +7 (3952) 412282, This email address is being protected from spambots. You need JavaScript enabled to view it.

Olga V. Udova, Candidate of Sciences (Psychology), Associate Professor of the Department of Psychology and Pedagogy of Preschool Education, https://orcid.org/0000-0003-0422-3175, Pedagogical Institute, Irkutsk State University

1 K. Marx St, Irkutsk, Russia, 664003, tel.: +7 (3952) 200739, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The paper addresses the issue of insufficient readiness of teachers to nurture the qualities of a family man in preschool children in the communicative activity. The influence of a teacher on the development of these qualities and author’s approaches to the issue, which consider the necessary psychological and pedagogical conditions, are described. The study proves that it is necessary to work with teachers through various forms of activity that contribute to an increase in their readiness to bring up the qualities of a family man in pre- school children.

Materials and methods. A questionnaire for teachers was employed to reveal the degree of readiness of the teachers in a preschool educational organization to develop the qualities of a family man in children: ideas about the upbringing of the family man in preschool children and awareness of the need to accomplish the objectives of this area of education (cognitive, motivational and value components). Monitoring of joint activities of teachers with children and interaction with parents allowed us to determine how teachers fulfill their capabilities (motivational, value, and behavioral components).

Results. Analysis of the data obtained has indicated that most teachers have a low level of readiness to educate the qualities of a family man in preschool children. They do not consider it necessary to focus the attention of preschool children on family values. They know superficially about the qualities of a family man and can organize only elementary games for the development of these qualities. The teachers involved in the study do not realize their role in cultivating the qualities of a family man in preschool children.

Conclusion. The study has determined the need to organize work with teachers to increase their competence in developing the qualities of a family man in preschool children. Analysis of the data has helped us to identify what knowledge is insufficient, what difficulties teachers face, and what exactly is worth working on. It is important to interest teachers; justify the relevance of the issue of developing the qualities of a family man; discuss forms, methods, and means for organizing the educational process aimed at cultivating qualities of a family man in preschool children; and provide methodological assistance to teachers through various forms of work that contribute to boosting the degree of readiness to educate the qualities of a family man in preschool children.

Keywords: preschool children, readiness of teachers, family man, qualities of a family man, education of qualities of a family man, psychological and pedagogical conditions of education of qualities of a family man

For citation: Grigorieva V. A., Udova O. V. On Teacher’s Readiness to Bring up the Qualities of a Family Man in Preschool Children. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 477-487. (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-477-487

UDС: 373.2

https://doi.org/10.32343/2409-5052-2021-15-4-477-487

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The Establishment of Professional Education of Police Officers in the 1920s in Eastern Siberia

Author(s)

Alexey A. Kuznetsov, Candidate of Sciences (History), Associate Professor, Deputy Head of the Department of Philosophy and Social and Human Sciences, https://orcid.org/0000-0002-6851-2665, East Siberian Institute of the Ministry of Internal Affairs of Russia

110 Lermontov St, Irkutsk, Russia, 664046, tel.: +7 (3952) 410989, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The paper addresses the issues of the development of professional education of police officers in post-revolutionary Eastern Siberia in the 1920s. The archival documents were used to study forms and methods of professional training of young officers of workers and peasants’ police. The main of them were school training of the reserve and practical training of the officers in off-duty and on-duty hours. The study also focused on the issues that interfered with the professional training of officers and, eventually, did not allow the single system for the policemen training to be established.

The objective of the study is to examine the issue of creating a system of training police personnel in the 1920s, highlight the activities of the administrative department intended to organize the professional training of police officers for the East Siberian region at a difficult time for the country, and the problems that arose.

Materials and methods. The study employed synthesis methods, comparative analysis of historical sources, historical-system method, and the principle of historicism.

Results of the study. The activities of the police of Eastern Siberia, which were aimed at the professional training of law enforcement officers, were investigated. The post-war Eastern Siberia faced a lack of personnel for the police since tsarist police were defeated, and the class approach to the personnel selection led to the situation where the policemen from workers and peasants were often poorly literate or illiterate. Therefore, there was an urgent need to establish a professional training system for police officers. Attempts were made to create this system, but they were unsuccessful in the 1920s. This activity, however, made it possible to lay a foundation for the establishment of such a system in the future.

Keywords: Siberian police, history of police, workers and peasants’ police, professional education, history of professional police training, Eastern Siberia, Irkutsk, Irkutsk province, the 1920s, revolution, crime, gangsterism

For citation: Kuznetsov A. A. The Establishment of Professional Education of Police Officers in the 1920s in Eastern Siberia. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 488-499 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-488-499

UDС: 377+351.74: 94(571.53)

https://doi.org/10.32343/2409-5052-2021-15-4-488-499

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Extrapolation of Foreign Productive Practices in the Context of Standardization of Teacher’s Professional Activity

Author(s)

Olga G. Krasnoshlykova, Doctor of Sciences (Pedagogy), Professor, Rector, https://orcid.org/0000-0002-8452-9379, Kuzbass Regional Institute for Professional Development and Retraining of Educators

3 Zauzelkova St, Kemerovo, Russia, 650070, tel.: +7 (3842) 311586, This email address is being protected from spambots. You need JavaScript enabled to view it.

Tatiana S. Komarova, Principal, https://orcid.org/0000-0002-7446-695X, Secondary School № 72 with advanced study of English

10 Sverdlov St, Novokuznetsk, Russia, 654080, tel.: +7 (905) 9638100, mosquitonk@yandex.ru

Abstract. Introduction. The transformation of a teacher’s professional activity in the context of standardization is a priority objective of Russian education. The paper aims to determine the aspects of extrapolation of teacher’s professional activity standardization practice in foreign countries into the practice of an educational organization.

Methods. A comparative analysis of foreign teacher’s professional standards revealed their common and distinctive features. It also identified universal and contextual characteristics of conditions for the foreign experience extrapolation. The extrapolation method established the current strands of extrapolation and productive practices of foreign experience for translation into Russian education. The modeling made it possible to design changes in the teacher’s activity and develop a concept of its transformation under standardization.

Results. Analysis of theoretical and normative sources on the adoption of teacher’s professional standards in the Russian Federation indicates that the experience of teacher’s professional activity standardization in foreign countries is relevant for Russian education. In this regard, a concept of teacher’s activity transformation to the teacher’s professional standard in an educational organization is proposed. It rests on the extrapolation directions (motivational aspect, methodological support, education technology, and administrative resource of an educational organization) and the productive experience of foreign countries – Australia, England, Hong Kong, and Singapore.

Conclusion. The relevance of the presented research materials is determined by the potential resource of extrapolation of foreign experience into the practice of an educational organization, against the background of disregard of productive practices of teacher’s professional activity standardization in foreign countries and procrastination of the adoption of the teacher’s professional standard in the Russian Federation.

Keywords: teacher’s professional activity standardization, extrapolation of teacher’s professional activity standardization practice, foreign countries practice, transformation of teacher’s professional activity, universal and contextual characteristics of extrapolation conditions, directions of productive experience extrapolation in foreign countries

For citation: Krasnoshlykova O. G., Komarova T. S. Extrapolation of foreign productive practices in the context of standardization of teacher’s professional activity. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 465-476 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-465-476

UDС: 37.013.75

https://doi.org/10.32343/2409-5052-2021-15-4-465-476

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