Today, the country's public is discussing the draft Concept for Supporting the Development of Pedagogical Education. This is the first, very important step in creating an integrated and comprehensive program, which is being developed by the Ministry of Education and Science of the Russian Federation.
The editors of the "AO" invited representatives of universities and institutions of further vocational education that implement programs for the training and retraining of teachers to answer a number of questions.
- What is your assessment of the draft document? Is it necessary to refine and clarify some of its provisions?
- What measures, in your opinion, will increase the social status of the teacher and the prestige of his profession in society?
- Is the point of view close to you: not only teaching, but also upbringing should be the goal of the teacher's work? What moral qualities should a modern teacher have?
- (1) The development of new approaches to the development of teacher education is a timely response to the realities of life.
The concept involves the training of carriers of the new ideology and technology. In fact, these are professional teachers whose worldview becomes a fulcrum and a mechanism for transformation in education. In our opinion, the training of such professionals involves strengthening not only their applied, practical orientation. A teacher who has a culture of thinking, a value attitude to learning as a way of life can create the intellectual potential of society in the face of today's students. Professionalism of this level is formed in the process of mastering fundamental scientific disciplines. The draft concept refers to broad general humanitarian training of bachelors of the first two courses, after which, having chosen a pedagogical specialization, they are sent for a long practice at school. How realistic is it to expect a qualitatively new ideology and technology from a person who, having left the walls of the school, having barely entered the space of scientific knowledge, immediately returned to the worldview of his yesterday's school mentors?
- (2) A professional whose activity results in the growth of the country's intellectual potential deserves the highest material reward and public recognition. Grants are needed to support internships, advanced training, and retraining of teachers. Providing their families with housing and social benefits is of great importance for securing teachers in the regions. I consider it important to return to the glorious Russian tradition - the attitude towards specialists in the field of education as pedagogical intelligentsia, carriers of culture and enlightenment.
- (3) The society sets a very capacious task for the teacher - to promote the development of the intellect, personality, worldview of the younger generation. The moral qualities of a professional of this level are undeniably high. A value attitude to one's work, a desire to act for the benefit of society and the bright future of one's students, optimism - these are some of the strokes to the portrait of a real teacher.
- (1) The undoubted advantage of the discussed document is that it states the position of the Ministry of Education and Science of the Russian Federation on the issues of reforming the system of teacher education. We consider as a positive moment the emphasis of pedagogical universities on practical work organized jointly with colleges and schools. The authors of the document proposed various options for differentiating undergraduate and graduate programs, which is also important.
At the same time, a number of positions of the project are not quite clear. The most important stage of education - preschool childhood - fell out of sight. The problems raised as pivotal relate only to the process of professional training of teachers, but do not affect the formation of the educational space and the very process of accompanying the training of teaching staff. The criteria and content of the introduced universal baccalaureate are not quite clear, the possibility of improving the qualifications of higher education workers themselves is not spelled out.
The draft concept needs a comprehensive professional discussion, serious expertise and improvement.
- (2) Most of the problems in the education system are not pedagogical, but social in nature. Their practical solution is associated not only with pedagogical innovations, but also with a change in a number of conditions, one of which is an increase in the social status of a teacher and his standard of living.
Most teachers emphasize that the strengthening of their professional status depends not so much on material resources, but on the reorientation of the information environment towards a positive image of the teacher.
- (3) We are sure that the goal of any of the teachers of Russian universities is not just teaching a student about modern innovative technologies, but, first of all, educating a full-fledged harmonious personality, a patriotic citizen of his country. Therefore, a special mission falls on pedagogical universities - the formation of a modern pedagogical elite. The society is interested in a new teacher who clearly sees the meaning and purpose of his activity, is focused on the implementation of the ideas of advanced education, on the creative transformation of himself and students.
- (1) The draft concept is a timely document. The education system in general and the training of teaching staff in particular have undergone significant changes recently: the transition to a tiered training system, a change in the list of pedagogical educational programs, and the modernization of the content and teaching technologies. This objectively leads to the need to solve problems along the entire pedagogical front.
However, certain provisions of the concept require further development and clarification. The new law on education defines the special status of pedagogical workers in society. Consequently, both the system of their training and the conditions for the implementation of educational programs should be specific. This also applies to the special status of pedagogical universities. Supporting in general the idea of non-linearity of learning trajectories, we believe that specialized pedagogical programs should become the basis of the content of high-quality teacher training, involving a comprehensive fundamental subject, psychological, pedagogical and informational training. The list of key projects that can act as points of growth, providing a real modernization of the content and technologies of teacher education, should be emphasized. It is important to comprehensively solve the problems of selecting applicants motivated for pedagogical work.
- (2) A paradoxical situation has developed. On the one hand, the teaching profession is positioned as one of the most honorable and responsible. On the other hand, its social attractiveness and prestige have reached an extremely low level over the past twenty years.
The problem should be solved comprehensively - by consolidating the efforts of general education organizations, educational authorities, educational organizations of higher education, executive authorities of regions and municipalities in selecting candidates for training in pedagogical specialties and areas of training. It is necessary to implement a system of student support during the period of study at a college or university, the implementation of material incentives, the provision of comprehensive (organizational, methodological, material, housing, etc.) support for young professionals. Only coordinated actions will make it possible to solve the problem of "double negative selection" and ensure the influx of competent, proactive, innovative-minded young teachers into educational organizations.
- (3) The educational function of a modern teacher is inseparable from teaching and developing. Today, a teacher should be a person, a bearer of moral ideals, an example of kindness, sensitivity, justice, and patriotism. Unfortunately, these significant circumstances are not fully taken into account in the draft concept, which considers teacher education somewhat narrowed - as a service dominated by quality categories, standards of professional activity, certification. Such an approach can have a significant negative impact on the quality of teacher training and the results of his pedagogical work.
- (1) The very fact of the appearance of the draft concept is positive. This indicates the actualization of the problems of pedagogical education.
The list of problems, the solution of which is the subject of consideration of the document, in our opinion, can be supplemented. In the section "problems of entering the profession" you can add:
- insufficient and often low level of media coverage of the functions and features of the teaching profession;
- the absence of a support system for pedagogical dynasties;
- the insufficiency of federal targeted programs that solve systemic problems in education.
In the "problems of preparation" section, add:
- lack of complexes of educational institutions, which include a pedagogical institute with postgraduate studies, as well as a school with preschool, primary, secondary and senior levels of education;
- lack of interaction between students of domestic pedagogical universities and students of foreign universities that train teachers.
The section “problems of retention in the profession” should be supplemented with such positions as:
- simplification of the certification procedure for teachers (only compliance with the highest qualification category should be assessed by independent experts, everything else - by the educational institution itself);
- federal targeted programs that address issues of housing for teachers, educational and methodological, material, informational, technical equipment of pedagogical activities.
- (2) Such measures include the annual holding of congresses of teachers at the federal and regional levels; a ban on the teaching load exceeding the norm of one rate, while maintaining the requirement for the size of the teacher's salary as the average for the economy in the region; the introduction of school uniforms for teachers; implementation of the federal targeted programs "Housing for the teacher" and "Teacher's office".
- (3) The moral qualities of a teacher of the new time will undoubtedly be associated with social, political and economic relations in society, which largely influence the development of pedagogy and educational practice. However, there are enduring pedagogical values that should serve as guidelines for all who have chosen the teaching profession. This is, first of all, pedagogical optimism, based on a deep faith in the strength and capabilities of each child, and the professional honor of a teacher.
In January 2014, the Russian Ministry of Education and Science submitted for public discussion a draft Concept for Supporting the Development of Pedagogical Education. As Alexander Sobolev, Director of the Department of State Policy in the Sphere of Higher Education of the Russian Ministry of Education and Science, noted at a meeting of the State Duma Education Committee, the document is dedicated to improving the quality of education in the field of pedagogy and the efficiency of educational organizations implementing relevant programs.
In his Address to the Federal Assembly on December 12, 2013, Russian President Vladimir Putin said: “The teacher's professional growth is of decisive importance for the future of the Russian school. He must be ready to use modern technologies in teaching, be able to work with children with disabilities in health. I ask you to prepare a comprehensive personnel renewal program for schools. I know that the Ministry of Education is already doing this, including the development of a system of continuous training and professional development for teachers. We need to complete this work on the preparation of this program.”
To develop a comprehensive program, the Russian Ministry of Education and Science has set up a working group led by First Deputy Minister Natalya Tretyak. It consists of four commissions, each of which is responsible for its own area of work - approbation and implementation of the professional standard of a teacher, ensuring the transition to a system of an effective teacher contract, increasing the social status and prestige of the teaching profession, and modernizing teacher education.
Thus, the draft Concept for Supporting the Development of Pedagogical Education is one of the steps in creating an integrated, comprehensive program that will be submitted to the Government of the Russian Federation before June 1, 2014.
The idea of creating a concept arose 1.5 years ago, when the results of the first monitoring of the effectiveness of state universities were summed up. The Minister of Education and Science of the Russian Federation Dmitry Livanov instructed the creation of a working group to understand the situation and make the necessary decisions. There were proposals to evaluate the work of pedagogical universities according to special criteria, but, from the point of view of the working group, this would only preserve the situation. In the same way, not all pedagogical universities and their branches would find it optimal to join federal or classical universities. And the task was set differently: to modernize educational programs and, on the basis of this, increase the efficiency of the work of educational organizations. It was this logic that guided the working group when creating the draft concept.
According to one of the project developers, Academician of the Russian Academy of Education Viktor Bolotov, among the ideas embodied in the document, the following are the most important:
First, the emphasis on teaching practice, and not in the former sense, when students spent some time at school and received a credit. Pedagogical practice is when the school becomes an experimental platform for future teachers. They do not just come there for a semester, breaking away from their studies, they are present there in one way or another during the educational process and in practice master what they are given in theory at the university. In order to implement this idea, universities that train teachers should have their own basic schools.
Secondly, it is an opportunity for some students to leave pedagogical programs, and for others, on the contrary, to switch to these programs. It is well known that many graduates of pedagogical universities do not want to work in schools, but, having understood this during their studies, they cannot change their educational trajectory. At the same time, students of other areas and specialties sometimes come to the conclusion that pedagogy is a much more interesting business than what they are doing now. Both should be given the opportunity to work according to their vocation.
Thirdly, support for young teachers. The draft concept is not so much about material as about professional support. Now they often drop out of school because older colleagues cannot provide them with professional help. It is necessary to create professional communities of young teachers - both real and virtual; such communities are well known in different regions, for example, in the Krasnoyarsk Territory. If in the first two or three years a young teacher can be helped to stay in school, he will certainly remain there to work and become a good specialist. The developers of the concept believe that these and other steps will help raise teacher education to a new level.
The system of pedagogical education Career guidance and pre-professional training through the system of teacher classes, author's career guidance camps, Olympiads in pedagogy and psychology, open days of professional educational institutions, invitation of high school students to participate in activities of Kostroma State University as part of extracurricular activities, participation of students in career guidance work at school. Training of teachers in institutions of secondary vocational education (OGBPOU "Sharya Pedagogical College of the Kostroma Region", OGBOPOU "Galich Pedagogical College of the Kostroma Region"). Training of teachers in pedagogical specialties and at the expense of additional higher professional education in classical university specialties at the Kostroma State University named after N.A. Nekrasov. Advanced training of teachers and professional retraining (Kostroma Regional Institute for the Development of Education, Kostroma State University named after N.A. Nekrasov). Postgraduate Pedagogical Education in Postgraduate and Doctoral Studies” FGBOUVPO “Kostroma State University named after N.A. Nekrasov.
Problems Low motivation for teaching professions The existing system of targeted contracts for teacher training is not working well It is difficult for students to adapt to the requirements for the initial stage of vocational education There are problems in vocational education (transition to the Federal State Educational Standards, insufficient implementation of the activity approach ...) professional support and support for young teachers There is no systemic interaction between interested organizations in quality teacher education There is no reasonable forecast of the needs for teaching staff in the region There is no serious analysis of ongoing programs and projects related to teacher education.
The key stakeholders are the state, which carries out the legal regulation of the activities of the systems of general, professional and additional education and the state order for the training of specialists; regional and municipal executive authorities that carry out legal and organizational regulation of the activities of general, professional and additional education systems at the regional and municipal levels and form a regional (municipal) order for training specialists; institutions of the social and educational sphere that act as employers and customers of graduates, as well as potentially other institutional institutions where a graduate of a pedagogical direction can find a job in accordance with the specialization received; schoolchildren, applicants, their parents; students under pre-professional training programs, all forms and levels of vocational education, advanced training and retraining programs; employees of educational organizations; public associations and organizations, including social groups, creative unions, scientific institutions, etc., interested in social partnership.
The main directions and mechanisms for the development of teacher education Ensuring successful entry into the profession Development and implementation of a professional orientation program for teaching professions Development of a support system and legal support for the activities of pedagogical and psychological-pedagogical classes in general education schools, institutions of additional education, on the basis of organizations of secondary vocational education and KSU them. N.A. Nekrasova Development of a system of targeted contractual training of teachers in bachelor's and master's programs at the expense of federal and regional budgets. Creation of a regional system of incentives for admission to pedagogical areas of training of school graduates with USE results above the average for the region. Development of ways to take into account the personal achievements of schoolchildren when entering pedagogical areas of training. Development of a system of professional retraining, training in the magistracy of specialists in various fields for work in educational institutions to ensure a multi-channel entry into the teaching profession of specialists in various fields. Creation of a project aimed at forming a respectful public opinion about the teaching profession using the capabilities of the region's media, public and educational organizations.
Pedagogical classes normative support of activities of pre-professional training classes; support for teachers working in teaching classes; support for the system of training teachers, their methodological support and coordination of the activities of pedagogical classes within the framework of cooperation agreements: pedagogical class - pedagogical college - university; holding a regional Olympiad for students of pedagogical classes
Improving the quality of training in professional educational institutions Development and implementation of educational programs for teacher education at various levels in accordance with the standard of professional activity of a teacher. Bringing the system of teacher education in line with the requirements of the Federal State Educational Standard of General Education. Creation of a system of multi-vector learning trajectory and flexible pedagogical training programs for different categories of students. Organization of pedagogical training for students of non-pedagogical areas, development of a system for training interested specialists in the framework of master's programs and professional retraining programs. Changing the content of programs, technologies for teaching and educating teaching staff to enhance the motivational, practical, technological training of future teachers. Formation of a system of internships for students in educational organizations and material incentives for their work. Development of projects of network pedagogical education with the participation of vocational education institutions, basic educational organizations, partner schools and basic departments of pedagogical orientation in schools. Formation of the practice of searching, selecting and supporting gifted students oriented to work in educational organizations. Creation of a system of social and professional assessment of the quality of educational programs of pedagogical education at various levels. Coordination of educational programs for the professional training of teachers with employers.
Retention in the profession Assistance in the employment of graduates of pedagogical areas of training. Implementation of a corporate support system for the professional development of young teachers. Development of an incentive system for young teachers in order to secure them in educational organizations. Creation of a system of independent professional certification of graduates of professional educational institutions.
Research and organizational activities Analysis of the needs of the region in teaching staff until 2020 and the formation of a regional order for the training of teaching staff. Creation of a unified regional information base, a system of thematic Internet resources at the regional and municipal levels in the field of monitoring and supporting vocational education. Formation and systematic updating of an open bank of profiles of pedagogical professions and positions. Conducting an analysis of ongoing programs and projects related to teacher education. Identification of the main factors that negatively affect the effectiveness of teacher education (conducting a scientifically based study of the state of teacher education in the region). Development of a competency-based model of a teacher in demand in educational organizations in the region. Determining the roles of key stakeholders in quality teacher education. Development of a system model of regional pedagogical education. Description of the elements and stages of continuous pedagogical education, including pre-professional, professional additional education. Development of a system of interaction between the Department of Education and Science of the Kostroma Region, municipal education authorities, educational institutions, pedagogical colleges, Kostroma Regional Institute for the Development of Education, Kostroma State University named after N.A. Nekrasov” for the implementation of coordinated actions in the system of training teaching staff (development of a system of legal, organizational and administrative documents that define areas of responsibility and the structure of interaction). Development of roadmaps for the implementation of the concept.
The key elements of changes in teacher education are: motivation (career guidance, selection of the best, restoration of a positive image of the Teacher, incentives); educational programs (FSES, Professional standard of a teacher, flexible educational routes); learning technologies (activity-oriented, practice-oriented, individualized); practices (basic schools, partner schools, internship sites, basic departments); projects (project activities, implementation, expertise); environment (innovative infrastructure and social initiatives, corporate support); admission (professional examination and certification); result (subject and over-subject competencies, universal teacher, consolidation in the profession).
Expected results of the implementation of the Concept Construction of an innovative systemic model of teacher education with the following characteristics: competitive, non-linear, multi-vector and multi-channel, open, individualized, competence-based, activity-oriented, practice-oriented. Determination of the structure, content of interaction and functions of key stakeholders of the system of continuous teacher education in the region. Staged creation of elements of the system of continuous teacher education based on the interaction of key stakeholders. Support for initiatives related to the implementation of innovative teacher education programs. Training of competent teaching staff, their employment and consolidation in educational organizations of the region. 100% staffing of the general education system by teachers who have received pedagogical education or have undergone retraining, advanced training in this area in accordance with the requirements of the teacher's professional standard.
The concept of education development is a document that defines the overall strategy, main directions, priorities, tasks of the state policy in the field of education and mechanisms for their implementation, as a fundamental component of the formation and strengthening of state independence, the progressive development of the country. The concept defines education as a national priority, lays the foundation for the state development of the educational policy of the Republic of Kazakhstan for a long period and is the basis for making changes and additions to the legislation, the financing system, the content of education, the structure of the education system, the education management system, personnel and social policy. In accordance with this Concept, an Action Plan for its implementation is being developed. Education, as a sphere most closely associated with the formation of a person's personality, is able to overcome negative trends in the development of society. The key figure in this area was and always remains a teacher - a modern teacher, a competent specialist who owns the entire arsenal of means, a socially mature, creative person, capable and striving for professional self-improvement. Pedagogical education is a priority link in the entire education system, as it determines the effectiveness of its functioning as a whole and each of its links separately.
Analyzing modern educational concepts, it can be noted that almost all of them emphasize the important role of education as an integral and integral part of the entire educational process, in which the education of a person and a citizen is, in fact, the main goal of the school. The same goal is reflected in the "Law on Education", where in the very first paragraph it is said that education is a purposeful process of education and training. In the first place is education. However, in practice, this is most often forgotten and substantive successes are put in the first place. A school is judged on how it teaches physics, chemistry, foreign languages, etc. And very rarely (almost never) she is judged by what she gave children in the spiritual and moral development, what kind of person and citizen she brought up.
The problem of education, as you know, is the subject of a comprehensive general pedagogical, historical-pedagogical, socio-pedagogical analysis, during which the main goals, conditions of education, its mechanisms, etc. are fixed. At the same time, it is clear that modern education is least of all able to adequately reflect in itself constantly changing conditions of life, and currently offers more questions than it can give specific answers in accordance with certain modern requirements of life.
An important role is played by the very definition of the concept of education. An analysis of the concepts of education created in recent years has shown that most of them consider education as a purposeful process of management, formation, and organization of educational influence. At the same time, the emphasis is shifted to the creation of certain conditions for the development and self-development of the personality of the educated person with the help of specific psychological and pedagogical means. The core of modern school concepts of education is an orientation towards joint activities, towards the collaborative nature of relations between the subjects of the educational process: students and teachers. Although there is a fairly large variation in the definition of what is brought up - qualities, values, spirituality, a system of social roles, morality, a focus on success, etc.
It can be seen from the texts of the concepts that most authors share the tasks of educating the modern generation in the spirit of active creative work, observing and harmonizing the interests of society and the individual, developing a person’s spirituality, preserving his physical and moral health, and forming his citizenship. The most general, relevant, dominant provisions of the concepts are the following:
- - implementation of the ideas of humanization and humanitarization;
- - creation of conditions for the disclosure of human creative abilities;
- - comprehensive and harmonious development of personality;
- - socialization of the personality of a citizen of the country;
- - the formation of a viable individual, humanistically oriented towards society and oneself;
- - the formation of a socially active resilient personality;
- - the formation of a personality capable of living in a new democratic society;
- - the formation of a harmoniously developed personality, ready and able to fully fulfill the system of social roles;
- - the revival of the intellectual, spiritual and creative potential of the nation, the education of free citizens with a developed creative attitude towards the world, capable of productive transformative activity and life-creation.
A teacher of a new formation is a spiritually developed, creative person with the ability to reflect, professional skills, a pedagogical gift and a desire for something new. Ideally, a teacher should clearly understand the inherent value of education, be a "person in culture", know his own subject, pedagogy and psychology perfectly, use student-centered pedagogical methods and be motivated to further growth and development of his personality.
A professional teacher must not only be fluent in his subject, but also see the place of each participant in the pedagogical process, be able to organize the activities of students, anticipate its results, correct possible deviations, that is, he must be a competent person. educational concept education teacher
The competence of a teacher depends on the level of formation of three groups of competencies that a teacher of a new formation should possess: methodological (psychological and pedagogical) competencies; general cultural (ideological) competencies; subject-oriented competencies.
The professional activity of a teacher is connected with a specific subject area - pedagogical reality. The object of his professional activity is a holistic pedagogical process, therefore, a teacher of a new formation must be able to act in the system "man - man" ("teacher - student"). It is extremely important for the teacher to realize the role of humanistic relations in the pedagogical process of the educational institution. The ideological and moral position of the teacher should be reflected in the methodology of his educational work, which requires the presence of certain professional qualities of the individual that meet the goals of his activity, and a different view of the student, arising from modern theoretical studies - the student from the object of influence should become the subject of activity.
The transition to a 12-year learning model requires an innovative, creative type of thinking from a modern teacher, characterized by the creation of an objectively new product and the emergence of neoplasms in the course of the activity itself.
The creative orientation of pedagogical activity provides that the teacher must:
- 1) objectively evaluate their capabilities as a teacher of a new formation, know their weak and strong qualities that are significant for this profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.);
- 2) master the general culture of intellectual activity (thinking, memory, perception, representation, attention), the culture of behavior, communication, including pedagogical;
- 3) be able to navigate the ongoing integration processes, trends in the development of the world educational space, the essence of which is that modern education is becoming more and more multicultural, involving a broad language training of the teacher.
Bibliography:
- 1. Law of the Republic of Kazakhstan "On Education"
- 2. The concept of education of the Republic of Kazakhstan until 2015.
- 3. Angelovski K. Teachers and innovations: A book for teachers: Per. from Macedonia. - M., 1991.
- 4. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. - M., 1982.
- 5. Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities - St. Petersburg: Peter, 2000
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1 The concept of supporting the development of teacher education Introduction New requirements for the quality of school education, expressed in new federal state educational standards, the approval of the professional standard of a teacher, require changes in the organization, content and technologies, and the scale of teacher training. The Russian Federation inherited a system of teacher training built in the conditions of a regulated labor market, which made it possible to carry out the mandatory distribution of graduates, strictly regulate the number of students, and limit the mobility of applicants. The teacher training system did not change for many years and was based on a network of pedagogical universities and institutions of secondary vocational education, relatively evenly distributed geographically. In recent years, the number of pedagogical universities has been declining. So, in 2008, 196 universities, including 70 pedagogical universities, provided training, in 2012 - 167 universities, including 48 - actually pedagogical. The enrollment plan for education at the expense of the federal budget of the Russian Federation under the state state institution "Education and Pedagogy" in 2012 amounted to more than 57 thousand budget places, the graduation of specialists with higher pedagogical education in 2012 - 133.1 thousand specialists. The results of the monitoring of the activities of state universities and their branches conducted in 2012 by the Ministry of Education and Science of the Russian Federation showed that 30 out of 42 pedagogical universities (71.43%) and 29 out of 37 of their branches (78.38%) were recognized as having signs
2 inefficiencies, while among medical ones 10.26%, and humanitarian 42.86%. In general, the results of admission and training in pedagogical areas of training, as well as data on the employment of graduates of the relevant programs indicate the existence of a “double negative selection”, when not the “best” (in the academic sense) applicants enter pedagogical universities, and not the best ones become teachers. "best" graduates. At the same time, a significant part of graduates who studied in teacher training programs are not employed either in the education system or in the social sphere (Fig. 1). Figure 1. Dynamics of changes in the orientation towards work at school of students of pedagogical universities (in %, 2007) teaching profession, lack of career prospects, etc.), therefore, three groups of problems can be distinguished, the solution of which is the subject of the Concept: 1 V. Sobkin, O. Tkachenko, Student of a pedagogical university: life and professional prospects, RAO, Moscow, 2007
3 problems of entering the profession, which include: low average USE score of applicants for pedagogical programs and the lack of the possibility of selecting applicants motivated to teach in the specialty and areas of teacher training; low percentage of employment of graduates of pedagogical programs in the specialty in the education system. training problems, which include: unsatisfactory quality of graduate training (outdated methods and technologies, lack of enough hours for practice and internship, lack of an activity approach in preparing students, lack of connection between the study of academic disciplines and the needs of a real school), weak involvement of students in research activities, poor resource equipment of the educational process in pedagogical programs problems of retention in the profession, which include: the lack of forecasting the needs for teaching staff by region, the lack of responsibility of the regions for failure to fulfill the KTsP and employment of graduates, the low efficiency of mechanisms for attracting the most capable graduates to the post of teacher , the lack of a system of professional support and support for young teachers, as well as the lack of career prospects for teachers, and the recent increase in the delay in leaving schools for teachers who actually do not meet modern requirements. The main goal of the program is to improve the quality of teacher training, bring the system of teacher education in line with the standards of professional activity of a teacher and the Federal State Educational Standard of General Education, and overcome the “double negative selection”. The implementation of the stated goal involves the solution of a number of priority tasks, namely:
4 improving the quality of education of students receiving pedagogical education by abandoning the linear trajectory of learning and creating conditions for free "entry" into programs and pedagogical training for different categories of students (undergraduate students and graduates, acting teachers and specialists in other professions); construction of educational programs of the pedagogical baccalaureate as a profiling of the "universal baccalaureate"; changing the content of pedagogical training programs and teaching technologies in order to ensure the implementation of the new professional standard of the teacher and the new standards of school education, practical training, strengthening the connection of all components of the training content (subject, psychological and pedagogical, information and technical) with the practical professional tasks of the teacher; saturation of curricula with an extensive system of practices, internships, the possibility of targeted training of teachers not only in different subjects, but also for different categories of schools and students, through the widespread use of school-university partnership mechanisms. Training of personnel for a wide range of pedagogical activities outside the school and outside the education system; improving the efficiency of existing teacher training colleges and universities that implement teacher training programs by introducing joint programs for the practical training of teachers (applied bachelor's degree) based on networking between colleges and universities, developing university master's programs for different categories of applicants who want to start or continue their professional activities in the system education; development and testing of a system of independent professional certification of teachers who have received pedagogical education in various training programs in order to provide a system for supporting graduates and developing a teacher's career; Creation
5 public-professional system for assessing the quality of pedagogical programs. During the implementation of the Concept, a new system of pedagogical training should be created, the key elements of which can be named: 1. Development of practical competencies in all training programs based on the new professional standard, including through practice in partner schools. 2. Applied Pedagogical Baccalaureate, as the main model of teacher training, implemented in the network of universities, vocational schools and schools, the program of which involves the replacement of a significant amount of theoretical courses with a practical component. 3. Pedagogical training programs for 3rd and 4th year non-pedagogical undergraduate students in non-pedagogical universities motivated for pedagogical activity. 4. Universal baccalaureate (similar to the Liberal Arts baccalaureate) in pedagogical universities, which implies increased requirements (including the results of the Unified State Examination) when choosing a pedagogical profile of training. 5. Master's degree for the training of teachers-methodologists and managers, priority admission to state-funded places for those working in the education system. 6. Practical modular magistracy with the possibility of quick entry into the profession of persons who do not have a pedagogical education, with preferential enrollment for those already working in general education. 7. Introduction of a qualification exam based on a new professional teacher standard, which simplifies entry into the profession and allows assessing the quality of training. Social and professional accreditation of basic educational programs
6 training of teaching staff based on the results of an independent qualification examination of graduates of such programs. 8. Accompaniment of novice teachers, providing their professional support and professional development. 9. The system of incentives for the practical work of students in schools: the scheme of remuneration of these students (including the school) and the meaningful management of the practice by the employees of the school and the university (including the university), which do not lead to an excessive deterioration in the performance indicators of these educational institutions. The system of financing psychological and pedagogical training (including practice) of students of non-pedagogical universities (including education authorities and general education institutions. Creating conditions in educational institutions for organizing student internships (including remuneration of interns) with the allocation of the necessary financial resources for this. 10. Independent pedagogical activity of student interns (preparing and conducting lessons) with its fixation in the information environment, followed by discussion together with teachers and teachers, creating a digital portfolio of student and student work for use in certification and presentation to the employer. Implementation of pilot projects in universities: development of new models and programs, training of carriers of new ideology and technology Development of proposals for changing the system of admission to pedagogical programs.
7 Development of a new system for the distribution of admission targets for teacher training, stimulating the transition to new models and programs. Methodological support for the dissemination of new models and technologies. Expansion of new models to the entire system of teacher training in the Russian Federation. The road map for the implementation of the Concept is proposed to include the following activities: 1. Development and implementation of annual monitoring of the needs of regional and municipal education systems in teaching and managerial personnel in the field of general education. 2. Development of models for targeted contract training of specialists for regional and municipal education systems with mandatory support for graduates (with increased requirements for enrollment of applicants) and guaranteed employment. 3. Organization of methodological support for the development and implementation of development programs for pedagogical universities and their branches, which have signs of inefficiency based on the results of annual monitoring. 4. Development of projects of the Federal State Educational Standard of Higher Pedagogical Education, corresponding to the professional standard of the teacher and the Federal State Educational Standard of General Education, providing the possibility of flexible and variable training paths for undergraduate programs (including applied bachelor's degree, universal baccalaureate), master's program (including professional master's) and postgraduate studies. 5. Development of models of flexible multi-level and multi-channel training of teachers, including new forms
8 practices, mechanisms of network interaction of organizations of secondary, higher and additional professional education. 6. Development of models of qualification tests (certification) for candidates (including graduates) for work in the field of general education, as well as for the use of the developed models in the certification of teachers. 7. Competitive support for the organization of regional school-university partnerships and other forms of networking between educational organizations that train teaching staff. 8. Development of modern requirements for advanced training and professional retraining programs in pedagogical specialties in accordance with the professional standard of a teacher. 9. Development of models and programs to accompany the professional development of teachers during the first three years of work. 10. Implementation of pilot projects in universities: development of new models and programs, training of carriers of new ideology and technology. 11. Carrying out annual monitoring of the needs of regional and municipal education systems in teaching and managerial personnel in the field of general education and the results of employment of graduates of pedagogical programs. 12. Development and implementation of a grant and methodological support program for the best graduates of leading Russian universities who are employed in municipal educational institutions. 13. Conducting additional professional education programs (internships, professional retraining and
9 advanced training) of the teaching staff of universities that train in pedagogical specialties. 14. Implementation of models of targeted contract training of specialists for regional and municipal education systems, with mandatory internships and guaranteed employment. 15. Opening of network flexible programs for accelerated qualification of a subject teacher, with mandatory practice in a general education organization, for students of non-pedagogical specialties and areas of training. 16. Approbation in the regions of models of qualification tests (certification of qualifications) for candidates for work in the field of general education, as well as for use in certification. 17. Refinement of the professional standard of the teacher, taking into account the possible use in the design of educational programs of pedagogical training, during certification, reflecting in it possible options for the development of a pedagogical career in the field of general education. 18. Conducting a competition of pilot sites for testing new models and technologies of teacher education. Increasing the funding standard for pilot sites implementing "pedagogical internship" programs. 19. Carrying out annual monitoring of the implementation of pilot projects and supporting the dissemination of best practices in the system of teacher education, including the preparation of a report on the state of teacher education. 20. Creation of a new system of accreditation of teacher education programs based on the results of pilot projects. 21. Creation of regulatory opportunities for the introduction of additional entrance examinations for admission to universities for pedagogical educational programs.
10 22. Implementation of the project for the development of managerial personnel for the system of teacher education. 23. Development of programs for the development of additional pedagogical qualifications in the course of obtaining the main pedagogical qualification (with a possible increase in the duration of training by one year) or during the period of pedagogical activity (the managerial link of the education system, pedagogical psychologists, social pedagogues, teachers working with persons with disabilities, teachers for working with children with special needs, deviant behavior, teachers of the system of additional and preschool education, etc.). 24. Development of recommendations on the inclusion of an additional payment for a master's degree in the basic part of the salary of teachers, on reducing the workload of a working teacher without reducing payment for the period of study in a magistracy and postgraduate studies. 25. Development and introduction of qualification requirements for the minimum level of pedagogical education of teachers: when working with younger children, not lower than a bachelor's degree; when working with students with special educational needs (psychologists, speech therapists, correctional teachers, etc.) not lower than a master's degree.
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