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Conceptual Basis and Modeling Stages of the Program of Practice-oriented Training of Teachers (educators) in Terms of Networking of Preschool and Higher Education Organizations
, Ph.D. in Pedagogy, Professor, Chair of Preschool Pedagogics, Moscow Pedagogical State University, Moscow, Russia, firstname.lastname@example.orgIzotova E.I.
, Ph.D. in Pedagogy, Head of the Chair of Developmental Psychology, Moscow Pedagogical State University, Moscow, Russia, email@example.comVolobueva L.M.
, Ph.D. in Pedagogy, Head of the Chair of Preschool Pedagogics, Moscow Pedagogical State University, Moscow, Russia, firstname.lastname@example.orgParamonova M.Yu.
, Ph.D. in Pedagogy, Dean of the Department of Preschool Pedagogic and Psychology, Moscow Pedagogical State University, Moscow, Russia, email@example.com
The article deals with the problem of updating the content of teacher training programs for preschool education system under the new requirements to the working actions of specialists (Professional standard of the teacher / educator), as well as to the results of their professional activities (Federal State Educational Standards of Preschool Education). The authors present the experience of updating the educational process content and organization for the preparation of the teacher in a preschool educational institution during applied bachelor degree in “Psycho-pedagogical education”, which was implemented as a pilot project of the Russian Ministry of Education and Science by the team of the Faculty of Preschool Pedagogy and Psychology in Moscow State Pedagogical University. The article provides the conceptual basis of substantial renovation of the basic professional education program (BPEP), highlights the principles and logic of organization of the educational process in high school on the example of implementing educational training programs for preschool teachers. We reveal the problem areas of BPEP modeling and design, of partners networking implementing in the training of qualified personnel for the preschool educational institutions. We propose an algorithm of modelling BPEP as a whole, as well as of its self-contained structural elements – modules. In addition, the authors define the general trajectory of the student moving from one educational program module to another, and the space-time coordinates of passing each level, stage of professional and personal development.
Keywords: educational program model, educational route trajectory, educational module, working actions of the teacher (educator), competence, networking, educational program design, planning learning activities, educational results, practice-oriented training, professional standard of the teacher (educator), standard of preschool education
Column: Directions of the project of pedagogical education modernization
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