Emerging Teacher Education. Direction of Changes and First Practical Steps

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Abstract

The paper outlines main principles for constructing a new model (called active-reflective) for pedagogical education (teacher preparation, development) in context of societal evolution and modernization of the country system of education. We search for optimal ways and means of development student’s personality through active immersion into practice. Practice, research, and academic study are considered as deeply intervened components of teacher-to-be professional development. Modern ICT environment is immanent for it. The first results of implementation of the model in Moscow State Pedagogical University in the framework of Federal Project of Modernization of Teacher Preparation are discussed briefly.

General Information

Keywords: personal and professional development of teacher-to-be, mathetics, learning by doing, active-reflective learning, ICT in teacher preparation

Journal rubric: Pedagogical Education

Article type: scientific article

For citation: Bulin-Sokolova E.I., Obuhov A.S., Semenov A.L. Emerging Teacher Education. Direction of Changes and First Practical Steps . Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014. Vol. 19, no. 3, pp. 207–226. (In Russ., аbstr. in Engl.)

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Information About the Authors

E. I. Bulin-Sokolova, Doctor of Education, Moscow, Russia, e-mail: bs@mpgu.edu

Alexey S. Obuhov, PhD in Psychology, Associate Professor, Leading Expert of the Center for Contemporary Childhood Studies of the Institute of Education, National Research University— Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7215-3901, e-mail: aobuhov@hse.ru

A. L. Semenov, Doctor of Physics and Matematics, Moscow, Russia, e-mail: alsemenov@mpgu.edu

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