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INFORMAL PROFESSIONAL COMMUNITIES AND COMPETENCE DEVELOPMENT GROUPS FOR TEACHERS OF GENERAL EDUCATION SYSTEM: DISTINCTIVE FEATURES // Pedagogical Review. 2018. Issue 2 (20). P. 76-82

The article represents the result of theoretical and experimental research of the issues of informal education of teachers of the general education system. This type of education has the ability to realize the idea of lifelong learning more completely. There is a low level of integration of formal and informal forms of education. In the work we define the informal professional communities in the following way: it is a form of joint professional activity of pedagogical workers in the general education system that contributes to the development of its participants’ professionalism in the process of the unified goal achieving within the framework of informal education. The author determines the key features of informal professional communities in comparison with competence development groups for teachers of general education system based on the type of education characteristics, the features of creation, activity, interaction of participants, etc. In the process of work we applied the andragogical approach, which allows considering the scientific foundations of adult learning, involving orientation toward the teachers’ professional development. Methods of comparison and expert assessments have made it possible to identify significant features of informal professional communities and competence development groups for teachers of the general education system (preschool, primary general, compulsory and secondary general education). It is possible to use the results of the research in scientific and methodological recommendations on the work optimization of the informal professional communities, as well as competence development groups.

Keywords: informal education, professional community, competence development, teachers of general education system

EDUCATIONAL POTENTIAL OF INTEGRATION OF NON-FORMAL EDUCATION AND PRACTICES OF MASTER TRAINING OF TEACHERS // Pedagogical Review. 2019. Issue 6 (28). P. 122-132

The results of a scientific and pedagogical analysis of the current state of non-formal education as an andragogical practice are presented. The features of the informal professional community activities in the context of using its opportunities for the teachers’ professional development are shown. Scientifically based ideas about the typology of informal professional communities, the patterns of their functioning are given. The expediency of integrating the practices of non-formal teachers’ education and their master’s training is substantiated. The methods of such integration at the target and organizational-methodological levels are indicated. The experience of Tomsk State Pedagogical University FSBEI HE (TSPU) on the design of modular basic educational programs for master’s training in pedagogical orientation on the basis of FSES HE 3 ++ is summarized through the combination of state educational standards and professional standards. An expert author’s vision of ways to realize the educational potential of the interaction of subjects included in the practice of non-formal teachers’ professional communities, graduate students and the teaching community of the pedagogical university is proposed. The results of research as well as scientific and methodological work of TSPU specialists on updating approaches to the construction of the content and organizational-activity formats of master’s training are indicated. The materials of the article are prepared on the basis of such research methods as theoretical analysis, survey, expert method.

Keywords: andragogical practice, non-formal education, informal teachers’ professional communities, master’s training of teachers, integration, educational potential for integrating of educational practices

POTENTIAL INTEGRATION OF FORMAL AND NON- FORMAL EDUCATION OF POSTGRADUATE STUDENTS OF PEDAGOGICAL UNIVERSITY: MANAGERIAL ASPECT // Pedagogical Review. 2022. Issue 5 (45). P. 98-110

The article analyzes the actual problems of current state of the training of teaching staff of higher scientific qualification in graduate school. The real organizational, managerial, substantive and motivational possibilities of more effective functioning of the postgraduate pedagogical profile are revealed. The issues of determining and using the integration potential of formal and non-formal education from the perspective of managing the development of pedagogical postgraduate studies are considered. The situation of resource shortage for formal education of graduate students at the pedagogical university is actualized. Among the missing resources for training highly qualified scientific personnel are noted: the weakening of research activities of universities, a decrease in the number of applicants to graduate school, the disunity of university system for training research personnel and awarding academic degrees. The characteristic features of the integration potential of the designated types of education are revealed and substantiated through the analysis of the activity of the scientific school of a teacher-researcher as an actual practice of non- formal education of graduate students, effectively complementing the formal system of training of highly qualified personnel. As the methodological basis of the research, such methods as phenomenological research, included observation, methods of humanitarian research were used, namely: the study of the experience of integration of two types of education, the identification of empirical signs of integration, their generalization, justification of the potential of such integration. The possible ways of improving the training of researchers for universities and research structures are proposed on the example of the presented experience of Tomsk State Pedagogical University.

Keywords: management of education development, scientific school, graduate students, the potential of integration of formal and non-formal education

METHODOLOGICAL FOUNDATIONS OF MODERN SCIENTIFIC AND PEDAGOGICAL RESEARCH: FROM CONTRADICTIONS TO CURRENT TOPICS // Pedagogical Review. 2022. Issue 6 (46). P. 206-214

The article is devoted to the definition of the essence of significant methodological characteristics of scientific and pedagogical research (contradiction - problem – topic) through the substantiation of their structural and semantic integrity from the perspective of modern pedagogical science. The key requirements for the formulation of contradictions, problems and topics of dissertation research, which are important to rethink in the present situation, are analyzed and summarized. The methodological foundations of some candidate/doctoral dissertations defended over the past five years in the dissertation Council of Tomsk State Pedagogical University are considered. Examples of correctly formulated topics, contradictions and problems of research in pedagogical sciences are given, taking into account the experience of the Dissertation Council at TSPU. It is shown how the scientific correctness of these formulations affects the content of the dissertation and the quality of the scientific results achieved. The current directions of pedagogical research in the field of education sciences are highlighted.

Keywords: methodological characteristics, scientific justification, actual topics of dissertation research

Development of the creative potential of the future teacher in the process of professional training (on the example of teaching natural sciences) // Pedagogical Review. 2023. Issue 6 (52). P. 106-112

The issues of the development of the creative potential of bachelors studying under the programs of the natural science and humanities profiles of the pedagogical university are considered. The ideas and approaches used by the authors are presented on the example of teaching physics and natural science. The purpose of the study is to determine the possibilities of developing the creative potential of a future teacher in the process of teaching natural sciences at a pedagogical university. With the help of an interdisciplinary approach in teaching, a connection is established between specific disciplines of natural science and humanities training profiles. According to the authors, this ensures the integrity of education, allows students to successfully form a general picture of the world. Special integrative author’s tables on various topics, compiled taking into account the implementation of an interdisciplinary approach, are described. They systematize the material on certain sections of natural science knowledge and provide the most famous cultural and historical events related to a certain time period. The use of integrative tables allows for an interdisciplinary approach, the integration of humanitarian and natural science knowledge. Tasks are offered for students of various faculties, taking into account the specifics of their future profession, which contributes to the creation of a free environment that stimulates the creative activity of the individual.

Keywords: creative potential, interdisciplinary approach, professional training, future teacher

Interdisciplinarity in higher pedagogical education: from the experience of teaching natural sciences // Pedagogical Review. 2024. Issue 6 (58). P. 63-71

The necessity of filling educational programs of pedagogical directions and training profiles at the university with interdisciplinary content in the logic of the implementation of the new national project “Personnel” is actualized. The interdisciplinary nature of the natural sciences and humanities disciplines taught at the pedagogical University is shown in accordance with the principles of integration and complexity of a single interdisciplinary interaction space that removes the usual restrictions (barriers). The purpose of the study is to rethink the essence of the concept of “interdisciplinarity” using the example of teaching natural science disciplines at a pedagogical university. The principle of integration determines the formation of students’ understanding of the meaning of studying each discipline in relation to others: that is, due to which one academic discipline penetrates into another, mutually enriching each other. The principle of complexity ensures the dissemination of an interdisciplinary approach to the entire educational process at a pedagogical university. The interdisciplinary content of natural science disciplines is considered through the compilation of integration and systematizing tables, comparison of scales, writing essays, solving situational problems that are effectively used in higher pedagogical education. The use of such methods and forms allows university students to go beyond the narrow limits of individual disciplines, integrate and demonstrate a comprehensive view of the world, based on the unity and interrelation of man, nature, science and art. It is concluded that interdisciplinarity is the process of combining two or more disciplinary fields (their approaches, theories, methods of analysis, etc.) in a single space of interdisciplinary interaction. The key role in the implementation of this approach is played by the personal and professional profile of a higher school teacher who has the appropriate skills and shares the significant values of the organization.

Keywords: interdisciplinarity, natural science and humanities, principles of integration and complexity, pedagogical education, higher education