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Preparing a Modern Teacher for Work in a Rural School: Key Competencies and Individualized Models of Organizing Professional Development

Sherayzina Roza Moiseyevna, Aleksandrova Marina Viktorovna, Trashchenkova Svetlana Aleksandrovna

DOI: 10.23951/2307-6127-2024-6-29-37

Information About Author:

Sherayzina R. M., Doctor of Pedagogical Sciences, Professor, Head of the Department of Primary, Preschool Education and Social Management, Yaroslav the Wise Novgorod State University (ul. Bolshaya Sankt-Petersburgskaya, 41, Veliky Novgorod, Russian Federation, 173003). Aleksandrova M. V., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Primary, Preschool Education and Social Management, Yaroslav the Wise Novgorod State University (ul. Bolshaya Sankt-Petersburgskaya, 41, Veliky Novgorod, Russian Federation, 173003). Trashchenkova S. A., Doctor of Pedagogical Sciences, Professor, Head of the Department of Primary, Preschool Education and Social Management, Yaroslav the Wise Novgorod State University (ul. Bolshaya Sankt-Petersburgskaya, 41, Veliky Novgorod, Russian Federation, 173003).

The article systematizes the key characteristics of a modern rural school and the specific conditions of its activities. It describes the specific features of a rural teacher’s pedagogical activity. It presents the content of individual pedagogical difficulties of teachers in this group of general education organizations: selection of educational material for work on “non-core” disciplines, integration of educational material, psychology of pedagogical communication in mixed-age groups, a system of effective methods, techniques and means of teaching in small classes, design and implementation of individual educational routes, techniques for self-organization of a teacher’s activity, self-analysis of difficulties in professional activity, etc. The article presents the key competencies (communicative, design, reflexive), the corresponding components of the content of the activity (integrative-methodological component, informational-cognitive, personality-developing, reflexive-communicative), and the leading principles of training a teacher in a small rural school. Individual routes for advanced training, including variable models, are substantiated.

Keywords: small school, rural school teacher, features of the professional activity of a rural school teacher, communicative competence of a rural school teacher, design competence of a rural school teacher

References:

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sherayzina_roza_moiseyevna_29_37_6_58_2024.pdf ( 350.11 kB ) sherayzina_roza_moiseyevna_29_37_6_58_2024.zip ( 368.92 kB )

Issue: 6, 2024

Series of issue: Issue 6

Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION

Pages: 29 — 37

Downloads: 554

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