Pedagogical education is a system designed to train specialists in general, as well as pre-school, primary, basic and secondary education. Teachers of general education disciplines and professional educational institutions, teachers of institutions involved in additional education of children, social workers and others are also trained. If we consider this term in a broad sense, then it is often used when talking about the professional training of all persons who are related to the upbringing and education of the younger generation (including parents).
Specifics
Pedagogical education in the Russian Federation is characterized by high requirements for professional activity, as well as for the personality of the teacher himself, the educator as a subject of the educational process and pedagogical communication.
Therefore, the process of training qualified personnel must be taken very seriously. Modern pedagogical education is focused on solving two problems. First, you need to helpsocial and value development of the personality of the future teacher, his civil and moral maturity, general cultural, fundamental training. Secondly, it is necessary to promote specialization and professional development in the chosen area of pedagogical activity. It can be said that the comprehensive development of the teacher's personality is the goal, the basis and the condition that ensures the effectiveness of the training of future teachers.
A bit of history
The history of teacher education in Russia began in the 19th century. Then this system was represented by specialized professional training in church teachers' seminaries and second-class teachers' schools, incomplete secondary education courses in diocesan schools and women's gymnasiums, as well as additional professional training, which was carried out at special pedagogical courses.
Pedagogical institutes were opened as part of universities, necessary for the training of teachers of county schools and gymnasiums. Education in them lasted for 3 years, and then increased to 4 years from 1835. Each teacher was trained to teach several subjects.
From 1859, another model was organized to train teachers who already had a university education. Pedagogical courses were opened for graduates of physics and mathematics and history and philology faculties. Historical and philological institutes in Nizhyn (founded in 1875) and St. Petersburg (1867) issued in the secondhalf of the 19th century, most of the teachers for classical gymnasiums. These public educational institutions were equated with universities.
In Russia, there were many prerequisites for the emergence of higher education in the late 19th and early 20th centuries. Pedagogical education and science were sufficiently developed during this period of time, many scientists were engaged in theoretical studies (V. P. Vekhterov, P. F. Kapterev, V. M. Bekhterev, etc.).
In universities at the beginning of the 20th century, two concepts of the education we are considering developed. The first of them was based on the idea of organizing the training of personnel in pedagogical faculties or departments of pedagogy. It was supposed to combine theoretical training and research work. In order to organize pedagogical practice, auxiliary educational institutions were created at the faculty. The second concept involved education after university and was focused on research activities.
At the same time, a model of teacher education arose, which was called integral. Vocational training was combined with higher education. General scientific education was given in the form of lectures for two years, followed by teaching practice at an elementary school or gymnasium.
Soviet period
In the RSFSR after the revolution, 2 versions of teacher education prevailed. The first of them is training in stationary educational institutions (technical schools and pedagogical institutes). The content of education was aimed at the implementation of political tasks. The second option is short-term mass courses. They were organized for the eradication of illiteracy and mass political propaganda.
In the early 1930s. great attention in the training of future teachers was given to the basics of Marxism-Leninism, physical education and military training, and about 10% of the teaching time was devoted to pedagogy. In 1935, the People's Commissariat of Education introduced new curricula for all faculties (except for history). A lot of time was given to mastering pedagogical skills, consultations and optional courses. The state began to treat the teacher as an ideological worker. The main task in teaching was the training of teachers who are imbued with the ideas of communism.
In the 30s, each autonomous republic had an institute of teacher education. In 1956, teachers' institutes that provided incomplete higher education were transformed into colleges and pedagogical universities, which lasted 5 years.
Education in the post-Soviet period
Since 1990, the reform of teacher education has been very actively developed. A new stage begins, which is characterized by the fact that the management of this process is no longer politicized. Pedagogical education has become an object of legislative regulation. The basis of the updated Russian education is a student-oriented approach to each student. It also tries to ensure the integrity of programs, to orient education and training towards universal values,professional and personal development of future teachers. The history of teacher education shows that it has undergone many difficulties, absorbing all the best.
The main directions of education today
Modern teacher education is developing in the direction of universality. It tries to contribute to the full assimilation of the culture of mankind, its embodiment. This corresponds to the current stage of development of society.
The solution of such socially significant tasks of teacher education institutions as the analysis of educational practice and assistance in the development of educational infrastructures in the regions is becoming increasingly relevant (this is supported by the natural need of the country's regions to create centers of culture and education).
The special role of this type of education is to ensure one of the basic human rights of our time - the right to education with the condition of protecting students, especially children, from incompetence on the part of adults, from parents to teachers, teachers of the professional sphere.
In the 21st century, there was a transition to a two-level model of training bachelors and masters. Pedagogical education in the Russian Federation is being integrated into the common European educational space.
Problems
In today's world, people have access to an unlimited amount of information. The ability to extract meaning, to feel for relationships, to solve problems,conceive and implement projects, perform non-trivial actions.
Problems of teacher education are to train specialists who are able to work on the formation of personality in the conditions of innovative development and modernization, who have a socially-oriented view of the world. Modern pedagogical universities are obliged to train graduates who are able to work for the development of the individual, who is the subject of a multicultural civil society, integrated into the all-Russian and world space.
The trend in training future teachers based on the modular principle and competence-based approach to teaching also creates problems in teacher education, since programs need to be changed in accordance with the new requirements of reality. Today, a lot of time is devoted to theory when teaching students, while very little time is devoted to practice. There is a need for universities to work together with schools and colleges, to focus on students getting good practical experience.
Relationship with science
Pedagogical education and science are trying to keep pace, although this is not always possible. The development of science is faster, innovations are not always quickly introduced into the education system. However, in recent years a lot of new teaching methods have been used. Computers that are equipped with high-quality educational programs can perfectly cope with the task of managing the educational process. The latest scientificdevelopments, experimental sites, methods and technologies of education and self-education.
Preschool teacher education
The program for the training of preschool education specialists was developed taking into account the requirements of reality. Preschool teacher education pays great attention to the issues of preschool, general, cognitive pedagogy and psychology. Those who graduate will be able to apply their knowledge in a state and non-state educational institution, in a child development center, in the field of preschool, secondary general education, in organizing additional education, in a center for children's creativity, and also to carry out independent pedagogical activities (tutor, nanny, head of the children's center, kindergarten).
Fields of work of specialists
A preschool teacher conducts educational and upbringing work with children, creates conditions for a comfortable life for children during their stay in a preschool institution, tries to discover the individual characteristics of children. He also reveals the intricacies of the relationship between parents, organizes consultations, and conducts various preventive activities (meetings, practical exercises).
Vocational teacher education
This concept involves the formation of such a person who is able to effectively realize himself in the areas of primary and secondary vocational education, can implement all components of an integrative educational process, fulfilla full range of professional and educational functions. Pedagogical education and vocational education are interconnected, but the latter has become more general.
Additional education
Additional pedagogical education is necessary for teachers to improve their skills. Also, with its help, retraining of specialists is carried out, which is necessary to update their professional knowledge, improve business qualities, and prepare them to perform new labor functions. In addition, additional training is provided for students of correspondence and full-time forms of study.
Conclusion
Thus, we can say that teacher education is a multi-level and complex process focused on training professionals in their field, teachers with a capital letter, who will be able to justify the hopes placed on them in teaching and educating a new generation.
