Organizational forms of training within the framework of non-formal education of teachers in the conditions of an educational organization. Modern problems of science and education Materials for familiarization and discussion
Objectives of the Forum:
- Present the innovative experience of the Omsk region in terms of implementing methodological work with teaching staff at the regional level;
- To highlight modern approaches in non-formal education of teachers at the municipal level;
- To disseminate effective practices for expanding non-formal education opportunities for teaching staff in the Omsk region.
Forum presenters:
Kolyadintseva Oksana Aleksandrovna, first vice-rector of BOU DPO "IROOO";
Kazakova Maria Alexandrovna, Vice-Rector for Organizational, Methodological Activities and External Relations, BOU DPO “IROOO”;
Akentyeva Irina Yurievna, head of the educational and methodological center for supporting innovations in education, BOU DPO "IROOO";
Smirnova Elena Alexandrovna, head of the educational and methodological center for supporting business cooperation of the BOU DPO "IROOO";
Kochina Tatyana Georgievna, head of the educational and methodological center for the professional development of teaching staff of the BOU DPO "IROOO";
Lyashevskaya Natalya Valerievna, teacher of the Department of Management and Economics of the BOU DPO "IROOO", deputy head of the Regional Design Laboratory of Young Teachers of the Omsk Region;
Khatsevskaya Elena Olegovna, senior methodologist at the educational and methodological center for supporting innovations in education, BOU DPO “IROOO”;
Radionova Elena Viktorovna
Sedukova Natalya Valentinovna, methodologist of the educational and methodological center for supporting innovations in education of the State Educational Institution of Further Professional Education "IROOO";
Ivanova Yana Anatolevna, methodologist of the educational and methodological center for supporting business cooperation of the BOU DPO "IROOO";
Mogutova Anna Alexandrovna, methodologist of the educational and methodological center for the professional development of teaching staff of the BOU DPO "IROOO".
November 08. Carrying out methodological work with teaching staff at the regional level
More details
Issues for discussion
- What, from your point of view, are the priority areas of activity of municipal methodological services in modern conditions of modernization of education?
- What are the features of the functioning of municipal methodological services in your region/municipality?
- What experience in carrying out methodological work with teaching staff at the regional/municipal level (from the presented) do you consider effective and would like to implement in your region/municipality)?
- Which of the presented materials did you find interesting and/or useful?
- What are your proposals for the development of municipal methodological services at the municipal/regional level?
- Research social and pedagogical project “Educational complexes as a mechanism for managing the quality of education in the territory of the Bolsherechensky municipal district” (Appendix 1);
- Presentation of the research socio-pedagogical project “Educational complexes as a mechanism for managing the quality of education in the territory of the Bolsherechensky municipal district” (Appendix 2);
- Work plan of the MBU "Education Development Center" of the Kalachinsky municipal district of the Omsk region for 2016 (Appendix 3);
- Electronic map of innovative educational practices of the Kalachinsky municipal district (Appendix 4);
- Presentations of municipal internship sites in Kalachinsk (Appendices 5-10);
- Program of the municipal internship site “Ways to implement a systemic activity approach in lessons and in extracurricular activities”, Kalachinsk educational institution “Lyceum” (Appendix 11);
- Presentations on the implementation of the Federal State Educational Standard for preschool education in the Kalachinsky municipal district (Appendices 12-14);
- (Appendix 15);
- Presentation “Features of organizing methodological work in the conditions of the Federal State Educational Standard of General Education.” Kalachinsky MR (Appendix 16);
- (Appendix 17);
- Presentation of the off-site meeting of heads of municipal methodological services “Main areas of activity for organizational and methodological support of the educational process in the Kalachin education system” (Appendix 18);
- Materials of the on-site meeting of heads of municipal methodological services “Main areas of activity for organizational and methodological support of the educational process in the Kalachin education system” (Appendices 19-23);
- Video "With love for the Motherland." Lyubinsky MR (Appendix 24);
- Video “The unity of all and the uniqueness of each.” Lyubinsky MR (Appendix 25);
- Work plan for 2016 of the Lyubinsk municipal district “Resource information and methodological center in the field of education” (Appendix 26);
- Materials on the organization of psychological, medical and pedagogical support for children with disabilities in the Lyubinsky municipal district (Appendix 27);
- Presentation of the regional festival based on the results of the summer health campaign “Summer is colored with the colors of the rainbow.” Lyubinsky MR (Appendix 28);
- Presentation “Creating a tolerant environment for orphans and children without parental care.” Lyubinsky MR (Appendix 29);
- Video “Work system in a preschool educational institution.” Lyubinsky MR (Appendix 30);
- Presentations on the system of working with preschool educational institutions. Lyubinsky MR (Appendices 31-34);
- Video "Gifted Child". Lyubinsky MR (Appendix 35);
- Presentation “Identifying the intellectual talent of students through subject Olympiads.” Lyubinsky MR (Appendix 36);
- (Appendix 38);
- (Appendix 39);
- Poster presentations of the Lyubinsk municipal district (Appendix 40).
November 09, 2016. Regional innovation platforms - innovative complexes in education (RIP-InKO) as a mechanism for the development of non-formal education of teachers
More detailsIssues for discussion
- What, in your opinion, is the advantage of the participation of an educational organization in the activities of RIP-InKO?
- Which of the presented materials were interesting and useful for you? Justify.
- What, in your opinion, is the difference between the implementation of non-formal teacher education (using the example of the education system of the Omsk region) and the experience of your region/municipality?
- What approaches to organizing the innovative activity discussed would you like and could use in your work?
- Your proposals for the development of innovative complexes as mechanisms for informal education of teachers.
Materials for review and discussion
- The procedure for the formation and functioning of innovative infrastructure in the education system of the Omsk region (Appendix 1).
- Regulations on RIP-InKO (Appendix 2).
- (Appendix 3-5).
- Structural and functional model of RIP-InKO (Appendix 6).
- RIP-InKO passport No. Update of general education in the context of the implementation of the Federal State Educational Standard" (Appendix 7).
- RIP-InKO passport “Updating preschool education in the context of the introduction of the Federal State Educational Standard” (Appendix 8).
- RIP-InKO passport “School is a territory of health” (Appendix 9).
- RIP-InKO passport “School as a center for creativity and development of giftedness in children” (Appendix 10).
- RIP-InKO passport “Education of children with special care” (Appendix 11).
Having considered various theoretical aspects of the development of non-formal teacher education, defining methodological approaches to considering the content of the concept itself, we described the signs of non-formal teacher education and the factors that determine the high effectiveness of non-formal teacher education.
Unfortunately, in the process of working on the problem of developing non-formal teacher education in a school setting, we practically did not encounter scientific developments that would reveal the types and forms of this education, including in the system of advanced training of teaching staff.
The socio-economic development of society presupposes new models of the education system, professional training, advanced training of teaching staff, which, in accordance with the requirements of the time, must be continuous and adequate to the new goals of school education, which implies the repeated return of teachers in one form or another to the educational process . And, as E.L. notes. Frumin, “in acquiring new knowledge and competencies, the key role begins to be played not by formal, linear education, but by informal education.” Increasingly, lifelong learning is realized through informal mechanisms that act as tools for self-education, and non-formal education can serve as an effective tool that activates the process of self-education.
In this paragraph, we aimed to consider the forms of organization of non-formal teacher education in a school setting, among which we tried to answer the question: what modern organizational forms of non-formal teacher education are most effective?
In his work on andragogy M.Sh. Knowles formulated the main provisions of this science. They reflect important features of adult learners, which, in our opinion, must be taken into account when organizing the process of informal learning:
An adult who is learning - the learner (and not the learner) - plays a leading role in the learning process;
He, being a mature personality, sets specific learning goals for himself, strives for independence, self-realization, and self-government;
An adult has professional and life experience, knowledge, abilities, and skills that must be used in the learning process;
An adult seeks the fastest application of the knowledge and skills acquired during training;
The learning process is largely determined by temporal, spatial, everyday, professional, social factors that either limit or contribute to it;
The learning process is organized in the form of joint activities between the student and the teacher at all its stages.
According to research by psychologists, adults forget what they were told after two days (50%), after a week (80%), after a month (90%). Therefore, when organizing a system of adult education, including in the form of non-formal education, the task is to find relevant forms of acquiring knowledge that will contribute to solving this problem.
By the form of organization of training, scientists understand the type of lesson, the historically established, stable and logically completed organization of the pedagogical process, which is characterized by systematicity and integrity, self-development, personal and activity-based nature, constancy of the composition of participants, and the presence of a certain mode of conduct.
Having analyzed the literature on forms of training and education, we have developed a classification of forms of informal learning according to the following criteria:
6. Forms of education:
In organizations engaged in educational activities;
Outside organizations engaged in educational activities.
7. Forms of training in educational technology organizations.
8. Forms of training outside organizations:
Self-education;
Education with the involvement of specialists, consultants, tutors and other professionals.
9. Forms of interaction:
Active;
Interactive;
Passive.
10. Organizational forms of training:
Individual;
Frontal;
Group;
Combined;
Corporate;
Classroom;
Extracurricular;
Short term;
Long-term.
11. Types of organizational forms of training:
Seminars;
Webinars;
Master classes;
Conferences;
Festivals;
Competitions;
Project-based learning;
Laboratory;
Experiments;
Consulting;
Trainings;
Excursions;
Workshops;
Marathons;
Pedagogical subscription and/or educational module;
Professional communities;
Internship sites;
Experience exchange workshops;
Mentoring;
Rotation.
The presented variety of forms in the above classification once again confirms that the characteristics of non-formal teacher education (hereinafter referred to as NPE) that we have identified are: dynamism, openness, variability, focus, individualization, mobility
– are true. NPO does not depend on place and time, has various types of organizational forms, and the choice of one or another form of knowledge replenishment depends on the individual needs of the student and the goals that he sets for himself.
The modern information environment forces adults to actively and continuously participate in educational activities. The endless flow of information that we encounter every day often leads to professional difficulties and deficits, which can be eliminated by joining the non-formal education system.
The most effective forms of eliminating professional difficulties are those forms of interaction that are interactive and/or active in nature and fully meet the intellectual, social and psychological needs of the student.
Let us dwell in more detail on the essence of the types of organizational forms of non-formal education, which, in our opinion, are the most effective in organizing advanced training for teaching staff in school settings.
When implementing the CVE system in an educational organization, master classes are one of the effective tools for exchanging experience and improving skills. The first part of the phrase “master class” means “a professional who has knowledge, practical skills, and techniques that the majority of specialists do not possess,” and the second is an indicator of a high quality level.
A master class is a special way of summarizing and disseminating advanced pedagogical experience. It is a fundamentally developed original method or proprietary technique, which is based on its principles and has a certain structure. A master class differs from other forms of broadcasting experience in that during its implementation there is a direct discussion of the proposed methodological product and a search for a creative solution to a pedagogical problem both from the participants of the master class and from the Master (the teacher who conducts the master class) .
M. M. Potashnik, characterizing the master class, gives the following definition: “A master class is a pronounced form of apprenticeship with the Master, that is, the transfer by the master to the students of experience, skill, art in the exact sense, most often through direct and commented demonstration of techniques work."
A master class is an effective form of transfer of knowledge and skills, exchange of experience in training, education and development, where the central link is the demonstration of original methods of mastering certain content with the active role of all participants in the lesson.
We have identified the characteristic features of a master class:
Defines a new approach to the philosophy of teaching, which breaks established stereotypes and forms;
Activates independent work in small groups, allowing for an exchange of opinions;
Includes all participants in active activities;
Identifies a problematic problem and solves it through playing out various situations;
Reveals the creative potential of both the Master and the master class participants;
Does not impose forms, methods, or technologies of work on participants;
Provides an opportunity for each participant to use the proposed methodological material;
The process of cognition is much more important, more valuable than knowledge itself;
The form of interaction is cooperation, co-creation, joint search.
A positive result of the master class can be considered the result expressed in the participants’ mastery of new creative ways to solve a pedagogical problem, in the formation of motivation for self-learning, self-improvement, self-development, self-actualization.
The next popular form of acquiring new knowledge and organizing the exchange of teaching experience is conferences, which today are one of the most dynamic and interactive forms of non-formal education. A conference is a meeting of representatives of organizations, enterprises, students, colleagues, people from the same professional field, teachers of one or more educational institutions to discuss and resolve special issues. Each participant can define his role in this event: listener, speaker, etc. It is also possible to participate in the conference in absentia with subsequent publication of the work in a collection of conference materials. The conference is often combined with other forms of non-formal education, which makes it possible to increase the effectiveness of classes that require the use of different teaching methods:
Conference-lecture (conducted in the form of a scientific and practical lesson, containing the defense of reports, presentations with abstracts; mandatory stages - summing up, clarifying information, questions from listeners);
Conference-seminar (combines the features of both forms: discussion of the problem/issue posed and a practical component);
Conference-master class (in the process they use different methods and forms of teaching: lecture, training, master class). Thanks to this format of the conference, listeners receive new knowledge, the opportunity for professional development, analysis of experience in a certain field, practical development of skills, and realization of creative potential.
Holding web conferences is becoming increasingly popular in the field of education, where participants have the opportunity to convey their vision of solving a particular problem to a huge audience of Internet users. In real time, for several or several hundred simultaneous participants, online meetings allow organizing both joint discussions of current issues in the education system, as well as training events that increase the level of competence of each active participant. An online conference also allows you to demonstrate presentations, continuously work with applications and documents, and browse websites, with each participant at his or her own workplace near the computer.
Another information and communication form of training events are webinars or online seminars. They are used to denote a presentation, lecture, seminar or course organized using web technologies in real time. The main purpose of the webinar is training.
A significant advantage of information and communication forms of education is their detachment from place.
One of the current forms of interactive training, the purpose of which is to develop competence in interpersonal and professional behavior in communication, is training. Training (from the English train - to educate, teach, accustom) is the process of acquiring skills and abilities in any area through the performance of successive tasks, actions or games aimed at achieving the acquisition and development of the required skill.
There are three stages in training:
Informational (obtaining theoretical knowledge);
Practical (participants gain practical experience);
Reflective (participants share their impressions, feelings, express their wishes).
This form of training has a huge number of advantages compared to other forms. Since training is an interactive event, it requires cooperation between the trainer and the group, certain actions on the part of the students and constant dialogue between the participants. The trainer models situations that the participants must go through. Thus, each member of the team, performing assigned tasks, assimilates information in a practical way.
We can also realize the idea of dialogue in all its aspects, an active exchange of opinions, knowledge, and creative finds by implementing such a form of training as an experience exchange workshop.
A pedagogical workshop is a form of adult education that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery.
The result of work in the workshop is not only real knowledge or skill, but the process of comprehending the truth and creating a creative product. An important characteristic of the work of a pedagogical workshop is cooperation and co-creation.
I. A. Mukhina identifies the following principles and rules for running a workshop:
Value-semantic equality of all participants, including the master - the head of the workshop.
Everyone has the right to make mistakes: overcoming mistakes independently
- the path to truth.
Psychological comfort, emotional comfort, and creative freedom during the workshop are created by the non-judgmental activity of the participants, the absence of critical comments and freedom of expression.
Providing freedom within the framework of accepted rules is implemented:
Firstly, the right to choose at different stages of the workshop (provided by the manager);
Secondly, the right not to participate at the “product presentation” stage;
Thirdly, the right to act at his own discretion, without additional explanations from the manager.
Dialogue is the main principle of interaction, cooperation, and co-creation. Not an argument, not even a discussion, but a dialogue between workshop participants, individual groups, dialogue with oneself, dialogue with scientific authority - a necessary condition for personal mastery of the elements of culture, a condition for ascent to new truths.
An essential feature of the workshop is the limitation of participation in the practical activities of the master, the leader as an authority at all stages. Its task is rather to somehow record what the participants have achieved. The workshop manager does not ask or answer questions. In some cases, he can join in the work “as an equal”.
In terms of duration, pedagogical workshops can be “single-act” (one-day) or “multi-act” (multi-day). This depends on the nature of the activity during the workshop, the goals and objectives that are determined by the participant or organizer.
An important motivator in improving the qualifications of teaching staff is the organization and holding of professional competitions, festivals and marathons on the basis of the institution. Competitive events are aimed at improving the professional skills of teachers and developing teaching potential, stimulating the professional growth of teachers and developing the professional competence of teaching staff in the process of discussing current problems, priority areas for modernizing education, creating conditions for the effective dissemination of advanced teaching experience. Professional competitions, festivals, marathons allow you to get involved in active innovation activities and most fully implement a person-oriented approach to your professional and career growth.
One of the necessary skills that a teacher must have is the ability to plan their activities for the future. Thus, project activity as a system of actions, operations and procedures necessary for the development and implementation of a project represents a certain technology that can be mastered in the learning process.
Project-based learning is a process of purposeful development of project activities and is one of the most effective means for solving the problems of a competency-based approach in education. It refers to interactive forms of learning and represents the introduction of private projects into the educational activities of students. Project-based learning contains a system of organizational, corrective and controlling actions of the teacher; he is a consultant, a competent accompanying person, a specialist who helps designers in any issues and contributes to their development in cognitive, research, innovative, creative activities. The situational nature of project activities determines the formation, development and improvement of various competencies of teachers in professional, social and personal terms.
The effectiveness of project-based learning is determined by the following organizational principles:
1. The principle of independence (focused on the independent activities of students).
2. The problematic principle (involves solving a given problem by searching for new knowledge).
3. The principle of focus on results (focused on obtaining a certain material result).
4. The principle of collegiality (implies mutual assistance and support between participants).
5. The principle of interiorization (project actions are formed, consolidated and actively used in the activities of students).
At the present stage of the active development of the further education system, one of the innovative forms of advanced training for teachers is the educational service “Pedagogical Subscription” offered by MIOO, which is provided on the basis of educational organizations in Moscow and can contain any set of educational activities depending on the request. The volume of one training module does not exceed 12 hours, and therefore does not end with the issuance of a certificate or other state-issued document. In the suggestions section, you can choose the direction in which the teacher would like to improve himself (sections: teacher, subject, children's team, GIA, children's team, special child, preschool education, primary education, complex issues). The following forms of implementation of this program are offered: lecture, seminar, individual or group consultation, master class, webinar.
Individual advanced training programs, within which a teacher can master individual modules in a short period of time, the accumulation of which during the academic year makes it possible to undergo full-fledged training without interrupting the educational process for a long time, have further prospects for development.
The service described above attracts attention because it is offered by a state regional institute and implies the inclusion of highly qualified specialists in the teaching staff.
We believe that acmeological consulting is the most effective for use in the process of professional development of teachers in the format of non-formal pedagogical education in a school setting. Acmeological counseling is a specially organized process of interaction between a teacher and a consultant, during which additional personal and professional opportunities, abilities, and reserves can be updated, allowing one to find new ways out of difficult problem situations and improve professionalism. This individual work with a teacher or a group of teachers is associated with assisting them in achieving their own peaks in the multifaceted professional activity of pedagogical skill.
Acmeological consulting in the process of advanced training of teachers is designed to provide a space in which the teacher will be able to analyze his own professional state, reflect on previous professional experience and outline new ways of personal and professional development.
The presented types of organizational forms are effective to the extent that they create an atmosphere of trust, communication and mutual understanding among participants; allow you to understand the theoretical background and approaches to the problems under consideration; create conditions for active practical and intellectual activity; provide the opportunity to analyze the results of joint activities and individual development (reflection).
Thus, in this paragraph we have examined the types of organizational forms of non-formal pedagogical education, it has been established that the basis for choosing one type or another must take into account the characteristics and individual needs of the category of students (adults), rely on an empirical approach, based on the understanding of non-formal education as a type of communicative activity and acmeological, which encourages the teacher to reveal his professional capabilities. When passing through the mechanisms of identification, reflection, stereotyping, feedback, it is necessary to especially build the interaction between the student and the teacher.
The developed classification of forms of non-formal education partly reflects educational activities within the framework of formal education. However, a significant difference is that the choice of forms of education, forms of interaction, organizational forms of training, types of organizational forms remains with the student.
Thus, when determining the essence and etymology of the phenomenon of “non-formal education”, clarifying the concept of “non-formal teacher education” and determining the main organizational forms of non-formal education of teachers in the conditions of the organization, the following provisions can be stated:
1. The problem of researching non-formal education is not new for domestic pedagogical science.
2. In the process of developing scientific pedagogical knowledge, the term “non-formal education” undergoes certain changes and is considered on the basis of various methodological approaches: personal-activity, competence-based, functional, sociocultural, andragogical, acmeological, systemic, humanistic, comparative, activity-based, which place clear emphasis to consider the quintessence of the above phenomenon.
3. The concept of “non-formal education” is quite broad, which made it possible to identify and define its characteristics from various positions: from the point of view of public administration and control, from the point of view of organizing the learning process, from the point of view of obtaining education, from the point of view of accessibility, from the point of view places in the system of continuity of knowledge acquisition.
4. Analysis of the literature made it possible to develop a classification of forms of non-formal education and identify among them the most effective modern organizational forms of non-formal teacher education in a school setting.
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1 EFFECTIVE MECHANISMS OF NON-FORMAL EDUCATION OF TEACHERS: PROJECTS “MOBILE TEACHER” AND “BASIC DEPARTMENT” KGBU DPO AKIPKRO Mamchur Yu.Yu., KGBU DPO “Altai Regional Institute for Advanced Training of Education Workers”. Barnaul, Altai region. Annotation. The strategy for training teachers in non-formal education is aimed at obtaining high quality education, providing the opportunity to develop professional competencies necessary for the practical activities of a teacher, acquire strong skills and abilities that increase competitiveness and contribute to the development of a professional career. Key words: basic department, mobile teachers, professional community, innovative activities, teacher growth system EFFECTIVE MECHANISMS FOR NON-FORMAL EDUCATION TEACHERS: PROJECTS "MOBILE TEACHER" AND "BASIC DEPT." REGIONAL STATE BUDGET INSTITUTION OF ADDITIONAL PROFESSIONAL EDUCATION "ALTAI REGIONAL INSTITUTE OF TEACHER TRAINING" Julia Mamchur Summary. Teacher training strategy in a non-formal education aimed at obtaining high quality education, providing the opportunity to develop professional competencies required for the practice of the teacher, to acquire strong skills, enhance competitiveness and promote the development of a professional career. Keywords: base chair, mobile teachers, professional community, innovation, the system of teacher growth An important task of modern education in Russia is the preservation and development of the creative potential of the teacher, which should be ensured by his decent motivation. The modern Russian economy is in need of people who are able to solve new problems in innovative ways and introduce new content into all spheres of life. A modern teacher must correspond to modern realities. But this is not enough, it is important to study continuously and respond to current,
2 today's question: what kind of teacher is there today, what does he possess, what professional difficulties does he experience, what values characterize his personality? It is also necessary to understand what his personal and professional needs are. In our opinion, one of the central tasks of educational policy remains the task of ensuring the unity of the educational space. The idea of creating a unified educational space (in accordance with the instructions of the President of the Russian Federation given at the meeting of the State Council on Education on December 23, 2015) is being implemented through the creation of a nationwide system of professional development for teachers. At the same time, the model of a national system of teacher growth is considered as a support and navigator in developing each teacher’s own development trajectory. In constructing an individual development trajectory, taking into account the requirements of the teacher’s professional standard in order to form (develop) the teacher’s (educator’s) labor functions (professional competencies). This direction became a milestone in organizing the activities of the Regional State Budgetary Institution of Additional Professional Education “Altai Regional Institute for Advanced Training of Education Workers” in 2016. As a result of a generalized analysis of the activities of managers and teachers of educational organizations, groups of problems were recorded at the level of the results of the activities of teachers in an educational organization: The first group of problems is the problem of insufficient effectiveness of work on developing the professional skills of teachers: the expected and necessary growth in the professional capabilities of participants in the educational process does not occur, not completely or their potential is misused.
3 Unsolved problems largely determine the second group of problems - the problem of insufficient influence of the activities of professional associations on the course and results of educational and innovation processes in an educational organization. Currently, the heads of educational organizations have intensified their work with teaching staff, and teachers, in turn, have made attempts to understand the idea of development, intensifying their methodological activities. This mutual activity contributed to the emergence of new forms of work with teaching staff. Progressive educational organizations of the Altai Territory, implementing innovative projects in current areas of education, are creating an innovative infrastructure, which includes 112 educational organizations of the region, regional innovation platforms (RIP), as well as educational organizations whose experience is housed in the Bank of Best Practices 78 (BLP). Taking into account the existing positive experience in implementing innovative projects of educational organizations, as well as successful internships for other educational organizations in order to transfer experience, it became possible to create “Basic departments” of AKIPKRO in areas of activity. The impetus for choosing this project was the positive trends in the activities of professional associations of teachers in progressive schools, such as: - organizing and conducting master classes and consultations for students, teaching staff of educational organizations, conferences, round tables; - participation in the development of additional professional educational programs in relevant areas; - preparation of teaching aids; - development and implementation of new teaching technologies.
4 Currently, the activities of 4 basic departments of AKIPKRO are organized, which is aimed at solving the following tasks: - organizing and conducting classes in modules assigned to the department, in innovative forms on current problems of science and education; - development and coordination of scientific research in the field of integration of science and education in the area of activity of the base department with the involvement of students, teaching staff of educational organizations and teachers of AKIPKRO; - implementation of measures to improve scientific and teaching potential, including training and advanced training of scientific and pedagogical personnel for the needs of the department, conducting internships. Since the organization of the work of the “Basic Departments” of AKIPKRO, agreements on interaction and cooperation have been concluded with leading organizations in the field of education, which provide assistance within the framework of scientific and methodological support. For example: MBU "Center for the Development of Creativity of Children and Youth of the Zheleznodorozhny District of Barnaul" specializes in the direction of "Development of additional education" with the support of the Institute for the Study of Childhood, Family and Education of the Russian Academy of Education; MBOU "Secondary School 31" in Barnaul works in the direction of "Federal State Educational Standards for the Education of Students with Disabilities" in collaboration with the Institute of Correctional Pedagogy of the Russian Academy of Education; MAOU "Secondary School 132" in Barnaul - the department for the development of the information educational environment carries out its activities within the framework of the information and media direction of the all-Russian
5 public-state children's and youth organization "Russian Schoolchildren's Movement" (RDSH) with the support of leading regional media, scientific and methodological support - Academy of Social Management (Moscow region); MBOU "Lyceum 130 "RAEPS" of Barnaul works in close cooperation on the development of public and public management with the National Research University "Higher School of Economics" (NRU HSE). Specialists of the new structures organize master classes and consultations for students and colleagues, classes on topics assigned to each basic department, demonstrate the experience of their institution, and help in the development of documentation. In addition, basic departments take an active part in the implementation of innovative projects, preparation and conduct of scientific research. The joint work of scientists and practicing teachers will make it possible to develop effective additional professional educational programs and prepare practice-oriented teaching aids. In the Altai Territory, professional pedagogical communities are actively operating, created with the support of the Main Directorate of Education and Science of the Altai Territory and AKIPKRO, innovative teachers, young teachers... Now we are forming a new community “Mobile Teachers”. This project arose in continuation of the activities of the basic departments. Today, when President Vladimir Putin has been tasked with creating a new nationwide system of teacher growth, one of the main elements is strengthening horizontal ties between teachers who are able, willing, and able to pass on their best experience to other teachers. Mobility in the broad sense (from the Latin mobilis - mobile, mobile) mobility, the ability to move quickly,
6 action, completing tasks. In order to carry out certain movements and changes in his professional position, a person must have certain personal qualities and abilities. These include: mobility; openness to new things; the ability to flexibly adapt to new circumstances; creativity of thinking; communication skills, etc. The main principles of the “Mobile Teacher” project are the interaction of the most successful and interesting teachers with other members of the teaching community, reducing the gap between educational organizations with high and low educational results, constantly improving the quality of education and increasing the prestige of the teaching profession. “Mobile” teachers are considered to be those with an active life and professional position. These are progressive teachers who not only teach, but also participate in the implementation of public projects. This year, within the framework of the project, the campaign “80 mobile teachers for the 80th anniversary of the Altai Territory” was launched. The first “twenty” of “mobile teachers” were dedicated on September 22, 2016. Today the bank of “mobile teachers” has been replenished with twenty more. The inclusion of each teacher and managers in one or another professional community, in projects of various directions, not only ensures the exchange of information and consistency in the work of educational organizations, but also objectively allows each teacher to be included in the management of an educational organization, which ensures the achievement of optimal results; effective “smart” management of educational institutions. organization. Now it is possible to state without exaggeration that the implementation of these projects with the participation of a large number of professional communities, teachers with their diverse and numerous connections and relationships with each other, makes professional competencies
7 management of educational organizations is one of the components of the integral system of teacher growth system.
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“Formal education will help you survive. Self-education will lead you to success"
Jim Rohn
1.Relevance (introduction)
In modern society, the problem of the health of the younger generation has become acute.
Modern children lead a sedentary lifestyle, especially children of million-plus cities. It’s already difficult to imagine them playing outdoor games in the yard. Their attention is occupied by modern gadgets. Increasingly, they train the spirit rather than the body.
We all know that the main task of physical culture is health-improving. The Ministry of Education provided a unique opportunity, by allocating three hours for physical education lessons, to use the body’s ability to train physical qualities and motor skills, thereby helping to solve the main problem and form the right habits and principles of a healthy lifestyle.
There are several ways teachers can behave in this situation:
You can leave everything as it is, and let the school health record worsen every year and parents suddenly come to their senses and run to fitness clubs;
You can continue to teach lessons in traditional ways, investing in them as much as the state allocates for this;
You can try to captivate students and instill in them the need for a beautiful and healthy body.
We can attract the attention of children using various computer technologies, captivating them with interesting activities, using new approaches to training physical qualities, clearly explaining what, why and how to do, and not just pass standards and run in circles around the stadium. Based on the need for constant improvement of professional skills, a teacher can master new methods and techniques for conducting classes, implement them in life, from educational films to biomechanical analysis of movement and, as a result, improve the indicators of the standards adopted in our field. Thus, letting the child understand that with the right approach, physical education not only improves health, but is exciting, educational and necessary.
But...To understand the difference between types of education/training, we conducted an analytical review of the concepts of “formal learning” and “informal learning” and compared their main characteristics.
Systemic changes are taking place in teacher education today. The “Concept for Supporting the Development of Teacher Education” of the Ministry of Education and Science of the Russian Federation provides for improving the quality of teacher training by abandoning the linear learning path and creating conditions for free “entry” into teacher training programs for specialists. In this direction, updating the existing practice of advanced training for teachers, ensuring the implementation of a new professional standard for a teacher, can be carried out through the introduction of elements of non-formal education into the existing system of additional professional education.
The terminology proposed by UNESCO (1997) defines that the pedagogical process can be organized in the form of a certain educational triad - “formal education” - “non-formal education” and “non-institutional education” ( "informal education")
The Russian approach to the organization of formal education (according to E.V. Tutynina, 2000) requires mandatory compliance with such requirements as: the presence of institutions specifically designed for training; availability of personnel professionally trained to carry out training; the presence of a system and systematicity in the implementation of the pedagogical process; the presence of a clearly defined goal of the educational process in the form of ideas about its result; availability of an education document recognized at the state level.
The main problem of the formal education system is its inconsistency with the needs of society, the gap between theory and practice. Official education systems do not have time to quickly take into account rapid and significant changes in the public sphere; they are slow to adapt to social, economic, and cultural changes; their development is hampered not only by internal stability and conservatism, but also by the inertia of society itself. It was from this starting point that not only the division of education into formal, non-formal and informal began to occur, but also the importance of non-formal education, which potentially has greater freedom and opportunity in the formation of competencies and the development of students’ competence, increased [8].
Non-formal education/training methods can be used to improve teacher qualifications.
Non-formal education is any organized learning activity outside the established formal education system. This may be a separate activity or a significant part of a broader activity designed to satisfy the educational needs of the subjects of learning, which is the purpose of this type of education.
This concept, in our opinion, is cumulative in relation to the above interpretations and expresses the point of view of the majority of Russian and foreign experts.
So, based on the proposed definitions of non-formal education, as a preliminary conclusion, we note that this type of education has signs of organization, systematicity, and complementarity of the acquired knowledge in relation to existing knowledge. The organization of non-formal education is carried out, as a rule, outside of official educational institutions and is not accompanied by a standardized procedure for confirmation with state-issued documents. In terms of its subject content, non-formal education can be aimed at different age groups, have different educational goals - professional, personal, social, etc., as well as different time durations of its existence.
The characteristics of formal and non-formal education obtained on the basis of the above definitions are presented in comparative Table 1. (Annex 1)
Appendix 1. Table 1
Comparative characteristics of formal and non-formal education.
Characteristics | Education |
|
Formal | Informal |
|
Goals | Long term and general | Short-term and specific |
Obtaining education documents of the established form | Increase in educational potential |
|
Standardized, focused on mastering the main provisions of the educational material | Individualized, results-oriented |
|
Academic | Practical |
|
Rigidly structured | Flexible |
|
Subjects organizing the education process | Teachers, teachers with appropriate pedagogical education or specialists admitted to teaching activities | Various teaching and non-teaching specialists |
Subjects involved in the education process | Pupils, students | Citizens of different nominal and real groups (age, social, professional) |
Conditions receipts | Availability of a document confirming completion of the previous educational level, passing entrance exams, enrollment | Desire and ability of the student, lack of entrance exams |
Regulatory regulation | Law "On Education", Educational Standard, relevant curricula, curriculum | Agreement |
Control | External, hierarchical | Democratic, with the possibility of self-government |
Duration | Long cycle, full school day, standardized training periods | Short cycle, part-time is possible, extension of training periods at the request of students |
Place | In accredited educational institutions | In various institutions and organizations |
Result | Getting a profession | Increasing competence in the relevant field, satisfying cognitive interests, personal development |
Resource consumption | Resource-intensive | Resource-saving |
3. Conclusions
The OECD Education Committee (2005) outlined the following advantages of the non-formal education system:
1. Advantages in the economic sphere. Open recognition of the results of non-formal education lays the foundation for its success; the competencies it develops at various levels make it possible to respond flexibly to supply and demand in the labor market, which increases the potential of human resources.
2. Educational benefits. The development of non-formal education allows for a transition from the established concept of “final education” to the concept of “continuous education throughout life”; create convenient, flexible, personalized areas of education; increase the potential of teaching staff by creating more favorable conditions for receiving specialized education.
3. Social benefits. Development of social institutions that provide the possibility of transition from education to work and back; stimulating and encouraging professional mobility in the labor market of socially vulnerable categories of citizens, increasing their level of education and ensuring socio-cultural equality and social cohesion of society.
4. Psychological benefits. Providing the opportunity to choose methods and methods for mastering the content of education, the ability to control the time and place of receiving one’s own education; stimulating the improvement of the educational level of those for whom obtaining formal education was difficult.
Thus, non-formal education has great internal potential and a number of significant advantages that contribute to the development and improvement of competence among specialists in various professional fields.
4.Effective mechanisms of non-formal education:
Conferences
Seminars
Courses
Trainings
Round tables
Networked societies of teachers
Educational Internet portals
Educational media
Distance learning system
Refresher courses
Development of additional professional
educational programs in relevant areas
Preparation of teaching aids
Development and implementation of new teaching technologies.
As an example, we can cite the “Mobile Teacher” project created in the Altai Territory. Its goal is to unite teachers and improve their qualifications (in connection with the order of the President of the Russian Federation V. Putin (2015) on the creation of a single professional space) is being realized through the creation of a nationwide system of professional development for teachers.
The main principles of the project are the interaction of the most successful and progressive teachers with other members of the teaching community, reducing the gap between educational organizations, constantly improving the quality of education and increasing the prestige of the teaching profession.
For an example of using the fruits of non-formal education in our practice, we will provide you with data from a pedagogical experiment conducted at gymnasium No. 1
The theme of the experiment was "The relevance of using morphofunctional relaxation techniques in physical education lessons with children of primary school age"
While studying this problem, monitoring of the health status of children of primary school age was carried out based on their distribution into medical groups, which clearly showed the presence of a problem. We processed data from primary school students in general education organizations in the city of Zhukovsky from 2010 to 2015. Data analysis showed that the number of children in preparatory medical groups increased from 16-18% in 2010 to 30-35% in 2015.
Taking into account the growth spurt, we believed that the introduction of myofascial release techniques (MFR) would have the most effective effect on the growing body of a schoolchild, by influencing the fascia, relaxing the body.
Modern schoolchildren are sometimes no less busy than adults. While attending school, various clubs and sports clubs, they receive a large amount of information and get tired physically and emotionally. Such stress has a negative impact on children's health. This is why it is so important to use relaxation exercises, both physical and psychological, when working with schoolchildren. If we purposefully teach children to release excess tension and restore balance, we will help maintain their health.
As an experiment, recommendations were developed for FC specialists. They were offered the “ABC of Health” program (an additional 4 hours of physical education under the continuing education program), which included methodological techniques of MFR.
During FC classes, both basic and additional, it was recommended to use two methods of influencing the child’s body to relieve muscle hypertonicity:
1. Myofascial relaxation is a special muscle relaxation technique that allows you to correct the work of hypertonic muscles.
2. Stretching is a system of exercises aimed at relieving muscle tension through flexibility exercises.
The experiment was carried out on the basis of gymnasium No. 1 in Zhukovsky. Pupils (born in 2007) of grade 1 “a” and grade 1 “b” took part in the experiment. Monitoring was carried out on the basis of an assessment by a medical worker at gymnasium No. 1 in Zhukovsky of the health status of children according to their membership in medical groups.
The essence of the experiment was as follows: exercises from the “ABC of Health” program were introduced throughout the year as elements of exercises in a physical education lesson and as an additional 4-hour physical training session provided for by the additional education program. Classes with schoolchildren were conducted by FC teachers.
student health monitoring
Based on the monitoring data obtained, we can draw the following conclusions:
The method of using MFR allows you to relieve muscle tension in children after a long period of sitting;
The method of using MFR exercises allows you to most effectively use posture-forming exercises, because influencing the ligamentous apparatus, relieves hypertonicity of the flexor muscles;
Correcting posture allows, in some cases, to move from the preparatory medical group to the main medical group
Our article is only confirmation of the existence of the problem of deteriorating health of our children and a kind of recommendation for workers in the field of physical education.
I would like to end my speech with the words of Alfred de Musset:
“Physical exercise can replace medicine, but no medicine in the world can replace physical exercise” let’s take the opportunity to educate ourselves and put new knowledge into practice.
And as K.D. said. Ushinsky (Konstantin Dmitrievich) “The teacher lives as long as he studies, as soon as he stops studying, the teacher in him dies”
Each teacher needs to build new guidelines for work aimed at introducing the Federal State Educational Standard.
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Topic: “Effective mechanisms of non-formal education of teachers” Prepared by: Penzenskaya E.M. Teacher of the highest category Gymnasium No. 1
“Formal education will help you survive. Self-education will lead you to success." Jim Rohn
Problem Deteriorating health map Modern children lead a sedentary lifestyle, especially children of cities with a population of over a million. It’s already difficult to imagine them playing outdoor games in the yard. Their attention is occupied by modern gadgets. Increasingly, they train the spirit, not the body
Solution - you can leave everything as it is, and let the school health record worsen every year and parents suddenly come to their senses and run to fitness clubs; - you can continue to teach lessons in traditional ways, investing in them as much as the state allocates for this; - you can try to captivate students and instill in them the need for a beautiful and healthy body.
Compare Formal education Non-formal education
Formal education - the presence of institutions specifically designed to provide training; availability of personnel professionally trained to carry out training; the presence of a system and systematicity in the implementation of the pedagogical process; the presence of a clearly defined goal of the educational process in the form of ideas about its result; availability of an education document recognized at the state level
Why do you need to study, study and study again?! The main problem of the formal education system is its inconsistency with the needs of society, the gap between theory and practice. Official education systems do not have time to quickly take into account rapid and significant changes in the public sphere.
Non-formal education is any organized learning activity outside the established formal education system. This can be a separate activity or a significant part of a broader activity designed to satisfy the educational needs of the subjects of learning, which is the goal of this type of education
Non-formal education has great internal potential and a number of significant advantages that contribute to the development and improvement of competence among specialists in various professional fields. Advantages in the economic sphere. Advantages in the educational sphere. Social benefits. Psychological benefits.
Non-formal education methods can be used to improve teacher qualifications.
Effective mechanisms of non-formal education: - conferences - seminars - courses - trainings - round tables - network societies of teachers - educational Internet portals - educational media - distance learning system - advanced training courses - development of additional professional educational programs in relevant areas - preparation of teaching aids - development and implementation of new teaching technologies.
“Mobile teacher” The main principles of the project are the interaction of the most successful and progressive teachers with other members of the teaching community, reducing the gap between educational organizations, constantly improving the quality of education and increasing the prestige of the teaching profession.
“The relevance of using morphofunctional relaxation techniques in physical education lessons with children of primary school age”
The essence of the experiment was as follows: exercises from the “ABC of Health” program were introduced throughout the year as elements of exercises in a physical education lesson and as an additional 4-hour physical training session provided for by the additional education program. Classes with schoolchildren were conducted by FC teachers. Health monitoring
“Physical exercise can replace medicine, but not a single medicine in the world can replace physical exercise.” Alfred de Musset
“The teacher lives as long as he studies, as soon as he stops studying, the teacher in him dies” K.D. Ushinsky Every teacher needs to build new guidelines for work aimed at introducing the Federal State Educational Standard.
“Effective mechanisms of non-formal education of teachers” Prepared by: Penzenskaya E.M. Teacher of the highest category Gymnasium No. 1
Thank you for your attention!
M. S. Yakushkina
(Saint Petersburg)
Methods and forms of organizing informal
EDUCATION FOR MIXED AGE COMMUNITIES
The article discusses the methods and forms of organizing non-formal education for communities of different ages, as well as the conditions for choosing one or another method of non-formal education
In the context of the development of a market economy, every person must be prepared for rapid changes in the sociocultural situation of the territory of their residence, region, and country. Forming such readiness in a person is impossible without the ability to analyze one’s own experience and the experience of others. One of the effective means of developing people’s readiness for manifestations of the dynamics of the sociocultural situation and their capabilities is non-formal education, which ensures personal growth, the introduction of their own educational routes, programs and projects into daily activities and leisure time. Informal education, which a person masters throughout his life, broadens his horizons, contributes to his upbringing, changes his behavior, and helps him make serious shifts in his worldview.
The problem of researching the possibilities of non-formal education is widely represented in pedagogical science. The subject of attention of scientists was the issues of the theory of non-formal education, revealing the main characteristics and principles of constructing a system of non-formal education. The principle of continuity of non-formal education was actively analyzed in the pedagogical literature (S. G. Vershlovsky, R. Dave, H. Hummel, N. S. Rozov, etc.).
First of all, it is necessary to emphasize that non-formal education in organizational terms is the most flexible, diverse in form and educational topics. It can satisfy the diverse educational needs of different groups of the population and become a significant mechanism for the socialization of the individual, helping him to master new social roles in society, promoting development, self-education and self-education.
education. Non-formal education today is becoming a significant mechanism for multicultural and political socialization of the individual.
Non-formal education, as a rule, is distinguished by an original approach to the organization of educational activities, focused on the author’s characteristics of the teacher, connection with changes in the sociocultural environment, and a positive impact on self-education, self-education and self-development of a person.
One of the key points in the modeling and implementation of the non-formal education system in a multi- and multicultural space, according to a number of scientists (L. M. Drobizheva, V. A. Tishkov, N. M. Lebedeva, M. Yu. Martynova, etc.] , is that it helps to increase intercultural competence and creates conditions for intercultural communication... Non-formal education is the basis for the effective organization of interethnic communication and the creation of prerequisites for the formation of effective intercultural dialogue in the region, country, and space of the Commonwealth countries.
The most effective way of informal education for youth and adult participants in educational groups is considered to be a training seminar.
In pedagogical literature (B. S. Bratus, O. S. Gazman, V. I. Slobodchikov, E. I. Isaev, S. G. Kosaretsky, K. Rogers, I. S. Yakimanskaya, etc.] as one From the conditions for the effective implementation of non-formal education practices, the creation of psychological and pedagogical support for the educational activities of its participants is considered.
The subject of our research is non-formal education of people of different ages
communities. Let's consider what forms and methods of organizing and self-organizing non-formal education can be most effective in this case.
It can be assumed that the following can be used as effective forms of organizing non-formal education for communities of different ages: family education; leisure; self-education of communities of different ages in libraries and media centers, reading clubs; educational tourism; museum and religious pedagogy.
Among the ways to organize non-formal education are: mentoring; coaching; training in working groups; action learning; hundred-telling (metaphorical game, Play-back theater); Job Shadowing; Secondment; Buddying; electronic methods (e-learning].
The most common method in Russian practice is mentoring, which has been developing in Russia since the 30s of the last century. Mentoring presupposes the existence of a professional master, a colleague, a teacher - that is, a mentor - and a student who, interacting with each other, transmit and acquire knowledge and form experiences that are different for each age stage of personal development.
Individual coaching (raaching) entered into pedagogical practice and gained recognition in our country by the end of the 90s of the last century. It became relevant due to the growing needs of students to have a tutor, curator, consultant who could, together with the student, develop an individual educational plan aimed at realizing a person’s potential and personal capabilities.
Training in work groups can be considered using the example of team building games. In essence, they are tasks aimed at creating a team from a group - a community with common goals and values. Such games develop a sense of cohesion among participants and help them understand their role in team, the influence of one’s own behavior on the state of the entire group, community; form the experience of direct interaction with other people, trust in the participants of the game. When starting to model and complete the task, it is very
It is important to take into account the group’s readiness to play and implement a particular complexity of the task.
Action learning can be considered using the example of the game Ice-breaker. It consists of performing short active tasks lasting about 5 minutes. This game allows you to relieve stress and increase concentration; usually does not require special training or thematic materials.
Storytelling began to be used in the practice of non-formal education several years ago. It is an effective way to convey certain information aimed at personal development. Such information includes myths, legends, fairy tales, fascinating and instructive stories from the lives of heroes significant for a particular age group. Every person in his life has found himself in a situation of choice when it is necessary to make a responsible decision. In this situation, sometimes a short story told by someone or read, a fairy tale, a catchphrase, a metaphor can help resolve the situation. Their effectiveness is explained by the fact that they help answer life’s questions. As a rule, ready-made, often well-known metaphors are used, but today many authors compose new philosophical parables, modern fairy tales, short stories that appear in print, on the Internet, etc. Previously, this was called storytelling. Writers, storytellers, and writers created stories based on real facts, giving them a partly unrealistic meaning associated with a dream or fantasy. Today this art is called storytelling.
Finding a solution to a life situation based on the analysis of a particular case - a story from the life of characters significant to participants in a community of different ages - develops critical thinking, analysis skills, and actualizes the ability to distinguish fact from assumption.
Play-back theater is a modification of storytelling. It makes it possible to
with the power of professional actors on stage to make visible a certain situation that happened in the distant past or just happened in the present. The goal of Playback theater practices is to influence the audience through reflection. At the same time, the strength of Play-back theater is that it allows you to simulate a situation in a short time, slightly changing one or more components of the situation presented on stage.
Role-playing games: the acting out by a group of participants of a pre-developed scenario, one way or another connected with the educational field, broadens views, changes the attitude towards the direction or topic, clearly shows the consequences of behavior in a given situation; Simulates crisis situations in a safe environment. It is important that the behavior of the participants is not limited by strict rules, but is determined by an understanding of their role.
Despite the fact that training using shadowing (Job Shadowing - “following like a shadow”] is considered one of the least expensive methods, it has not yet become widespread in our country. Shadowing has begun to be used as an effective way of educating, developing, and training young people. Its essence is connected with the fact that for a certain time, while performing any work, the student is next to an experienced master-leader, following him everywhere like a “shadow.” It seems promising to use it in informal educational practices for family groups of different ages.
The use of secondment in non-formal education is also quite rare in Russian everyday educational practice. The analogue traditionally used in practical activities - internship - cannot take into account all the features of the second-ment method, which has broader capabilities, which involves moving the leader of an educational group to another group, different by topic, area of practical activity, project idea, etc.
Training through Buddying is also rarely used. Its meaning is associated with the meaning of the term “buddy”, which can be interpreted in translation from English as a partner, friend, assistant, extending a hand.
ku help. Budding provides for the existence of two parties: one of the parties transmits knowledge, the other receives. Both parties are in a situation of equal partnership, transferring various information, advice and recommendations to each other on equal terms. However, at the same time, one of the parties can support the other in mastering new competencies, achieving personal goals or the goals of the community to which it belongs. Budding is sometimes seen as helping, guiding, guarding, or protecting one person for another. Sometimes - as informal mentoring or peer coaching.
Games, different in meaning, tasks with competitive elements are organized to attract the attention of game participants to a particular issue, topic, etc. They are often organized to introduce participants to an event, program, project, and to create conditions for group cooperation. They are considered very effective. As a rule, such tasks are given little time, adjusting them, quickly adjusting them in accordance with the needs of the group.
Simulations involve reproducing a real life situation. They are organized in order to stimulate participants to find the optimal solution in a limited time to overcome a crisis, unsafe or instructive situation similar to what is actually happening in life. In this case, the participants take action, reacting to ongoing events independently, without programming roles and an algorithm of actions. Such tasks are as close to reality as possible, and therefore require careful, painstaking preparation. Since simulations often involve extreme situations, after completion they require the identification of group members who need further support and removal from the game situation.
Demonstration is used to present equipment and how to use it. It is important to provide everyone present with equal opportunities to become familiar with the conditions and features of work in the given conditions.
Modeling (pedagogical modeling) is associated with the imitation of participants in a given activity by some model or model that actually exists in life.
neither. Modeling includes observing a particular sample, using it in practice, discussing the properties of the modeled sample, and solving the problem. For a community of different ages, modeling can be used in mastering a new technique, method or method, behavior in an unfamiliar situation, getting to know a new culture (forming an intercultural dialogue]. In this case, an important condition is the trust of the participants in each other.
Brainstorming is used to solve a problem situation. It involves a group search for an idea. Typically, ideas are captured without evaluation for a limited time and then discussed among group members. Brainstorming not only activates the group’s activities, but also creates conditions in a community of different ages for the development of creative thinking and the development of non-standard solutions. It is important that brainstorming requires significant preparation of the group for cooperation and the ability of the facilitator to manage the discussion. An important condition is also the trust of the participants in each other.
As can be seen from the presented review, such methods of organizing non-formal education as shadowing, secondment, bad-ding, are characterized by a focus on equal partnerships, which become more effective when building relationships of co-existence, cooperation, co-creativity at different ages community (in a family, in a class, in a team, in another community]. In contrast, the use of mentoring, internships, and coaching in educational practices in a mixed-age community is characterized by ties of subordination, which makes it less possible to recommend them for work.
The question of the special role of electronic methods of education in the further development of informal education is currently debatable. Everyday educational practice includes the Wikipedia encyclopedia, blogs, discussion forums, video services on YouTube, Skype, Facebook, Google, etc. The scale of communication on social networks is extremely large.
Information technologies make it possible to create new methods of non-formal education. WAP or GPRS technologies have led to the introduction into educational practice
mobile learning (learning using mobile phones, i-Pads, laptop computers, etc.]. However, the question of their significance for the education of communities of different ages does not have a clear answer. Promising electronic methods of informal education include blogs, online libraries (wikis ] The advantage of an online library is that, for example, children and their parents can fill it with information.
Among the difficulties in introducing electronic methods of education are the lack of understanding by adults of the possibility of managing informal groups of youth by means of education, the problems of technical equipment of electronic methods of education, the technical and financial difficulties of creating high-tech e-learning products, the lack of professional tutors, curators, moderators, facilitators and other specialists in the field development of electronic educational programs and management of distance learning.
In conclusion, we will dwell on the conditions for choosing one or another method of non-formal education for a community of different ages, which include: the situational relevance of the game/task and compliance with the topic of educational practice or route; readiness of different age groups for play activities; level of community formation; taking into account age, gender, social and other differences; number of group members; the possibility of improvisation in the game space. For a multi-age community, it is important to ensure the psychological and physical safety of the game/task.
An essential condition that helps model and maintain trust among community members: everyone’s right to make mistakes. By modeling life situations, relying on their own mistakes, participants in informal educational practices can painlessly form personal experience and design strategies and tactics for their own further education in communities of different ages. We can say that non-formal education in communities of different ages opens up new prospects for the development of the entire education system of the Russian Federation.
Literature
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