| Форма представления | Статьи в российских журналах и сборниках |
| Год публикации | 2023 |
| Язык | русский |
|
Валеев Агзам Абрарович, автор
Данкова Вероника Борисовна, автор
|
|
Mena Marcos Хуан Хосе, автор
Шихов Юрий Александрович, автор
Шихова Ольга Федоровна, автор
|
| Библиографическое описание на языке оригинала |
Структура и оценка качества профессионально-ориентированных заданий для будущих педагогов / В.Б. Веретенникова, О. Ф. Шихова, Ю. А. Шихов и др. // Образование и наука. - 2023. - Т. 25, No 4. - С. 70-108. - DOI: 1 10.17853/1994-5639-2023-4-70-108 |
| Аннотация |
Introduction. In recent decades, one of the significant global trends in the field of higher
education is the expansion of its links with the world of work. This implies not only a new design of the
results of training students in the form of a system of universal, general professional and professional
competencies, but also the introduction of modern adequate technologies for assessing the level of their
formation and development at all stages of students' education at a university. Given that competence
is an integrative characteristic of personality traits, one should recognise the relevance and necessity of
developing such assessment tools that create situations for the student to be included in various types
of his/her future professional activities. One of these tools is professionally oriented tasks that allow for
an integral approach assessing the formation of competencies by taking into account all types of profes-
sional tasks and broad interdisciplinary connections in their content and, therefore, requiring a synthesis
of professional knowledge, skills and abilities of the student for their solution.
Aim. The aim of the study is to justify the structure and criteria for assessing the quality of profes-
sionally oriented tasks to diagnose the level of student teachers' competency formation.
Methodology and research methods. The methodological framework of the study was the activity,
competency-based and qualimetric approaches, which allow the training of teachers to be considered
as a flexible system that takes into account all types and tasks of their future professional activity, and
reflects the relationship of goals, methods, content of training and diagnostics of its results. As the main
one, the study used a qualimetric approach, which involves the use of the method of group expert assess-
ments to organise procedures for pedagogical examination of the structure of professionally oriented
tasks and criteria for assessing their quality.
Results. The method of group expert assessments allowed the authors to define the structure and
criteria for assessing the quality of professionally oriented tasks as a means of developing and diagnosing
the integrative learning outcomes of future preschool teachers.
Scientific novelty. The structure of professionally oriented tasks is substantiated, represented by:
an invariant part with an emphasis on the fundamental component of the content of student training,
covering the fundamental psychological and pedagogical knowledge of the future teacher, the ability
to apply them synthetically and transfer them to professional activities; a variable component aimed
primarily at diagnosing professional competencies determined by the profile of the student training. The
criteria for assessing the quality of professionally oriented tasks have been established by the method of
group expert assessments, which make it possible to objectify the procedures for diagnosing the compe-
tencies of future teachers: m |
| Ключевые слова |
professionally oriented tasks, structure of a professionally oriented task, quality criteria
of a professionally oriented task, competencies, diagnostics of competencies, future teachers |
| Название журнала |
Obrazovanie i Nauka
|
| Ссылка для РПД |
http://dspace.kpfu.ru/xmlui/bitstream/handle/net/176685/F_3105_6888_1_SM.pdf?sequence=1&isAllowed=y
|
| URL |
https://www.edscience.ru/jour/article/view/3105/1149 |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=284806 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Валеев Агзам Абрарович |
ru_RU |
| dc.contributor.author |
Данкова Вероника Борисовна |
ru_RU |
| dc.contributor.author |
Mena Marcos Хуан Хосе |
ru_RU |
| dc.contributor.author |
Шихов Юрий Александрович |
ru_RU |
| dc.contributor.author |
Шихова Ольга Федоровна |
ru_RU |
| dc.date.accessioned |
2023-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2023-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2023 |
ru_RU |
| dc.identifier.citation |
Структура и оценка качества профессионально-ориентированных заданий для будущих педагогов / В.Б. Веретенникова, О. Ф. Шихова, Ю. А. Шихов и др. // Образование и наука. - 2023. - Т. 25, No 4. - С. 70-108. - DOI: 1 10.17853/1994-5639-2023-4-70-108 |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=284806 |
ru_RU |
| dc.description.abstract |
Obrazovanie i Nauka |
ru_RU |
| dc.description.abstract |
Introduction. In recent decades, one of the significant global trends in the field of higher
education is the expansion of its links with the world of work. This implies not only a new design of the
results of training students in the form of a system of universal, general professional and professional
competencies, but also the introduction of modern adequate technologies for assessing the level of their
formation and development at all stages of students' education at a university. Given that competence
is an integrative characteristic of personality traits, one should recognise the relevance and necessity of
developing such assessment tools that create situations for the student to be included in various types
of his/her future professional activities. One of these tools is professionally oriented tasks that allow for
an integral approach assessing the formation of competencies by taking into account all types of profes-
sional tasks and broad interdisciplinary connections in their content and, therefore, requiring a synthesis
of professional knowledge, skills and abilities of the student for their solution.
Aim. The aim of the study is to justify the structure and criteria for assessing the quality of profes-
sionally oriented tasks to diagnose the level of student teachers' competency formation.
Methodology and research methods. The methodological framework of the study was the activity,
competency-based and qualimetric approaches, which allow the training of teachers to be considered
as a flexible system that takes into account all types and tasks of their future professional activity, and
reflects the relationship of goals, methods, content of training and diagnostics of its results. As the main
one, the study used a qualimetric approach, which involves the use of the method of group expert assess-
ments to organise procedures for pedagogical examination of the structure of professionally oriented
tasks and criteria for assessing their quality.
Results. The method of group expert assessments allowed the authors to define the structure and
criteria for assessing the quality of professionally oriented tasks as a means of developing and diagnosing
the integrative learning outcomes of future preschool teachers.
Scientific novelty. The structure of professionally oriented tasks is substantiated, represented by:
an invariant part with an emphasis on the fundamental component of the content of student training,
covering the fundamental psychological and pedagogical knowledge of the future teacher, the ability
to apply them synthetically and transfer them to professional activities; a variable component aimed
primarily at diagnosing professional competencies determined by the profile of the student training. The
criteria for assessing the quality of professionally oriented tasks have been established by the method of
group expert assessments, which make it possible to objectify the procedures for diagnosing the compe-
tencies of future teachers: m |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
professionally oriented tasks |
ru_RU |
| dc.subject |
structure of a professionally oriented task |
ru_RU |
| dc.subject |
quality criteria
of a professionally oriented task |
ru_RU |
| dc.subject |
competencies |
ru_RU |
| dc.subject |
diagnostics of competencies |
ru_RU |
| dc.subject |
future teachers |
ru_RU |
| dc.title |
STRUCTURE AND QUALITY ASSESSMENT OF PROFESSIONALLY
ORIENTED TASKS FOR FUTURE TEACHERS |
ru_RU |
| dc.type |
Статьи в российских журналах и сборниках |
ru_RU |
|
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