Problems of modern teacher education, Vak Yalta magazine. Modern problems of science and education. Federal educational autonomous institution of higher education "Crimean Federal University named after. V.I. Vernadsky"

The journal “Problems of Modern Pedagogical Education” is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the scientific degree of Candidate of Sciences, for the scientific degree of Doctor of Science must be published (Order of the Ministry of Education and Science of the Russian Federation No. 13-6518 dated December 1, 2015), by groups of scientific specialties: 19.00.00 Psychological Sciences and 13.00.00 Pedagogical Sciences.

Dear colleagues!

Academy of the Humanities and Pedagogics (branch) V. I. Vernadsky Crimean Federal University in Yalta invites you for publishing in a scientific journal "Problems of modern pedagogical education" that is a part of a system RSCI (Russan Science Citation Index). The journal is registered in International Center ISSN in Paris (ID of a print version: ISSN 2311-1305), which works with the assistance of UNESCO and French government.

Dear Colleagues!

Humanitarian and Pedagogical Academy in Yalta at the Crimean Federal University named after V.I. Vernadsky invites you to publish in the scientific journal “Problems of Modern Pedagogical Education,” which is part of the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (printed version identification number: ISSN 2311-1305), which is supported by UNESCO and the French Government.

Publication in a scientific journal
"Problems of modern teacher education"

Crimean Federal University named after. V. I. Vernadsky

We invite you to publish your works in a scientific journal

Problems of modern teacher education

The magazine is included inList of peer-reviewed scientificpublications in which the main scientific results of dissertations for the scientific degree of Candidate of Sciences, for the scientific degree of Doctor of Sciences should be published (Letter about the List of peer-reviewed scientific publications from

№ 13-6518 as of 02/09/2016, journal serial number in document 1455)

Certificate of registration of mass media of the Ministry of Communications and Mass Communications of the Russian Federation

The magazine is included in scientometric RSCI system

(license agreement No. 171-03/2014).

The journal is registered at the ISSN International Center in Paris (identification number of the printed version:ISSN 2311-1305), supported by UNESCO and the Government of France.

Articles are accepted in the following areas:

The magazine is published 4 times a year.

The cost of publication is 300 rubles per page.

Acceptance of applications and texts of articles until 04/09/2016.

Journals are sent to the specified address two weeks after the deadline for accepting articles.

THE TERMS OF PARTICIPATION

Those wishing to publish an article until April 9, 2016 send the following materials to the email addressvisa _1986@ ukr . net:

1. Application.

2. Those By the way articles.

The organizing committee reserves the right to refuse publication without explanation. The authors are responsible for the content of the materials. Materials that do not meet the design requirements will not be accepted.

TERMS OF PUBLICATION

In order to reimburse organizational, publishing, and printing expenses, authors must pay an organizational fee based on300 rub. for 1 page.

The payment for the publication of one article (regardless of the number of co-authors) includes one copy of the journal (excluding the cost of its postage). To receive the magazine in order to reimburse shipping costs, you must make an additional contribution in the amount of 150 rubles. for 1 copy.

APPLICATION FORM AND REQUIREMENTS FOR ITS COMPLETION

*Publication type*	Problems of modern teacher education
	Russian language	Translation into English
	necessary	necessary
Article title	necessary	necessary
	necessary	necessary
Place of work or study, position	necessary	necessary
Academic degree, academic title	necessary	necessary
Contact phone number andE-mail address	necessary
Homepostal address with zip code	necessary

REQUIREMENTS FOR ARTICLE FORMAT

Requirements for article structure:

1. Science section(pedagogy or psychology, upper right corner of the page, Times New Roman font, font size 14)

2. UDC index(top left corner of page, Times New Roman font, font size 14, bold).

3. Author or authors (left corner of the page, font Times New Roman, font size 14, bold). Full name of the authors (WITHOUT ABBREVIATIONS), in the nominative case, information about the scientific degree and academic title (without abbreviations), the next line: place of work or study of the author (in full, without abbreviations)

4. Title of the article (centered on the page, font Times New Roman, font size 14, bold, all caps, up to ten words).

5. Abstract(in Russian, English).

6. Keywords(in Russian, English).

7. Those kst in a structured form highlighting the following elements:

Introduction.

Statement of the purpose of the article and objectives.

Presentation of the main material of the article.

Conclusions.

Literature.

Technical requirements for article formatting:

Page format - A4.

The volume of the article is not less thanTENprinted pages.

Margins on all sides are 20 mm.

Font - Times New Roman (point size 14), line spacing 1.5.

Paragraph indent - 1.25 cm.

The working languages of the journal are Russian and English.

Example of article text formatting

Pedagogy

UDC:378.2

Doctor of Pedagogical Sciences, Professor Vezirov Timur Gadzhievich

Dagestan State Pedagogical University (Makhachkala)

INFORMATION EDUCATIONAL ENVIRONMENT OF PEDAGOGICAL UNIVERSITY IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MASTER STUDENTS

Annotation.

Keywords:

AnnOtation .

Keywords:

INconducting.

Statement of the purpose of the article.

Presentation of the main material of the article .

Conclusions.

Literature:

Inform the event organizer that the information was taken from the portal www.site

The concept of “flexible learning” is based on providing students with a choice of where, method and pace of their learning. These three aspects can successfully exist through the application of appropriate pedagogical practices, which themselves can be supported and strengthened by information and communication technologies. The author considers the idea of “flexible pedagogy” as a phenomenon that arose in response to students’ desire to participate in choosing aspects of their learning, strengthening the role of a student-centered approach to learning. With the definition of the essence of “flexible learning”, the author considers “flexible pedagogy” as a new educational paradigm that offers flexible approaches to teaching and learning, including the practice of dialogue. “Flexible technologies” and “flexible pedagogy” are considered by the author as natural partners: flexible learning both provides and is supported by modern technologies, while, on the contrary, technologies can stimulate flexible approaches to the provision and assessment of learning.

flexible pedagogy

flexible information technologies

flexible learning

personalized learning

1. Blokhin A.L. The system of higher education as one of the main factors in the formation of human capital // Problems of modern pedagogical education. – 2016. – No. 52-6. – pp. 19-24.

2. Kelarev V.V., Kotova N.S. Case study as an effective method of training technologies in the training of management personnel // State and municipal management. Scientific notes of SKAGS. - 2014. – No. 3. – P. 209-214.

3. Kelarev V.V., Kotova N.S. Convergent approach to organizing business education at a university: foreign experience // State and municipal management. Scientific notes of SKAGS. - 2015. – No. 4. – P. 188-193.

4. Kotov S.V., Kotova N.S. Patriotic paradigm of the educational process in the context of the growth of neo-fascist ideology // Integration of science and practice as a mechanism for the effective development of modern society: materials of the XI International Scientific and Practical Conference. – Ekaterinburg: Research Center “Institute for Strategic Studies”, 2014. – P. 316-321.

5. Kotov S.V., Kotova N.S. The formation of inclusive education in Russia // European Social Science Journal. – 2015. – No. 6. – P. 263-267.

6. Kotova N.S., Kotov G.S. Higher education through distance technologies (foreign experience) // Theory and methodology of the modern educational process: a collection of scientific papers based on the materials of the I International Scientific and Practical Conference. – Nizhny Novgorod, 2016. - pp. 51-54.

7. Barnett R. Imagining the University. – London: Routledge, 2013.

8. Collis B. and Moonen J. Flexible Learning in a Digital World. – London: Routledge, 2004.

9. Ryan A., Tilbury D. Flexible Pedagogies: new pedagogical ideas. – The Higher Educational Academy, 2013.

10. Watling S. Technology-Enhanced Learning: A New Digital Divide? – The Future of Higher Education: Policy, Pedagogy and the Student Experience. – London: Continuum, 2009.

The changing environment of higher professional education requires from university teachers “new pedagogical ideas” that can form “flexible pedagogy”, self-adapting to the challenges of modern society, reflected in curricula and educational practice. Such a request for “flexible pedagogy” poses the task of higher professional education not only to expand the possibilities of using obvious educational technologies for the formation of knowledge and modeling channels of access to them, but also to consider the issue of developing a new pedagogical direction.

The area of influence of pedagogical innovation is currently felt at all levels of the educational process: from the diversification of the educational background (cultural, technological, practical) to the growth in the number of students and their mobility. The development of new technologies, the variety of forms of learning, access to it and its management give rise to more diverse educational needs. Higher education in the modern world not only “serves as a beacon” of social change and the growth of “public goods”, but is also an active consumer of these benefits and changes. The situation that has developed in recent decades forces higher professional education to take greater responsibility for the professional qualifications and training of university teachers, i.e. actualizes the problem of the development of the personality and idea of the university, its main functions and responsibilities, the nature and goals of the knowledge and practices transmitted to it.

The expanding horizon of learning opportunities requires higher education, while still focused on traditional educational and educational needs, to develop and provide educational foundations for the future. Therefore, today the imperative of higher education should be a model of “flexible pedagogy”, capable, for example, of developing in graduates competencies that can be adapted to different fields of activity during a downturn in the labor market, thereby projecting employment prospects for students faced with a sharp increase in fees for training during the economic crisis.

Purpose and objectives of the study

New pedagogical thinking and practice, the educational idea are determined by technological developments, the expansion of new channels of access to knowledge and the rapid globalization of the educational sector. In such conditions, the future form of the university is understood as a “flexible” type of pedagogical approach that seeks to improve the quality, relevance and value of learning.

In modern scientific discourse and pedagogical practice, the term “flexible pedagogy” covers several areas of educational activity, but does not offer a single definition of this phenomenon. In our study, we tried to move away from the generally accepted concept of “flexible pedagogical technologies”. The purpose and objective of this work is to consider and derive a definition of the developing phenomenon of “flexible pedagogy” as a new educational strategy based on a study of the principles of “flexible learning” as learning with the possibility of personal choice of pace, place and mode of learning from the point of view of their effectiveness for educational purposes:

a) “pace” includes, along with standard ones, accelerated programs, taking into account previous learning experience expressed in credits;

b) “place” includes training and exchange of good practice through the involvement of an employer;

c) “mode” includes the use of innovative technologies to diversify learning (commonly known as “e-learning” or “enhanced learning technologies”).

The interaction of the above-mentioned aspects creates the necessary comprehensive strategy for institutional implementation and increasing the effectiveness of the final result.

Material and research methods

Research methods: theoretical - analysis of the subject and problem of research based on the study of psychological and pedagogical domestic and foreign literature, analysis of one’s own teaching activities and the teaching activities of colleagues, mass and advanced pedagogical experience, modeling; empirical - experimental work, study and generalization of teaching experience, observation.

Research results

Advances in information technology have revealed significant potential for developing and diversifying the provision of education, expanding access to educational content and increasing the inclusiveness of the educational process. (Educational organizations such as Open University, Coursera, Universarium, which promote open educational resources and training programs in the public domain.) It is recognized that technological innovation is an important factor promoting flexible learning. However, it should be noted that the rapidly growing use of information technology by teachers not only provides opportunities to reach larger audiences, but also leads to a decrease in pedagogical interaction, and, consequently, to a decrease in the quality of teaching. Where the expansion of “choice” and expansion of the logistics of providing education is the only factor in the development of flexible pedagogical technologies, there is no flexibility in the field of teaching practice. This approach can very easily become the “agile” extreme.

A distinction must be made between planning flexibility (personalization rather than changing the curriculum as a whole) and interpersonal flexibility, which refers to program dynamics. Therefore, flexibility in relation to pedagogy is not an automatic aspect imposed by advances in the IT field, but can suggest actual changes in the basic dynamics of learning. This understanding underpins this study's approach to the quality of the future of higher education, and to the ability of institutions to effectively strengthen their position in an increasingly competitive higher education environment.

In modern pedagogical thought, “flexible pedagogical technologies” are considered mainly from the point of view of logistics and the diversity of modern forms of teaching, but we believe that in pedagogical theory and practice, flexible pedagogical technologies should not be considered independently, but as an attribute of the broader concept of “flexible pedagogy” , in which students and teachers participate equally and which is understood as one of the integral characteristics of the institutional educational strategy. In this sense, rethinking pedagogy from a flexibility perspective means understanding how pedagogical approaches can shape and develop learners' flexibility in thinking and acting to effectively address the challenges and situations they face in their lives and work. The new horizons of “flexible pedagogy”, formulated in six new pedagogical ideas, are based on four main considerations:

1) they are forward-looking and strategically innovative curriculum;

2) they are new in the sense that they have not been practiced in general practice in higher education, even there;

3) they demonstrate a pedagogical concern with “flexibility” and an emphasis on developing students' ability to anticipate, prepare, and respond in the face of complexity, uncertainty, and change;

4) they transform education towards democratic and inclusive learning and rely on a pedagogy of change and innovation.

This approach takes into account the future pedagogical landscape, recognizing that as the world changes, pedagogy must also seek new forms to help students not only respond to current trends or reproduce dominant patterns of thinking, but be able to respond to challenges constructively with an eye to alternatives. This assumption points to the need for new pedagogical directions in higher education, which in turn will require the development of pedagogical models different from those traditionally presented in this sector. We are talking not only about the formation and application of new flexible pedagogical technologies (they already exist), but also about the transition to the formation of curricula and educational programs that prepare graduates for rapidly changing conditions and a future in which their skills will be tested to the limit of their opportunities.

The interest in such educational outcomes is obvious. A graduate of higher education institutions must demonstrate flexible ability to work in different systems, the ability to think critically and creatively, develop intercultural competence, offer alternative options, adapt to changing conditions and develop skills that will support his ability to quickly adapt to new conditions.

One of the important aspects of the development of “flexible pedagogy” is the institutional conditions in which “new pedagogical ideas” can be implemented in life. The challenge of rethinking pedagogy in a flexible format is one of the pedagogical innovations in the curriculum. There is true educational potential in the creation of a flexible training program, which requires an understanding of the issues of implementation at the institutional level of expanding the range of educational programs using information technology, which entails changes in educational strategy in corporate and educational aspects.

It is the flexibility of the formed competencies that can influence the formation of key attributes of graduates of higher educational institutions and set the vector for the formation of a flexible curriculum, as well as provide a broader experience to the student, which includes formal, informal learning and mobility.

The development of “flexible learning” has significant implications for pedagogy as it responds to emerging technologies and changing stakeholder expectations. “Flexible pedagogy” as a modern strategy is defined by six “new pedagogical ideas” that have cross-cutting implications for teaching and learning in the emerging “flexible higher education”.

The idea of “learner empowerment” occupies a central position in the dynamic interaction with the other five ideas and emphasizes the importance of the interaction of ideas in the convergence of the concepts of flexibility and pedagogy into a single concept. However, the main question is to what extent flexibility as an attribute is related to flexibility in pedagogy itself (we consider it necessary to study this issue in comparison with the more widely used concepts of “traditional pedagogy” and “the use of flexible pedagogical technologies”).

It is clear that in 'flexible pedagogy' a balance must be achieved between 'flexible learning' (e.g. Open University) and the associated implications of student-teacher dynamics and relationships. It is about supporting greater student participation in the learning process in order to strengthen the vision of higher education as a quality education.

The idea of “empowering the student” is the most innovative and significant and recognizes a greater degree of orientation towards the educational model of “co-creation”. Such models challenge the authority of the experienced educator and allow for increased learner engagement by changing the dynamics of interactional learning, as well as the possibility of an alternative to the conservative, non-conversational institutional structure that underlies the traditional academic project as a whole.

The idea of “student empowerment” solves the problem of changing the basis of interaction between teacher and student towards more active participation in the learning process and thereby involves students and the university in restructuring the teaching and learning processes.

Below are some parameters of learning within the framework of “flexible pedagogy”, taking into account the aspects of “flexible planning”, “flexible learning”, “flexible educational technologies”:

personalized learning: the curriculum is adjusted to the needs of the individual student;
providing synchronous and asynchronous educational activities, of which the former are activities carried out in real time with interaction in real space and time, and the latter with a time lag. As a rule, in the communication aspect, synchronous educational events are traditional lectures, seminars, practical classes, online webinars, and asynchronous includes communication by e-mail, lectures from online educational portals, etc.;
flexible learning: similar to the student-centered approach, but with greater emphasis on how educational material adapts to the learner's progress, which may include adaptive testing;
“learning by playing”: the use of game methods (especially game mechanics) that encourage and motivate educational activities;
online learning: the use of different forms of e-learning and Internet resources to deliver educational content anytime and anywhere, which is key to many flexible learning approaches;
blended learning: a combination of physical/real-life interaction complemented by e-learning, this hybrid is especially relevant for introducing elements of flexibility in traditional courses.

The above list, while not exhaustive, points to those areas that can provide the scalable and pragmatic solutions that are key to achieving widespread adoption and implementation of Agile Pedagogy. While some technologies are already well established—such as the use of virtual learning environments to deliver educational content—the use of other technologies, such as personalized automated testing, is often unavailable or unavailable as such. We also came to the conclusion that new educational technologies from the point of view of pedagogy and learning offer definitely new opportunities and tools for searching and using educational content, for interaction between teachers and students, for pre-university study of online courses that will help students obtain some university credits, which will allow them to choose their course of study with a small number of credits to increase the proportion of credits for research or project work.

Flexible learning allows students to choose aspects of their learning. Generally, the choice of dimensions refers to the “when, where and how” of learning, although there are some broader approaches such as learner-centred education. With the definition of “flexible learning”, “flexible pedagogy” refers to a paradigm of approaches to teaching and learning that allows students to exercise choice. The use of information and communication technology (ICT) in its broadest sense helps support and enhance learning. Thus, flexible technologies and pedagogy can be seen as natural partners, and 'flexible learning' can be delivered and supported through ICT, and conversely, new technologies can stimulate the development of flexible approaches to learning delivery and assessment. They also correlate with the fact that truly flexible pedagogical technologies and their effective use in education (e-learning) help adapt institutional systems, staff and students to rapidly changing realities. Thus, the concept of “flexible pedagogy” is a symbiosis of participants in the pedagogical process, including the educational one (teachers and students), capable of thinking, acting and innovating through existing structures and in highly unpredictable scenarios.

Bibliographic link

Zhiryakova A.V. “FLEXIBLE PEDAGOGY” AS A CONDITION FOR THE DEVELOPMENT OF A MODERN UNIVERSITY // Modern problems of science and education. – 2016. – No. 5.;
URL: http://science-education.ru/ru/article/view?id=25377 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Federal educational autonomous institution of higher education "Crimean Federal University named after. V.I. Vernadsky"

We invite you to publish your works in a scientific journal

“Problems of modern teacher education”

No. 13-6518 as of 02/09/2016, journal serial number in document 1455)

Certificate of registration of mass media of the Ministry of Communications and Mass Communications of the Russian Federation

The journal is included in the scientometric system RSCI

(license agreement No. 171-03/2014).

The journal is registered with the ISSN International Center in Paris (print version identification number: ISSN 2311-1305), supported by UNESCO and the French Government.

Articles are accepted in the following areas:

The magazine is published 4 times a year.

The cost of publication is 300 rubles per page.

Acceptance of applications and texts of articles until November 8, 2016.

Journals are sent to the specified address 14 working days after the deadline for accepting articles.

THE TERMS OF PARTICIPATION

Those wishing to publish an article before November 8, 2016, send the following materials to the email address [email protected](Chairman of the editorial board Vesetiu Ekaterina Viktorovna):

Application.
Article text.

TERMS OF PUBLICATION

In order to reimburse organizational, publishing, and printing expenses, authors must pay an organizational fee based on 300 rub. for 1 page.

APPLICATION FORM AND REQUIREMENTS FOR ITS COMPLETION

*Publication type*	Problems of modern teacher education
	Russian language	Translation into English
Last name, first name, patronymic of the author	necessary	necessary
Article title	necessary	necessary
Thematic section of the article	necessary	necessary
Place of work or study, position	necessary	necessary
Academic degree, academic title	necessary	necessary
Contact phone number and E-mail address	necessary
Home postal address with zip code	necessary

REQUIREMENTS FOR ARTICLE FORMAT

Requirements for article structure:

Science section(pedagogy or psychology, upper right corner of the page, Times New Roman font, font size 14)
UDC index(top left corner of page, Times New Roman font, font size 14, bold).
Author or authors(left corner of the page, Times New Roman font, font size 14, bold). Full name of the authors (WITHOUT ABBREVIATIONS), in the nominative case, information about the scientific degree and academic title (without abbreviations), the next line: place of work or study of the author (in full, without abbreviations)
Article title(centered on the page, Times New Roman, font size 14, bold, all caps, up to ten words).
annotation(in Russian, English).
Keywords(in Russian, English).
Text in a structured form highlighting the following elements:

Introduction.

Statement of the purpose of the article.

Presentation of the main material of the article.

Conclusions.

Literature.

Technical requirements for article formatting:

Page format - A4.
The volume of the article is not less than TEN printed pages.
Margins on all sides are 20 mm.
Font - Times New Roman (point size 14), line spacing 1.5.
Paragraph indent is 1.25 cm.

The working languages of the journal are Russian and English.

Example of article text formatting

Pedagogy

UDC:378.2

Candidate of Pedagogical Sciences, Associate Professor

Vesetiu Ekaterina Viktorovna

Humanitarian and Pedagogical Academy (branch)

Federal State Autonomous Educational

institution of higher education "Crimean Federal University named after V. I. Vernadsky" (Yalta)

FORMATION OF PEDAGOGICAL CULTURE OF FUTURE TEACHERS IN THE SYSTEM OF PROFESSIONAL TRAINING: WAYS, PRINCIPLES, CONDITIONS

Annotation.

Keywords:

AnnOtation.

Keywords:

Introduction.

Statement of the purpose of the article.

Presentation of the main material of the article.

Conclusions.

Literature:

Dear Colleagues!

We will be grateful to you for distributing this information among teachers of universities, institutes, specialized organizations and educational authorities who will be interested in publishing scientific research materials.

Dear colleagues!

Dear Colleagues!

Problems of modern teacher education, Vak Yalta magazine. Modern problems of science and education. Federal educational autonomous institution of higher education "Crimean Federal University named after. V.I. Vernadsky"

Dear colleagues!

Dear Colleagues!

Publication in a scientific journal "Problems of modern teacher education"

Bibliographic link

Federal educational autonomous institution of higher education "Crimean Federal University named after. V.I. Vernadsky"

Dear colleagues!

Dear Colleagues!

Publication in a scientific journal
"Problems of modern teacher education"