Pedagogical education is a system designed to train specialists in general, as well as preschool, primary, basic and secondary education. Teachers of general educational disciplines and professional educational institutions, teachers of institutions involved in additional education of children, social workers and others are also trained. If we consider this term in a broad sense, it is often used when talking about the training of all persons who are related to the upbringing and education of the younger generation (including parents).
Specificity
The pedagogical education of the Russian Federation is characterized by high requirements for professional activities, as well as for the personality of the teacher, educator as a subject of the educational process and pedagogical communication.
Therefore, the process of training qualified personnel must be taken very seriously. Modern teacher education is focused on solving two problems. Firstly, it is necessary to provide assistance to the social and value development of the personality of the future teacher, his civic and moral maturity, general cultural, fundamental training. Secondly, it is necessary to promote specialization and professional development in the chosen field of pedagogical activity. We can say that the comprehensive development of the teacher’s personality is the goal, basis and condition that ensure the effectiveness of training for future teachers.
A bit of history
The history of teacher education in Russia began in the 19th century. Then this system was represented by specialized vocational training in church-teacher and teacher seminaries and second-class teacher schools, incomplete secondary education courses in diocesan schools and female gymnasiums, as well as additional professional training, which was carried out at special pedagogical courses.
Pedagogical institutes were opened as part of the universities necessary for the training of teachers of district schools and gymnasiums. Education in them continued for 3 years, and after that increased to 4 years from 1835. Each teacher prepared to teach several subjects.
Since 1859, another model was organized for teaching teachers who already had university education. Pedagogical courses for graduates of physics and mathematics and historical and philological faculties have opened. The historical and philological institutes in Nizhyn (founded in 1875) and St. Petersburg (1867) graduated in the second half of the 19th century most of the teachers for classical gymnasiums. These state educational institutions were equated with universities.
In Russia, there were many prerequisites for the emergence of higher education in the late XIX and early XX centuries. Pedagogical education and science received sufficient development during this period of time, many scientists were engaged in theoretical studies (V.P. Vekhterov, P.F. Kapterev, V.M. Bekhterev and others).
At the beginning of the 20th century, universities developed two concepts of the education we are considering. The first of them was based on the idea of organizing training at pedagogical faculties or departments of pedagogy. It was supposed to combine theoretical training and research work. In order to organize pedagogical practice, auxiliary educational institutions were created at the faculty. The second concept involved education after university and was focused on research activities.
At the same time, a model of teacher education arose, which was called integral. Vocational training was combined with higher education. For two years, general science education was given in the form of lectures, followed by teaching practice in an elementary school or gymnasium.
Soviet period
In the RSFSR after the revolution, 2 options for teacher education prevailed. The first of these is training in stationary educational institutions (technical schools and pedagogical institutes). The content of education was aimed at implementing political tasks. The second option is short-term mass courses. They were organized to eradicate illiteracy and mass political propaganda.
In the early 1930s. When teaching future teachers, much attention was paid to the basics of Marxism-Leninism, physical education and military training, and about 10% of the educational time was allocated to pedagogy. In 1935, the People's Commissariat for Education introduced new curricula in all faculties (except historical). A lot of time was given to mastering pedagogical skills, consultations and elective courses. The state began to treat the teacher as an ideological worker. The main task in the training was the training of teachers who are imbued with the ideas of communism.
In the 30s, each autonomous republic had an institute of teacher education. In 1956, teacher training institutes, which gave incomplete higher education, were transformed into schools and pedagogical universities, the study of which lasted 5 years.
Post-Soviet Education
Since 1990, the reform of teacher education has been very active. A new stage begins, which is characterized by the fact that the management of this process ceases to be politicized. Teacher education has become the subject of legislative regulation. The basis of the renewed Russian education is a personality-oriented approach to each student. It also tries to ensure the integrity of programs, to orient upbringing and training on universal values, professional and personal development of future teachers. The history of teacher education shows that it has undergone many difficulties, incorporating all the best.
The main areas of education today
Modern pedagogical education is developing in the direction of universality. It is trying to promote the full development of the culture of mankind, its embodiment. This corresponds to the current stage of development of society.
The solution of such socially significant tasks of teacher education institutions as the analysis of educational practice and assistance in the development of educational infrastructures in the regions (this is supported by the natural need of the country's regions to create centers of culture and education) is becoming increasingly relevant.
A special role of this type of training is to ensure one of the basic human rights of our time - the right to education with the condition of protecting students, especially children, from incompetence on the part of adults, from parents to teachers and teachers in the professional field.
In the XXI century, there was a transition to a two-level model for the preparation of bachelors and masters. The pedagogical education of the Russian Federation is embedded in the pan-European educational space.
Problems
In today's world, people have access to an unlimited amount of information. The skills to make sense, feel for relationships, solve problems, conceive and implement projects, and perform non-trivial actions became significant.
The problems of teacher education are to prepare specialists who are able to work on the formation of personality in the conditions of innovative development and modernization, with a socially oriented outlook on the world. Modern pedagogical universities are obliged to prepare graduates who are able to work for the development of the individual, which is the subject of a multicultural civil society, integrated into the all-Russian and world space.
The tendency to train future teachers on the basis of a modular principle and a competency-based approach to teaching also creates problems of teacher education, as the programs must be changed in accordance with the new requirements of reality. Today, quite a lot of time is devoted to the theory of teaching students, and very little time is devoted to practice. There is a need for universities to work together with schools and colleges, to emphasize the receipt of students and good practical experience.
Relationship with science
Pedagogical education and science try to keep up, although this is not always possible. The development of science is faster, innovations are not always quickly enough introduced into the education system. Recently, however, quite a lot of new teaching methods have been used. Computers that are equipped with high-quality training programs can perfectly cope with the task of managing the educational process. The latest scientific developments, experimental sites, methods and technologies of upbringing and self-upbringing are applied.
Preschool teacher education
The program for the training of preschool education specialists was developed taking into account the requirements of reality. Preschool teacher education pays great attention to issues of preschool, general, cognitive pedagogy and psychology. Those who graduate will be able to apply their knowledge in a state and non-state educational institution, in the center for the development of children, in the field of preschool, secondary general education, in the organization of additional training, in the center of children's creativity, as well as carry out independent pedagogical activities (tutor, nanny, head of the children's center kindergarten).
Specialists
A preschool teacher carries out educational and upbringing work with children, creates conditions for a comfortable life for children during their stay in a preschool institution, and tries to discover the individual characteristics of children. He also reveals the intricacies of parental relationships, organizes consultations, conducts various preventive measures (meetings, workshops).
Vocational education
This concept involves the formation of a personality that is able to effectively realize itself in the areas of primary and secondary vocational education, can implement all the components of the integrative educational process, and fulfill the full range of professional educational functions. Teacher education and vocational education are interconnected, but the latter has become more general.
Additional education
Additional teacher education is necessary for teachers to improve their qualifications. Also, with his help, retraining of specialists is carried out, which is necessary to update their professional knowledge, improve business skills, and prepare to perform new labor functions. In addition, additional training is conducted for part-time and full-time students.
Conclusion
Thus, we can say that teacher education is a multi-level and complex process, focused on training professionals in their field, teachers with a capital letter, who can justify their hopes for teaching and educating a new generation.