On the 10th of January the Ministry of Education and Science of the RF published a pedagogical education reform draft on its site.
Legislators explain changes by new school education quality requirements reflected in new federal state educational standards, as well as by teacher’s professional standard approval, which implies changes in organisation, content, techniques and scope of teachers training.
According to proposal made by the Ministry of Education and Science, teachers training institutes must concentrate on practical work, not only on theoretical material. Higher education institutions must organise practical work in collaboration with colleges and schools. The Ministry also offers to toughen requirements to university entrants. The pedagogical education development program will be tested on 17 – 25 higher education institutions within the next two years. It is planned to develop a new system of budget-funded place distribution in teachers training universities and expand educational models to the whole teachers training system in Russia within 2016 – 2017.
According to the Director of the Institute of Psychology and Education of KFU, Mr. Aydar Kalimullin, experience of Kazan Federal University in forming a new teachers training model was discussed at task group sittings in Central and Siberian Federal Districts and at Presidium of the Learning and Teaching Association (LTA) for Pedagogical Education as one of the most promising. The draft of the Concept of pedagogical education development support was the result of this versatile activity.
Pedagogical education reforming in KFU was started in 2011, with many provisions of the Concept being implemented in practice in our university today. First of all, the case in question is variability of teachers training models, practice-oriented training, “double negative selection” overcoming etc. Please note that KFU became one of the three largest educational institutions of Russia in teachers training, according to results of the past year. We also became the fourth in the ranking of enrollment quality for the field “Psychological-and-pedagogical and special (speech pathology) education”. That’s why we can successfully solve the aforementioned complex problems.
The idea to summarize our experience was expressed at the sitting of the Presidium of the LTA, with this fact testifying correctness of the path we have chosen. Our immediate task is entering the list of 17-25 higher education institutions of the country to be selected as pilot grounds for implementing the Concept of pedagogical education development support.