The problems of modeling practice-oriented research activity of student — teachers within the dimension of university education

About the author:

Eugenia G. Belyakova, Dr Sci. (Ped.), Professor, Academic Department of Methodogy and Theory of Social and Pedagogical Research, Tyumen State University; b-evgenia@yandex.ru

Abstract:

This article provides an overview of a sufficiently diverse range of problems arising in connection with the task of modeling methods and means of training teachers within university educational process in accordance with modern requirements of its practical orientation. Graduates’ ability to realize their professional and educational potential is provided through the systematic interaction of theoretical and methodological research, practice-oriented training, and the students’ immersion into educational practice. In the article the specifics of the educational process, during which students should form teaching and research activities, some elements of professional activity, and stable motivational focus on the teaching profession, is unveiled. The author analyzes the essence integration process of university and teacher training education into the modern model of teacher training. The author justifies structure and essence of the model of integrated practice-focused research activity that will be the subject of formation and development of a modern teacher — practice- and research-oriented professional. Research position and professional-pedagogical orientation of an individual student serves the basis for integration of teaching and research, and professional and educational activities. Pedagogical reflection (including methodological, professional and practical, and professional and personal) is a way to comprehend individual teaching experience. Hermeneutic aspect of integration of teaching and research, and professional and educational activities is represented in this article. The task of forming professional self-identity of students-teachers is formulated in the article. The author suggests some variants of goalsetting and task requirements in the design of the content of teacher training process for a teacher-researcher. The methods of integration of fundamental and practical orientation in teacher training, which can be used to guide course and practice content design, are proposed in this article.

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