Journal "Problems of modern teacher education» is included in the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.
Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the competition should be published degree Candidate of Sciences, for the degree of Doctor of Sciences (Order of the Ministry of Education and Science Russian Federation No. 13-6518 dated 01.12.2015), by groups 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 (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.
1The concept of "flexible learning" is based on providing students with a choice of the place, method and pace of their learning. These three aspects can successfully exist through the application of appropriate teaching practice which itself 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 the desire of students to participate in the choice of aspects of their education, 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 supports modern technologies at the same time, conversely, technology can encourage flexible approaches to the delivery and evaluation of learning.
flexible pedagogy
flexible information technology
flexible learning
personalized learning
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The changing environment of higher professional education requires from university teachers “new pedagogical ideas” that can form a “flexible pedagogy” that is self-adapting to the challenges of modern society, reflected in curricula and educational practice. Such a request for “flexible pedagogy” sets the task for higher professional education not only to expand the possibilities of using obvious educational technologies for the formation of knowledge and modeling access channels to them, but also to consider the development of 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 education, access to it and management of it give rise to more diverse educational needs. higher education in modern world not only "serves as a beacon" of social change and the growth of the "public good", but is also an active consumer of these benefits and changes. The situation that has developed in recent decades makes higher professional education take greater responsibility for the professional qualifications and training of university teachers, i.e. actualizes the problem of personality development and the idea of the university, its main functions and responsibilities, the nature and goals of the knowledge and practices transferred to them.
The expanding horizon of learning opportunities requires higher education, 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 forming competencies in graduates that can be adapted to different areas of activity during a downturn in the labor market, thereby projecting employment prospects for students faced with a sharp increase in pay for education during the economic crisis.
Purpose and objectives of the study
New pedagogical thinking and practice, the educational idea is determined by technological developments, the expansion of new channels of access to knowledge and the rapid globalization of the educational sector. Under such conditions, the future form of the university is understood as a "flexible" kind 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 educational activities, but does not offer a unified 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 the study of the principles of "flexible learning" as learning with the possibility of personal choice of pace, place and mode of learning in terms of their effectiveness for educational purposes:
a) "tempo" includes, along with standard, accelerated programs, taking into account the experience of previous learning, expressed in credits;
b) "place" includes learning and sharing good practices through the involvement of an employer;
c) "mode" includes the use innovative technologies to diversify learning (commonly known as " e-learning or "expanded learning technologies").
The interaction of the above aspects creates the necessary comprehensive strategy for institutional implementation and increase the effectiveness of the final result.
Material and research methods
Research methods: theoretical - analysis of the subject and problems of research based on the study of psychological and pedagogical domestic and foreign literature, analysis of own pedagogical activity and pedagogical activities of colleagues, mass and advanced pedagogical experience, modeling; empirical - experimental work, study and generalization of pedagogical experience, observation.
Research results
Achievements in the field information technologies found significant potential for the development and diversification of the process of providing education, expanding access to educational content and increasing the inclusiveness of the educational process. (Such educational organizations like Open University, Coursera, Universarium, which promote open educational resources and training programs in open access.) It is recognized that technological innovations are an important factor facilitating flexible learning. However, it should be noted that the rapidly growing use of information technology by teachers not only provides opportunities to reach a large audience, but also leads to a decrease in pedagogical interaction and, consequently, to a decrease in the quality of education. Where the expansion of "choice" and the 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 pedagogical practice. This approach can very easily become a "flexible" extreme.
A distinction should be made between scheduling 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 prompt actual changes in the underlying dynamics of learning. This understanding underpins the approach this study to the quality of future higher education, as well as the ability of universities to effectively strengthen their positions in the face of growing competition among higher education providers.
In modern pedagogical thought, "flexible pedagogical technologies» are considered mainly in terms of logistics and diversity modern forms education, 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 in terms of flexibility means understanding how pedagogical approaches can shape and develop students' flexibility of thought and action in order 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 syllabus;
2) they are new in the sense that in general practice they have not been practiced in higher education, even there;
3) they demonstrate a pedagogical preoccupation 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 look for new forms to help students not only respond to current trends or reproduce dominant thought patterns, but be able to respond constructively to challenges, considering alternatives. Such an assumption points to the need for new pedagogical directions in higher education, which in turn will require the development of pedagogical models that are 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 preparing graduates for a rapidly changing environment and a future that will test their skills and abilities to their limits.
interest in such educational outcomes obvious. Graduate of higher educational institutions should demonstrate flexibility in working in various 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 a true educational potential in creating a flexible curriculum that requires an understanding of the issues of implementing at the institutional level the expansion of 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 the key attributes of higher education graduates. educational institutions and to set the vector for the formation of a flexible curriculum, as well as provide a broader experience for the student, which includes formal, non-formal learning and mobility.
The development of "flexible learning" has great importance 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 are of cross-cutting importance for teaching and learning in the emerging "flexible higher education" .
The idea of "empowering the learner" is central to 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 associated with flexibility in pedagogy itself (we consider it necessary to study this issue in comparison with the more widely used concepts of “traditional pedagogy” and “use of flexible pedagogical technologies”).
Obviously, in "flexible pedagogy" a balance must be struck between "flexible learning" (eg Open University) and the corresponding consequences of the student-teacher dynamic and relationship. It's about supporting more active participation students in the learning process in order to strengthen the perception of higher education as a quality education.
The idea of "empowering the learner" recognizes as the most innovative and significant a greater degree of orientation towards educational model"co-creation". Such models challenge the authority of the experienced educator and expand student engagement by changing the dynamics of learning through interaction, as well as providing an alternative to the conservative, non-conversational institutional structure that underpins the traditional academic project as a whole.
The idea of "empowering the learner" solves the problem of changing the basis of interaction between the teacher and the student towards more active participation in the learning process and thereby involves students and the university in the restructuring of teaching and learning processes.
Below are some of the 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 are 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 e-mail, online lectures educational portals etc.;
- flexible learning: by analogy with personal oriented approach, but with more emphasis on how educational material adapts to learner 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 provide educational content anytime and anywhere, which is key to many approaches to flexible learning;
- blended learning: A combination of physical/real-life interaction complemented by e-learning, this hybrid is especially relevant for introducing flexibility into traditional courses.
The above list, although not exhaustive, indicates areas that can provide large-scale and pragmatic solutions, which are key to gaining widespread adoption and implementation of "flexible pedagogy". Although some technologies are already well established - such as the use of virtual learning environments to provide educational content - the use of other technologies, such as personalized automated testing, is often not available or not available as such. We also came to the conclusion that the new educational technologies in terms of pedagogy and learning, they offer definitely new opportunities and tools for finding and using educational content, for interaction between teachers and students, for pre-university study of online courses that will help students get some university credits, which will allow them to choose their own training course with a small number of loans to increase the share of loans for research or project work.
Flexible learning allows students to choose aspects of their learning. As a rule, the choice of aspects means “when, where and how” to study, although there are some broader approaches, such as personal oriented education. With the definition of "flexible learning", "flexible pedagogy" refers to a paradigm of approaches to teaching and learning that allows students to make choices. The use of information and communication technologies (ICT) in the broadest sense helps to support and improve the learning process. Thus, agile technologies and pedagogy can be seen as natural partners, and agile learning can be implemented and supported by ICTs, and vice versa, new technologies can stimulate the development of agile 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 to adapt institutional systems, staff and students to rapidly changing realities. Thus, the concept of "flexible pedagogy" is a symbiosis of participants pedagogical process, including educational (teachers and students), able to think, act and innovate 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 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
The journal "Problems of Modern Pedagogical Education" is included in the RSCI system (Russian Science Citation Index, license agreement No. 171-03/2014). The journal is registered with the ISSN International Center in Paris (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.
Included in the list of peer-reviewed scientific publications (VAK), in which the main scientific results of the dissertation for the degree of candidate of science, for the degree of doctor of science should be published (Order of the Ministry of Education and Science of the Russian Federation No. 13-6518 dated 01.12.2015), 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 (print identification number: ISSN 2311-1305), which operates with the support of UNESCO and the Government of France.
Federal Educational Autonomous Institution of Higher Education "Crimean Federal University. V. I. Vernadsky
We invite you to publish your work in a scientific journal
"Problems of Modern Pedagogical Education"
No. 13-6518 as of 02/09/2016, serial number of the journal in document 1455)
Certificate of registration of the product mass media Ministry of Telecom and Mass Communications of the Russian Federation
The journal is included in the RSCI scientometric system
(license agreement No. 171-03/2014).
The journal is registered with the ISSN International Center in Paris (print identification number: ISSN 2311-1305), supported by UNESCO and the Government of France.
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Pedagogy
UDC:378.2
candidate pedagogical sciences, assistant professor
Vezetiu Ekaterina Viktorovna
Humanitarian-Pedagogical Academy (branch)
Federal State Autonomous Educational
institutions of higher education "Crimean federal university named after V. I. Vernadsky "(Yalta)
FORMATION OF THE PEDAGOGICAL CULTURE OF FUTURE TEACHERS IN THE SYSTEM OF PROFESSIONAL TRAINING: WAYS, PRINCIPLES, CONDITIONS
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keywords:
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Conclusions.
Literature:
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