| Annotation |
In this article the experience of holding the Teacher’s Career Day is presented as an annual professional event to support and assist young teachers of the region and future specialists in the sphere of pre-school and primary education, and also to assist pedagogically-gifted young people, who study in organizations of general education.
Methodological basis of the study was the ideas of subjective, system and activity-based approaches. Within the framework of the study implementation the system analysis was used, including theoretical study of philosophical, managerial, psychological and pedagogical literature on the problem of the study, design method; classification and interpretation of the received data. The results of the study made it possible to justify the concept and technology of implementation of the professional event – Teacher’s Career Day, highlight the effective ways of its organization, determine the optimal methods of interaction between the participants of the event, highlight the key results, demonstrate the role of non-formal education in creation of the unique event for young specialists of the region. In the study the attempt to demonstrate the effectiveness of holding interactive, network professional events for modern young specialists has been made, possible mechanisms for holding a professional event have been developed and demonstrated, ways to attract network partners for organization of Teacher’s Career Day have been disclosed. Versatility of professional event organization technology allows to use the idea and technology of work with young and future teachers under conditions of any region of the Russian Federation.
|
| References |
1. Bezmaternyh, T. A., Tereschenko, O. Yu. Professional growth of a teacher in modern educational space: designing a model for constructing an individual trajectory of professional and creative realization of the teacher in the conditions of continuous education. World of Science online magazine, no. 5, 2018. https://mir-nauki.com/PDF/23PDMN518.pdf (free access) (In Rus. and Eng.)
2. Belogurov, A. Yu. Modernization of teacher preparation process in the context of innovation development of society. M: MAKS Press, 2016. (In Rus.)
3. Gluschevskaya, N. V., Skovorodkina, I. Z. To the problem of adaptation of pedagogical profiles graduates of the federal university to the professional environment. Bulletin of the Vladimir State University named after A. G. and N. G. Stoletovy. Series: Pedagogical and psychological sciences no. 18, pp. 90–97, 2014. (In Rus.)
4. Dorozhkin, E. M., Zeer, E. F., Shevchenko, V. Ya. Research and Educational panorama of modernization of training teachers of continuous vocational education. The Education and Science, no. 10, pp. 65–84, 2016. DOI: 10.17853/1994-5639-2017-1-11-38. (In Rus.)
5. Zhurinskaya, E. E. The role and place of the college as an institution of secondary professional education in the system of continuing pedagogical education. Bulletin of the LSU named after. A. S. Pushkin, no. 3, pp. 74–82, 2013. (In Rus.)
6. Ignatovich, E. V. Socio-pedagogical mission of continuing education institutes) Continuing education: XXI century, no. 2, 2013. DOI: 10.15393/j5.art.2013.2085 (In Rus.)
7. Labunskaya, N. L. Modern forms and methodsof organization of continuing professional education of teachers. Professional education in Russia and abroad, no. 2, pp. 77–80, 2013. (In Rus.)
8. Novitskaya, V. A., Arkhipova, A. A. Model of integration of young teachers into profession: from idea to implementation. Scholarly Notes of ZabGU, no. 2, pp. 15–25, 2019. (In Rus.)
9. Prokhorova, M. P., Vaganova, O. I. Design and implementation of educational events in the professional training of future managers. Bulletin of the Minsk State University, no.1, 2019. Web. 26.02.2020. https://www.cyberleninka.ru/article/n/proektirovanie-i-realizatsiya-obrazovatelnogo-sobytiya-v-professionalnoy-podgotovke-buduschih-menedzherov (In Rus.)
10. Serikov, V. V. Personality development function of continuing lifelong education. Continuing education: XXI century, no. 1, 2013. DOI: 10.15393/j5.art.2013.1943 (In Rus.)
11. Yakovleva, E. N., Krasilova, I. E. From the experience of supporting young teachers in the EU countries. Education and science, no. 5, pp. 158–175, 2016. (In Rus.)
12. The Teaching and Learning International Survey (TALIS). Main findings from the survey and implications for education and training policies in Europe. European Commission. 2014. P. 38. Web. 20.02.2020. http://www.oecd.org/education/school/EU-TALIS-2013_en.pdf (In Eng.) |
