Pedagogical monitoring of teaching proficiency in professional education

• Dmitry Vladimirovich Lukashenko ^[2] ; Marina Georgiyevna Sergeeva ^[2] ; Tatyana Vasilyevna Kirillova ^[2] ; Anna Konstantinovna Oreshkina ^[1] ; Ilia Sergeevich Solncev ^[3]
  1. [1] Russian Academy of Natural Sciences

     Russian Academy of Natural Sciences

     Rusia

     
  2. [2] Research Institute of the Federal Penitentiary Service of Russia, Russia
  3. [3] Institute of Pedagogy, Psychology and Social Problems, Russia

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• Localización: Revista Inclusiones: Revista de Humanidades y Ciencias Sociales, ISSN-e 0719-4706, Vol. 7, Nº. Extra 19 (octubre-diciembre), 2020 (Ejemplar dedicado a: Hacia un Futuro Prometedor), págs. 499-512
• Idioma: inglés
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• Resumen

  • The educational system of the Russian Federation is an object of large-scale reform, covering all existing levels, from nursery and primary schools to educational institutions of higher education. The paradigm shift affected not only the content of curricula, methods and forms of training, but also the approach to the professional development of teachers. All changes taking place in Russian schools and universities at present are due to the social and economic changes that determine the optimization of organizational structures, the transformation of the essence of pedagogical culture, and the increase in requirements for assessing the competence of a teacher. A highly professional teacher should provide humanistic education, meet basic social and moral needs, taking into account the intellectual, psychological, ethnic and other diversity of the youth. Moreover, for pedagogical science and practice, ambiguous changes occurring in various directions are characteristic.