E. I. Kazakova

Research in the fi eld of continuing pedagogical education is mainly based on a structural and functional approach that identifi es the continuity of education with the continuity of various stages of professional development of the subject. The continuity of pedagogical education requires its scientifi c rethinking in accordance with the challenges of the time, with the transformation of the economic foundations of social development. To solve these problems, the problem is considered as a culturological phenomenon, a humanitarian analysis of continuous pedagogical education is made as a nonlinear process that has a proactive nature and develops individually signifi cant competencies.

The research raises the problem of preserving traditional values of the national teacher education, that is the spiritual and ethical development of future teachers, who are able to provide a genuinely civil education to the younger generation based on personal example and profound moral convictions. The authors emphasize the idea that teacher training in Russia has developed an enduring tradition to focus on the development of the future teacher’s skills to carry out the tasks for the cultivation of the personality of the younger generation and take maximum responsibility for the formation of individual’s moral identity during the teaching and learning processes. With reference to historical facts, the authors state that this tradition roots in folk pedagogy. It was developed in the works by K.D. Ushinsky and became the basis of teacher training in Soviet Russia. The research shows that there is a relationship between teacher’s developing values and the effectiveness of the entire system of general and professional education and the spiritual well-being of the society that emphasizes deep historical and mental roots in the interpretation of spiritual and ethical development as the key value of teacher education in Russia.

The research raises the problem of preserving traditional values of the national teacher education, that is the spiritual and ethical development of future teachers, who are able to provide a genuinely civil education to the younger generation based on personal example and profound moral convictions. The authors emphasize the idea that teacher training in Russia has developed an enduring tradition to focus on the development of the future teacher’s skills to carry out the tasks for the cultivation of the personality of the younger generation and take maximum responsibility for the formation of individual’s moral identity during the teaching and learning processes. With reference to historical facts, the authors state that this tradition roots in folk pedagogy. It was developed in the works by K.D. Ushinsky and became the basis of teacher training in Soviet Russia. The research shows that there is a relationship between teacher’s developing values and the effectiveness of the entire system of general and professional education and the spiritual well-being of the society that emphasizes deep historical and mental roots in the interpretation of spiritual and ethical development as the key value of teacher education in Russia.

The research discusses monitoring outcomes of quality of the main educational programs applied to undergraduate, graduate and specialist programs performed by higher education institutions subordinate to the Ministry of Education and Science within enlarged groups of specializations and majors (EGSM) 44.00.00 “Education and Pedagogical Sciences.” The main research outcomes are as follows: 36% of the main educational programs within EGSM 44.00.00 are the programs that impose an educational process of a disciplinary type. The research reveals issues of discrepancy and disunity of the discipline contents, absence of internal wholeness, unevenness in the distribution of psychological, pedagogical, disciplinary, and methodological training, and the absence of orientation towards the unified (complex) exam, which would ensure testing of learning outcomes achievement within preplanned competences. These tendencies are especially typical for the main graduate educational programs.

Final qualification works lack reference to research data in scientific works and data of official documentation issued by governmental bodies and state statistics, including data in the field of regional education. Programs lack modules (disciplines) aimed at developing the worldview of future teachers; there is no workload designed for the Russian language and literature. To proceed, there are no temporary and organizational opportunities to secure in-depth study of psychological – pedagogical and (or) other disciplines.

Considering the above, the professional education of future teachers is performed fragmentary, following the reactive type, that is, reacting to discreet teaching tasks of which is ineffective either for the development of any group of competencies, or, in general, for the professional development of a Russian teacher.

The research focuses on the problem of the core of pedagogical education. The authors prove the idea that the current nomenclature semantics of the term is not consistent with scientific approaches and, in particular, with pedagogical and philosophical ideas about education as a cultural phenomenon. The authors consider the core of pedagogical education in a contemporary classical Russian university as a conceptual structure that describes the principles and approaches to the pedagogical education’s content, the implementation of which will enhance the quality of pedagogical education and, thereby, restore the professional level of the Russian school education. The authors reveal the causes of the phenomenon, introduce the concept of pedagogical anomie as an integral characteristic of the system of relations developing in the system of university education, and analyze the influence of pedagogical anomie on the content of pedagogical education. The research discusses (1) the main ways of updating the content of pedagogical education, which would make up the core of pedagogical education, which would include the worldview training of teachers to lay the ground for their ability to become an educator; (2) scientific and research training of future teachers to form their scientific mode of thinking and ability for scientific creativity; (3) securing the balance between research and practical components in higher pedagogical education, consisting of a scientific approach to the content of practice and the study of practical problems of pedagogy in scientific training; (4) the formation of pedagogical education as a holistic pedagogical system consisting of methodologically and scientifically interconnected components, as well as interdisciplinarity (the presence of a multicultural dialogue in pedagogical education, which presupposes the unity of the national pedagogical education while maintaining its plurality and regional uniqueness)