Author:
S. G. Chukhin,
Candidate of Pedagogical Sciences, Associate Professor,
Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation
ORCID ID: https://orcid.org/0000-0001-7593-6223
e-mail: chukin2009@mail.ru
Abstract:
Acknowledgments: The research is financially supported by the Russian Foundation for Basic Research project No. 18-413-550001
Introduction. The study is devoted to the problem of determining the content of the phenomenon of the scientific and pedagogical school, since the definitions of content that are given in scientific, sociologi-cal, psychological and pedagogical literature are often mutually exclusive. Accordingly, the proposed clas-sifications, characteristic features and distinctive features of the scientific and pedagogical schools from other types of scientific communities are not comparable with each other. The purpose of the article is a theoretical analysis of the content and functions of the scientific and pedagogical school.
Materials and Methods. Structural, genetic (historical), civilizational and paradigmatic approaches to the theoretical analysis of the phenomenon of the scientific and pedagogical school. Work methods: method of theoretical analysis and synthesis, classification method.
Results. The article attempted to limit the problem field of the scientific and pedagogical school, re-vealed the functions and criteria for the formation of this phenomenon.
Conclusions. The article presents the definition of the essence, functions, signs and criteria of the formation of the phenomenon of the scientific and pedagogical school.
Keywords:
Scientific school, scientific and pedagogical school.
