Author:
R. S. Dimuhametov,
Doctor of Pedagogical Sciences, Professor,
South Ural State Humanitarian Pedagogical University,
69 Lenina ave, 454080, Chelyabinsk, Russian Federation
ORCID ID: http:orcid.org/0000-0002-2527-4206
e-mail: dimuhametov46@mail.ru
Abstract:
Introduction. The training of teachers meeting the requirements of the 21st century – the economy of knowledge – is on the agenda of the Russian education. The trend of aging teachers leads to the revitaliza-tion of the resource center for collecting, describing and “transferring” experienced teachers’ methodical “baggage” to their young colleagues. Now we came to understanding that we need to impose requirements – in a pursuit of illusive ratings (Hirsh and so forth) – not to lose a pedagogical heritage of the great compat-riots caring and defending qualitative professional training in education.
Materials and Methods. The research is carried out based on theoretical methods and the method of observation.
Results. Long-term supervision over students of a pedagogical higher school in practice at school shows that there are probationers who quickly come into contact to children and learn to hold their atten-tion, and there are probationers who cannot manage to do it. Reflexions on the reasons of such difference in professional adaptation allow us to think that teaching techniques at a higher school should be optimized according to the principle, which is keeping within a known aphorism of I. Kant “It is necessary to teach thinking, not thoughts”. In turn, it is impossible to imagine it without diagnostics and consideration of psy-chological features of students – future teachers and their pupils.
Conclusions. Training at both a high school and a higher school should be organized with the ac-count of psychological features of learners: their representative systems, temperaments, characters, etc.
Keywords:
Learning at a higher school, teaching at a higher school , style of teaching, gemisferologiya, representative system, components of educational activities, theory of optimization, “gold” rule of didactics, Waldorf education, teaching practicum, facilitation, synergetic interaction.
