Moskva, Moscow, Russian Federation
Moscow, Russian Federation
The article features a new training model for special education teachers: the authors developed a set of criteria to link the modern requirements for a special education teacher with the skills acquired in the process of professional training. The first stage involved an expert assessment of special education teachers’ curricula for compliance with the unified requirements of the national teacher’s training model. It covered 36 Russian pedagogical universities that train special education teachers. The curricula were checked for compliance with the unified requirements for modular and distributed structuring of pedagogical education. The second stage yielded the criteria aimed at intensifying the processes of differentiation in special education teachers’ training. The criteria were formulated as a list of statements. Fundamental knowledge correlates with professional knowledge. The education programs for special education teachers have a distinct modular design. They consider the activities stipulated by the professional standard for Special Education (defectologist). Profile training differs from advanced specialization. Research skills are obligatory: theory and practice go hand in hand. The Russian language needs a more important status in the special education teachers’ training, with linguistic practices in Russian. A special education teacher knows the nature and mechanisms of dysontogenesis. A unified assessment approach covers human, spiritual, moral, and patriotic values, as well as such competencies as social responsibility, technologic efficiency, readiness for teaching, enhancing the education potential of the family, etc. Each criterion was provided with a rationale of modular design. The criteria may help to develop more effective education programs for special education teachers.
professional training, defectologist, modernization of special education teachers training, pilot project, designing the content of educational programs, criterion approach
1. Voronin D. M., Voronina E. G., Korotkov O. V. Methodology and methodology of formation of ecological culture in the course "the surrounding world". Problems of modern pedagogical education, 2021, (73-2): 57–59. (In Russ.) https://elibrary.ru/crrhvq
2. Komarova Yu. A. On the modernization of teacher training in the higher education system: Traditional and innovative paradigm. Humanitarian studies. Pedagogy and psychology, 2020, (3): 18–25. (In Russ.) https://doi.org/10.24412/2712-827X-2020-3-18-25
3. Lubkov A. V. Moscow Pedagogical State University: The core of teacher education is the new approaches to training and developing the talents of teachers. Vestnik obrazovaniia, 2022, (7): 9–13. (In Russ.) https://elibrary.ru/lbfenn
4. Sirenko Yu. S. Implementing the "core of higher pedagogical education" in the perspectives of management, teaching and methodological work. Science and school, 2022, (4): 45–50. (In Russ.) https://doi.org/10.31862/1819-463X-2022-4-45-50
5. Solyankina L. E. Practically focused educational environment as determinant of development of professional competence of future expert. Tambov University Review. Series: Humanities, 2010, (11): 79–85. (In Russ.) https://elibrary.ru/nawqej
6. Zavodchikov D. P., Zeer E. F., Kormiltseva M. V., Lopez E. G., Meshkova I. V., Mukhlynina O. V., Pavlova A. M., Symanyuk E. E. Innovative professional and individual education space. Ekaterinburg: RSVPU, 2023, 154. (In Russ.) https://elibrary.ru/pbsmbl
7. Trubina L. A., Erokhina E. L. The contents and new forms of methodological subject-training organization while introducing the core of pedagogical education. Science and school, 2022, (4): 34–44. (In Russ.) https://doi.org/10.31862/1819-463X-2022-4-34-44
8. Zvoleyko E. V. Tendencies, problems and prospects for the development of defectology science and practice in the Russian Federation. Uchenye zapiski of Transbaikal State University, 2018, 13(2): 22–28. (In Russ.) https://doi.org/10.21209/2542-0089-2018-13-2-22-28
9. Bolotova E. L. On the fundamental nature of subject training of students on educational programs of natural-science and mathematical focus in pedagogical higher education institutions. Prepodavatel XXI vek, 2019, (1-1): 86–94. (In Russ.) https://elibrary.ru/lhjqno
10. Sadovnikov N. V. Fundamentalization of contemporary education. Izvestiia penzenskogo gosudarstvennogo pedagogicheskogo universiteta im. V. G. Belinskogo, 2011, (24): 782–786. (In Russ.) https://elibrary.ru/onhrpn
11. Makarova N. S. Transformation of higher school didactics. Moscow: Flinta, 2012, 180. (In Russ.) https://elibrary.ru/pirbrm
12. Bavina P. A. Formation of level educational programs and the curriculum support. Higher education in Russia, 2012, (2): 3–9. (In Russ.) https://elibrary.ru/opvvad
13. Margolis A. A. Requirements for the modernization of general vocational education programs (GVEP) for teachers’ training in accordance with the professional standard of the teacher: Proposals for the implementation of the activity approach in teachers’ training. Psychological science and education, 2014, 6(2): 1–18. (In Russ.) https://elibrary.ru/qnlghx
14. Gareva T. A. Historical analysis of the domestic system of professional training of students-defectologists. Problems of modern pedagogical education, 2023, (79-1): 114–116. (In Russ.) https://elibrary.ru/ahkhpn
15. Denisova R. R., Nikiforova A. V. From the history of training specialists in correctional pedagogy in Russia. Higher education in Russia, 2012, (6): 134–140. (In Russ.) https://elibrary.ru/ozphun
16. Zarin A. P., Ilyina S. Yu., Filatova I. A. Development of the system of training teacher-defectologists in Russia at the turn of the 20th–21st century. Special education, 2015, (3): 100–114. (In Russ.) https://elibrary.ru/smkgsj
17. Lapp E. A. Future defectologists' research competence forming. Herald of Chelyabinsk State Pedagogical University, 2012, (4): 94–103. (In Russ.) https://elibrary.ru/oysgah
18. Obukhov A. S. Research activity as a way to form a worldview. Public education, 1999, (10): 158–161. (In Russ.)
19. Lavrentieva M. A., Grishina O. S. The essence and structure of scientific and methodological support for professional training of defectological personnel. Modern high technologies, 2024, (5-2): 349–355. (In Russ.) https://doi.org/10.17513/snt.40051
20. Almazova A. A. Professional linguistic training of speech therapists in the higher education system. Dr. Ped. Sci. Diss. Abstr. Moscow, 2019, 44. (In Russ.) https://elibrary.ru/diximu
21. Kozlovskaya G. Yu., Mayatskaya N. K., Hodzhayan A. B. Training of defectors for the health care system: Problems and prospects. Vestnik Severo-Kavkazskogo Federalnogo Universiteta, 2019, (4): 140–145. (In Russ.) https://doi.org/10.37493/2307-907X-2019-73-4-140-145
22. Sazhina S. D. Relevant issues of teacher training in the field of education. Human. Culture. Education, 2022, (4): 132–144. (In Russ.) https://doi.org/10.34130/2233-1277-2022-4-132
23. Sazhina S. D., Gertsberg M. V. Relevant issues of training specialists in special (defectological) education. Human. Culture. Education, 2021, (4): 155–170. (In Russ.) https://doi.org/10.34130/2233-1277-2021-4-155
24. Social and educational activities at a university as a condition for ensuring the quality of training of a special training teacher, eds. Almazova A. A., Merzlyakova V. P. Moscow: MPSU, 2022, 114. (In Russ.) https://doi.org/10.31862/9785426311480
25. Almazova A. A., Adamyan E. I., Vovnenko K. B., Volodina A. S., Krotkova A. V., Kulakova E. V., Lagutina A. V., Lyubimova M. M., Merzlyakova V. P., Miklyaeva N. V., Nikandrova T. S., Novikova T. N., Tusheva E. S., Shpitsberg I. L. Methodological recommendations for new education programs in Special Education (defectology). Moscow: MPSU, 2022, 132. (In Russ.) https://doi.org/10.31862/9785426311473
