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THE ACTIVITY OF THE CENTRE FOR SUPPLEMENTARY PHYSICAL AND MATHEMATICAL EDUCATION AS AN INNOVATIVE MODEL OF INTEGRATION BETWEEN SECONDARY AND SUPPLEMENTARY EDUCATION // Pedagogical Review. 2016. Issue 3 (13). P. 116-123

The article provides the first presentation of the activity of the Centre for supplementary physical and mathematical education as a model of integration of general and supplementary education, which is implemented at pedagogical university. The article provides the models’ scheme, which is presented by the multilevel interconnections with schools and non-school partners. The article shows that the model provides the filling of the order for extracurricular activities and a spectrum of supplementary education programs. The work proves that the important elements of the model are the new approach to pre-service teachers’ practical training sessions; further education courses aimed at the creation of developmental educational texts, teaching and learning tasks, which provide the creation of variable and enriched educational space. The work shows that the model facilitates the achievement of relevant results by teachers and pupils in teaching and learning physics and mathematics, implementation of new networking projects in supplementary physical and mathematical education.

Keywords: physical and mathematical education, supplementary education, integration, school, centre for supplementary education

MENTORING IN THE DEVELOPMENT OF THE CONCEPTION OF PEDAGOGICAL SUPPORT OF THE FUTURE TEACHERS WITHIN THE PROCESSES OF HIGHER PEDAGOGICAL, GENERAL AND ADDITIONAL EDUCATION SYSTEMS INTEGRATION // Pedagogical Review. 2017. Issue 3 (17). P. 16-23

The article considers the actual problem of modernization of the process of pedagogical cadres training. The author develops the conception of the process of pedagogical cadres training in the context of integration of the system of higher pedagogical education with the general and additional education systems. The article regards the key categories of the conception developed: its principle, method and the approach to the conception implementation in practice. Within the conception mentoring is defined as the active pedagogical support of pedagogical universities students in solving their quasi-professional and professional problems. The article presents the mentoring scheme which was designed within the developed pedagogical conception and which is being implemented now in the work of the center of additional education at the Pedagogical university. The article provides the conclusions which are drawn on the results of the use of various forms of mentorship in three educational processes carried out at the center, namely, the process of the interaction of students with children, with leading specialists in the educational sector and with their colleagues (teachers and partners in educational events). The integrated educational environment developed through the implementation of the conception of pedagogical support (mentoring) of the students in solving diverse problems which may occur in process of their professional activity allows to provide the students’ reflexive acquaintance with the variety of forms and methods of the development of children in practice.

Keywords: mentoring, pedagogical support, conception, integration, pedagogical education, additional education, general education, activity approach

MENTORSHIP, PRACTICES OF MASTERING PROFESSIONAL ACTIONS AND PROFESSIONAL CONTACTS FOR THE GRADUATES OF THE PHYSICS AND MATHEMATICS FACULTY: THE EMPIRICAL STUDY RESULTS // Pedagogical Review. 2018. Issue 4 (22). P. 215-225

The paper presents the results of the research of the needs and attitudes of students of the Physics and Mathematics Department of the Tomsk State Pedagogical University to supplementary educational practices, interrelation of the students’ personal interests and the practices; the attitude of students to mentorship in their educational and professional activities. The paper presents the results of a questionnaire survey of the graduates of the faculty (bachelors and masters). In the context of the considered issues, the paper presents the studies of the quality and extent of the opportunities provided by the university to the students in mastering various pedagogical activities in practice and to interact with mentors. The author researches: how students are informed about such opportunities and how they use them; the character of interaction of students with professional communities and mentors; the correlation of the students’ personal interests and values with the education they receive, the issues of the students’ personal influence on their own development trajectories. Dwelling on the results of the survey the high level of personal meaning of the supplementary educational practices for the students was identified. The spectrum of the supplementary educational practices, performed by the students during their study at the university is wide, and the students’ satisfaction with such practices is quite high. Presumably this can be caused by the character of the faculty’s educational process organization with its focus on practical activities, mentoring and integration of education with professional communities, as well as by the personal needs of students.

Keywords: mentorship, professional activities, supplementary educational practices, personal meaning, professional communities, exchange of the experience

TEACHER, ORGANIZER OF THE MODERN SPECIALIST TRAINING SYSTEM IN THE FIELD OF SCIENCE, TECHNOLOGY AND EDUCATION // Pedagogical Review. 2021. Issue 3 (37). P. 9-18

This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

Keywords: teaching physics at school, teaching physics at a university, training a physics teacher, a systematic approach to education

Pedagogical initiative: the concept, key components and classifications // Pedagogical Review. 2024. Issue 5 (57). P. 44-53

The work is devoted to the phenomenon of initiative in the professional development of a student – a future teacher, to the study of the theory and practice of applying teacher training models based on the manifestation of professional initiatives. Different concepts and directions of “initiative” of students – future teachers at different levels of their education are considered. The object of study is the meaning formation of initiative in the structure of pedagogical knowledge, the features of its development in various conditions. To determine the dominant elements, classification, and identify sustainable models for the development of initiative, a structural analysis of various concepts was carried out, and current models for the formation of pedagogical initiative were identified. The sets of principles contributing to the development of initiative in education are identified. General theoretical principles include the principle of pragmatism; the principle of consciousness. Particular principles of working with students’ initiative are as follows: ensuring independent work of teachers in transferring previously acquired knowledge and skills to a new situation, using interactivity in the educational process, focusing on students’ search for subjectively new information during independent integration of the basis of a standard action into a solution, creating conditions for work with information and information technologies. The principles of personality development are considered as the main triggers that ensure the launch of an initiative. The initiative of a modern teacher is included in the system of his basic competencies as an immanent professional quality, at the same time it is determined by his individual characteristics, in particular, the possession of intuition, the ability to improvise.

Keywords: the pedagogical initiative of the student, the structure of the teacher’s initiative, the model of the teacher’s initiative training, the principles of initiative