Keyword: «individual educational trajectory»

A definition of the «learners’ educational needs monitoring» notion is substantiated in the paper, and the subject’s specificity is shown in the circumstances of education individualization. The author’s experience of training of prospective teachers to monitor the educational needs of learners – while projecting for them in-dividual educational trajectories – is presented.

The article highlights the main features of the organization of inclusive education for different categories of students (highly motivated, gifted children, children with disabilities). Particular attention is paid to describing the organization of the educational process using modern digital educational systems and criteria-based assessment methods when working with children with special educational needs.

One of the urgent problems of Russian higher pedagogical education is the need for its individualization as a way to increase students' motivation to master universal, general professional and specific professional competences. According to the author of the article, the solution of this complex problem is associated with the development of individual educational plans of an advanced nature and the design of individual educational trajectories (IET) on their basis, implementing the educational potential of students' independent work, the opportunities of cooperation pedagogy and taking into account the inclinations and interests of students in learning to cope with different types and tasks of pedagogical activity. The goal is to present the author's model of designing individual educational trajectories of students – future teachers of preschool organizations, providing for the use of distance educational technologies in organizing students' independent work. Based on the analysis of scientific and pedagogical literature, this model takes into account methodological approaches: competence-based, systemic, personality-oriented and qualimetric ones, which makes it possible to design and implement IET principles of professional orientation, motivation, self-organization and advanced training., The method of pedagogical qualimetry was chosen as the main research means – a group expert assessment, which allows us to algorithmize the assessment and measurement procedures. The method of modeling and design is also involved. A model for designing individual educational trajectories of students – future teachers of preschool organizations on the basis of individual curricula in cooperation with teachers is proposed. The design of this model is described in detail to create organizational and pedagogical conditions for the formation and development of universal, general professional and specific professional competences, taking into account the personal interests and needs of students, that differs from most others, which also help monitor the quality of the educational process. The research materials can be useful to the administration and academic staff of universities in organizing the educational process according to individual educational trajectories. IET design can be used with appropriate adaptation in the system of retraining and advanced training of teachers of preschool organizations.

Socio-economic challenges have actualized the problem of improving the quality of human potential in the system of higher education, which ensures the favorable conditions for the individual-personal system of training a future teacher based on interaction with labor market partners. The solution to this problem requires the study of professional identity, which ensures the successful self-realization of students in building their careers in professional and pedagogical spheres in the process of forming professional orientation of the individual to meet the needs for social and professional development. Purpose: this work is devoted to the study of the characteristics of the professional identity of student teachers to activate the process of forming professional orientation of the individual, contributing to the self-control and self-development of students according to their individual educational trajectories, together with labor market partners. The main provisions of the of professional identity study by S.K. Bondyreva, U.S. Rodygina, L..B. Schneider and others make the methodological basis of the work. The professional orientation of the person was considered on the basis of the provisions formulated by Yu.A. Afonkina, T.L. Mironova and others. Determination of the degree of professional identity development was carried out with the use of the questionnaire by U.S. Rodygina (2007). The level of professional orientation formation was diagnosed according to the method of V.B. Veretennikova, O.F. Shikhova, N.V. Telegina (2021). The received data were processed using a licensed version of the Microsoft Excel 2010 spreadsheet editor. The study resulted in presentation of empirical data on identifying the characteristics of the professional identity of students in the process of forming professional orientation as an integrative quality of a future teacher of a preschool organization, represented by a system of his/her dominant professional needs, motives, value orientations, which is embodied in the professional intentions, goals, attitudes of the student and active work for their achievement in educational relations. The novelty of the results lies in the possibility of designing individual education to form the professional orientation of students by meeting their individual needs and requests necessary for self-determination in the profession. The experience of the authors in designing individual higher education allows us to build educational and professional work in a new way, as well as successfully implement the variability of education and the formation of a professional orientation, which contribute to building an individual curriculum for students for self-determination at all stages of education at a university, as well as successful adaptation of university graduates to the conditions of their workplace.

Modern specific pedagogical trends in the field of teacher education determine the need for changes in the professional training of students – future educators of preschool organizations. At the same time, the career orientations of future teachers are one of the basic resources for solving the problems of teacher education, which help students formulate their own learning goals, make decisions based on the needs of the preschool education sector and the demands of the labor market. The purpose of the study outlined in the article is to identify the characteristics of career orientations of students in the educational process in order to acquire professional and pedagogical knowledge, skills, competences and to form effective professional orientation associated with professional and personal self-determination. To achieve this goal, an experimental study was conducted, in which 28 students of the Institute of Psychology and Education of Kazan (Volga Region) University took part. The methodological basis of the study was determined by the methods of analysis of scientific and pedagogical literature, questioning and generalization of pedagogical experience. The definition of leading career orientations was carried out using E. Shane’s questionnaire. The obtained data were processed using a licensed version of the Microsoft Excel 2010 spreadsheet editor. As a result of the study, empirical data are presented on determining the career orientations of future teachers of preschool organizations and illustrating the individualization of their learning process, which ensures self-government and self-improvement of the individual taking into account the needs and values of students in combination with the professional component. The materials of the study and its results can be used to improve the educational and methodological support of the professionalization process, as well as to improve the effective organization of independent work of students of a pedagogical university, including that within the framework of individual educational trajectories.