Keyword: «interaction»

The article presents the experience and the model of practical training teachers pedagogical club "Professional". The author substantiates the necessity of effective cooperation between social partners in professional training of qualified workers and specialists

The relevance of the study is due to the necessity of defining the terms of dialogue between secular and religious educational institutions in the contemporary context of the search for new forms of national traditions and spiritual values of Russian people reproduction, as well as those institutions regional experiences synthesis. Thus, the purpose of the study is to identify the forms and prospects of cooperation between secular and religious educational institutions (on the example of interaction of secular universities and theological seminary). The main method in the study is the scientific method of theoretical analysis of scientific experience of domestic and foreign teachers, psychologists and clergymen who studied problems of interaction between secular educational institutions and religious organizations. During the study of this problem institutional approach was used, that allows to analyze the peculiarities of secular and religious educational institutions and to highlight possible spheres for cooperation. The article gives a comprehensive analysis of Penza region experience in the sphere of secular universities and theological seminary interaction. Traditional nature of the relationship between secular and religious educational institutions, characteristic of pre-revolutionary Russian system of education, is noted. The authors researched institutional and extra-institutional forms of cooperation established between teaching staff of Penza universities and Penza clergymen teaching at Penza theological seminary. The authors paid special attention to the activities of one of the most interesting extra-institutional sites in the Penza diocese – " Philosophical-theological cafe" (converted in 2017 into the "Religious-philosophical society"). This dialogue platform brought together more than five educational and cultural institutions of the region. "Religious-philosophical society" comprises more than ten scholars in the Humanities and representatives of the clergy. The authors of the article analyzed factors of positive and negative pedagogical effect of existing forms of communication between representatives of the Church and students. The conditions necessary for their successful communication are described. The results of secular universities and theological seminary interaction are shown. It is concluded that the construction of the interaction and integration of religious and secular spheres is not only possible and successful, but promising. The results of the study can be used by authorities as a theoretical framework for education policy and church-state relations development, as well as in the development of cooperation strategies between secular and religious educational organizations.

This article is devoted to the actual problem of a teacher’s rhetorical aspect formation, which contributes to the establishment of the most important component of a modern specialist professional competence - communicative competence. The article reveals the concept of the "rhetorical aspect of a teacher". The author emphasizes that it is the example of a teacher - the central figure of cognition act - that provides the methods of mastering new knowledge and teaching them others. The article describes the main components of the successful modern teacher rhetorical aspect: psychological, rhetorical, technological, linguistic, normative ones. The author concludes that the rhetorical aspect of the teacher represents the level of his speech culture for all joint activities participants; an ideal image that creates prerequisites for the students to achieve this ideal.

The article describes the forms of interaction between an elementary school and a family. These forms meet the conditions for ensuring the continuity of pre-school and primary general education in the aspect of GEF. They are structured according to collective, group and individual, and examples of their content are presented. Among these forms, innovative forms of work with parents are highlighted.

This artic is devoted to the actual problem of ensuring the effectiveness of the learning process by changing the attitude to the training of both participants, the teacher and the student, using modern pedagogical technologies. It is proposed to use the technology of counter-efforts, which requires the engagement of the teacher and the student in the joint activities, to avoid the simplification of educational work and at the same time to form a creative approach to acquiring knowledge. The author emphasizes special importance of language disciplines in the formation of conscious, creative attitude to learning, which will then help in the study of physical, mathematical and technical disciplines. Special attention is paid to the role of the teacher in the organization of the educational process.