Keyword: «pedagogical culture»

Realization of individual and educational routes when training pupils allows to solve problems of develop-ment of the identity of the child, her readiness for a choice, definition of the purpose and meaning of life through the content of education with limited opportunities of health. As a result of work with individual and educational routes positive dynamics in formation of cognitive abilities is noted.

Key measures passing within the framework of the All-russian research and practice conference in SurGPU on the base of faculty of psychology and pedagogics are reflected in the presented article. Each of the declared days of conference had the structure and specific of the examined questions exposing the declared subjects of measure.

Study of pedagogical culture in the educational process for training highly qualified military personnel is an urgent and scientifically significant task. In connection with the adoption of the federal state educational standard for higher education "Special purpose vehicles" (Order of the Ministry of Education and Science No. 948 of August 11, 2020), one of the most important requirements for the system of higher military education is the effective development of pedagogical culture in all its components diversity (general pedagogical, sub-pedagogical, military-professional, and personal). The aim of the study was to diagnose pedagogical culture, transform it during the educational research experiment and fix the obtained changes. The object of the research was the pedagogical culture of the adjuncts of a military university on the example of the Omsk Automotive Armored Units Engineering Institute; the subject – "I-concept" of an adjunct teacher. The methodological rationale is a strategy of mixing methods: an expert survey, a focus group method, in-depth interviews, and a case study method. The expert survey was necessary for the study and assessment of the changes in the higher education of the Russian Federation by the faculty corporation on the example of military universities. Focus groups consisted of adjuncts and were to help in finding answers to the following questions: the main problems and trends in the development of the higher education system; traditional and new paradigms of higher education; competence-based approach in education: problems, concepts, tools. In-depth interviews with adjuncts were conducted to trace the trajectories of understanding and assimilating the technologies of military pedagogical activity. Case studies were the central method and they were aimed at studying the practices of implementing pedagogical experience. Practical cases involved immersion in the pedagogical process, fixed observation, including video recording. We kept an observation diary, which included the main elements of the training session. Adjuncts performed the preparation of a structural and functional diagram of the learning process; tables of objects, stages, and forms of designing the educational process; matrices of intra- and interdisciplinary connections for a specific training course. It was necessary to work out teaching materials for a lecture, group classes, seminar, practical lesson. The adjuncts demonstrated fragments of the training sessions, which were recorded on video, based on which the analysis and evaluation of the tasks presented by the teacher and students were carried out. The theoretical significance of the work lies in the fact that new methodological approaches to the gradual development of the pedagogical culture of an adjunct of a military higher educational institution are proposed. The practical significance of the work lies in the possibility of introducing a special course "Pedagogical culture of a military lecturer and its development" into the educational process.