Keyword: «pedagogical education»

In 2017 the President and the Government of the Russian Federation issued the acts establishing the launch of the digital economy in the country. The documents point out, that the existing vocational education programmes do not adequately meet the needs of the digital economy, digital learning tools are not sufficiently used in the final assessment procedures, the process is not fully integrated into the digital information environment. In the course of the investigation the content analysis of psychological, pedagogical and instructional literature on the problem of the research, government regulations and state educational standards, etc., as well as the empirical research by methods of pedagogical observation, survey and generalization of pedagogical experience were carried out. As a result, it was concluded that, firstly, traditional forms of state final certification of university graduates do not correspond to the requirements of the digital economy and have to be modernized; secondly, the procedure of state final certification can and have to be carried out in digital format, as required by the regulations of the President and the Government of the Russian Federation; thirdly, to assess the level of students’ in the field of training "Pedagogical education" universal and professional competencies development, in the foreign language and methods of instruction included, it is possible to use such assessment tools as an electronic portfolio, a demonstration exam, an electronic educational resource created by a student. The results contribute to the development of ideas about the possibility and ways of using digital technologies in the procedure of the state final certification of University students enrolled in bachelor's and master's degree programs in the field of "Pedagogical Education". The obtained results contribute to the development of ideas about the possibility and ways of using digital technologies in the procedure of the state final certification of university students enrolled in bachelor's and master's degree programs in the field of "Pedagogical Education".

The article deals with the current problem of using digital tools to assess the level of professional foreign language competence of university students studying in the field of training "Pedagogical Education". The author notes that the use of computers for knowledge assessment, mainly in a test format, has long been firmly established in pedagogical practice. However, at present, educators are faced with the task of assessing the results of educational activities on the competence approach basis, which require the use of new forms, methods and means of assessment, including the use of digital tools. After having analyzed previously published research works, digital educational tools, their functional and didactic potential, as well as systematized and generalized the practical experience of using these tools in the process of future English teachers’ professional foreign language competence level assessment, it can be concluded that the use of digital tools is possible, and in some situations is more effective and appropriate if certain rules and regulations are observed, such as differentiation between the resources used depending on the competence component being tested and the stage of language learning, the type of device used, the level of development of the platform or service, the ability to establish an examinee’s identity and proctoring in the assessment process, both synchronous and asynchronous, as well as the number of examinees. Successfully selected digital tools can make the assessment process more objective, reliable and visual.

This article is devoted to changes in the field of pedagogical education, focusing on the requirements of a professional standard, on the development of special competencies. The article addresses issues related to the formation of general cultural competencies among students in extracurricular activities during their studies at university. The significance of not only educational, but also extracurricular activities in the multicultural educational space of the university is emphasized.

This article is devoted to changes in the field of pedagogical education, focusing on the requirements of a professional standard, on the development of special competencies. The article addresses issues related to the formation of general cultural competencies among students in extracurricular activities during their studies at university. The significance of not only educational, but also extracurricular activities in the multicultural educational space of the university is emphasized.

The relevance of studying selection criteria to Master programs in Education is determined by the variety of admission models allowing to highlight the universities' educational priorities and requirements for future teachers. Selection criteria mirror the programs' academic content and are reflected in the professional life of the graduates, touching upon all levels of education. Requirements for admission to the master's program influence academic and extracurricular activities of undergraduates and play a role in choosing universities and programs for future education. The goal of the current study is to distinguish approaches to student selection for Master’s programs in Education at Russian universities. Five Master’s programs at Moscow State Pedagogical University, Moscow City University, Herzen State Pedagogical University, Saint Petersburg State University, and Higher School of Economics were chosen for examination. Such admissions office documents as admission rules and requirements, entrance exam programs, and lists of individual achievements were analyzed. Three assessment components – individual achievements, knowledge and skills, motivation – were distinguished and their weight in the total number of entree points was calculated. Collected data allow to conclude that there are two general approaches to applicant selection. The first, exam-centered one is employed by pedagogical universities and focused on subject and methodology knowledge evaluation, conducted in test or oral form. It is characterized by the leading role of exam results in student selection, individual achievements being of little weight, and the absence of the motivational component. This approach serves as an example of knowledge-based schooling in higher education. The second approach is holistic, with the main focus on individual achievements and skill evaluation and on the motivational component. It is implemented at multidisciplinary universities and follows the principles of competence-based schooling.