Keyword: «pedagogical skills»

The article shows the need for constant development and pedagogical skills of a teacher, reveals the conditions of his successful professional activity. The role of modern art therapy techniques in the development of the personality of a modern teacher is revealed. Using the example of specific exercises, the authors show the specifics of the development of mental cognitive processes.

The article is devoted to the problem of improving pedagogical skills in the process of preventing, identifying and eliminating professional deficits in the context of rapid changes, the need for constant updating of education and advanced training of teachers. The aim of the article is to actualize the problem of teacher training in the context of deficit mentoring based on integrated, system–activity, qualimetric, personality-oriented approaches. It is obvious that the renewal of education is possible only in conditions of identifying and prompt eliminating the emerging educators’ professional deficits, which is facilitated by mentoring and mutual guidance, stimulating the motivation of self-improvement of the teacher. Mentoring for a teacher who has a high degree of basic psychological and pedagogical competences and focuses on systemic self-development is becoming one of the means of identifying emerging professional deficits. The importance of identifying professional deficits is related to the fact that a modern teacher needs to constantly acquire new knowledge and competences in order to improve pedagogical skills. It is shown that one of the means of solving this problem is deficit mentoring, the essence of which is that such partnerships are mutually beneficial and contribute to the professional development of all parties involved. The characteristics of the main types of mentoring activities and means of teacher training are analyzed and it is proved that deficit mentoring provides teacher training in a situation of uncertainty, the need to acquire new knowledge and competences. In order to substantiate the relevance of the problem under consideration, interviews were conducted with teachers from the Institute of Psychology and Education of Kazan Federal University (Kazan), Bauman Moscow State Technical University (Moscow), Moscow State Institute of Physics and Technology (Moscow State Technical University), Russian State Social University (Moscow). Based on the survey results, it was revealed that the problem of professional development in the context of mentoring is relevant and it is becoming in demand in the context of systemic self-development of teachers. The theoretical significance of the study lies in the analysis of the concept of " deficit mentoring" and the specifics of the interaction of the parties in this type of mentoring. The practical significance lies in the fact that the presented recommendations contribute to improving the effectiveness of interaction between the mentoring parties in order to prevent, identify and eliminate professional deficits as one of the key means of teacher training.

The society and the state assign higher education the task of fostering value guidelines, civic identity, and patriotic sentiment among young people. One of the instrumental approaches to solving this problem was the introduction of the ideological discipline «Fundamentals of Russian Statehood» into the curricula of the country's universities with clearly developed thematic sections. The success of the educational process depends significantly on how the learning material is presented. In this regard, there was a need to analyze, systematize and develop pedagogical approaches adapted to modern realities, personal and age characteristics of students. The purpose of this article is to systematize and substantiate the pedagogical methods and techniques that are most effective for teaching the discipline «Fundamentals of Russian Statehood», including assessing the feasibility of their application to achieve specific educational results. The approach to the research chosen by the authors is based on theoretical methods (analysis of scholarly literature, study and generalization of teachers’ professional experience, comparative analysis, system-structural and system-functional analysis, synthesis, generalization and systematization) and empirical methods (observation and description). The article shares practical experience in teaching the «Foundations of Russian Statehood» course to students at technical universities in Penza and Kazan. The paper concludes that it is advisable to use various pedagogical techniques and methods in accordance with the structure and content of the discipline. Thus, the pedagogical achievements of the authors in the form of mini-projects with the possibility of using social networks, solving case studies, analyzing historical sources, creating and solving crosswords, participating in business games, working with Internet resources and statistical data, as well as with mass media are distributed according to five sections of the course. The proposed interactive methods can be regarded as a basis for further theoretical study in the context of pedagogical science, in particular, for a conceptual assessment and improvement of teaching methods of socio-humanitarian disciplines. The developed set of pedagogical methods and techniques, containing specific assignments, citations, and links to Internet resources, can be applied by representatives of higher education in the Russian Federation in order to improve the quality of teaching the discipline «Fundamentals of Russian Statehood».