Keyword: «realistic approach»

The relevance of the study on the problem of student teachers' practice in the Netherlands (within the framework of the realistic approach) is due to the complexity of a full and effective connection between theory and practice in teacher education. In this regard, the search for productive mechanisms, models of successful combining of theoretical and practical training involving governments, universities, educational institutions, becomes topical. This is implemented in order to provide highly qualified teaching staff in the regions of the country, education sectors, and programs of educational institutions. The aim of the study is to analyze the realistic approach used in the designing and implementing the pedagogical practice programs in the Netherlands; to identify and justify the regularities and principles of the student teachers’ practicum realized in the framework of the realistic approach. The main approach to the research is a system-structural approach: it reflects the connection and interdependence of objects, phenomena, and processes of pedagogical reality in the national educational context. The study was conducted with the advisory support of researchers from Dutch higher schools. The author performed the analysis and the synthesis of philosophical, psychological and pedagogical literature on the problem of study, academic papers, published in Russian, English and Dutch; the work with primary sources – statutory acts, protocols, administrative documents of the Government of the Netherlands. In the course of the study, the author identified and substantiated the principles of the student teachers practicum, implemented within the realistic approach in the Dutch context of higher teacher education: the principle of student-centeredness with providing transparency of the situational professional position of a teacher educator; the principle of research implementing priority; the principle of collegiality. The results of the study can be used in the development of theoretical disciplines’ working programs, practicum’s programs for student teachers, strategic planning and management of the practicum process realized in secondary special education institution, higher education institution; in comparative education researches.

The relevance of the article is determined by the need to clarify how Mao Zedong’s historical experience of ideological and political work can be used in contemporary higher education without mechanically transferring the forms of the revolutionary period to new educational conditions. The aim of the study is to identify the inner logic of Mao Zedong’s principles and methods of ideological and political work and to reveal their methodological significance for improving educational work with university students. The principal approaches include historical-genetic analysis, problem-analytical interpretation, comparative analysis of classical texts and contemporary studies of higher education, as well as the dialectical method of analyzing contradictions between theory and practice, education and management, students’ individual needs and the social tasks of the university. The article shows that seeking truth from facts requires educational work to begin with the study of real conditions and the student environment; collective leadership and coordinated participation ensure the systemic character of education; democracy, respect and persuasion make conscious acceptance of values possible; the combination of education and management institutionalizes value norms; and the unity of theory and practice turns worldview ideas into personal experience of students. The main results consist in systematizing investigation and research methods, contradiction analysis, persuasion and education, practical training, criticism and self-criticism as an integral methodological toolkit for present-day ideological and political education. The theoretical significance lies in clarifying the relationship between Marxist methodology, the Chinese experience of political education and contemporary higher education pedagogy. The practical significance lies in the possibility of using the conclusions in educational programs, student mentoring, Marxist theory courses and feedback mechanisms.