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Pedagogy and education
Reference:

Designing a Program of Educational Work at a Pedagogical University

Belkina Vera Valentinovna

ORCID: 0000-0002-9931-8144

Doctor of Pedagogy

Associate Professor, Department of Pedagogical Technologies, Yaroslavl State Pedagogical University named after K.D. Ushinsky

150014, Russia, Yaroslavl region, Yaroslavl, Svobody str., 56/35, sq. 45

verabelkina@mail.ru

DOI:

10.7256/2454-0676.2023.3.38917

EDN:

ZMEKYQ

Received:

09-10-2022


Published:

05-10-2023


Abstract: The subject of the study is the process of developing a student education program as part of an educational program at a pedagogical university. The article includes a description of the program design algorithm, which includes analytical, target, design, substantive, procedural, organizational and reflexive steps. Also, the content of the article reflects the main ideas and stages reflecting the logic of educational work at the university, taking into account the course of study and the results provided for by the relevant standard of higher education. According to our research logic, the following stages of the educational work program are distinguished: stage 1 "Value-semantic self-determination" (1st year); stage 2 "Professional self-determination" (2-3 courses); stage 3 "Professional self-actualization" (4-5 courses); stage 4 "Professional self-realization" (young specialist). The basis of each stage is a system of interconnected tracks that determine the directions of solving educational tasks in a certain period of mastering an educational program by a student.    The main conclusions of the study are the following ideas that actualize the process of designing an educational work program: -educational work is part of the educational process and a component of the university environment; -educational work is of an event-activity nature; -educational work is variable, focused on voluntary self-determination and freedom of choice by students of activities; -educational work is carried out on the basis of the binary of educational influences on students in the university environment and the manifestation of the subjective position of students; -the results of educational work are part of the educational results of the Federal State Educational Standard and are formulated in terms of universal and general professional competencies. The novelty of the results obtained is determined by an innovative approach to design and the relative novelty of the phenomenon of considering the education program as part of the educational program, the appearance of which is associated with the corresponding amendments to the Federal Law "On Education in the Russian Federation" dated July 31, 2021.


Keywords:

education, educational work, educational work programs, designing, students, pedagogical university, educational program, educational outcomes, stages, competencies

This article is automatically translated.

In accordance with paragraph 9 of Article 2 of Federal Law No. 304 "On Amendments to the Federal Law "On Education in the Russian Federation" on the education of students" dated July 31, 2021, the work program of education and the calendar plan of educational work are an integral part of the educational program. In accordance with this legislative act, as well as according to the majority of modern researchers [1-3], educational work today is a component of the holistic educational process of training a specialist. It is closely related to the content of the educational program, accordingly, the tasks of educating future specialists should be solved both within the framework of extracurricular activities of students and in the process of implementing the curriculum [4-6].

When designing the educational work program at K.D. Ushinsky YAGPU in the context of new requirements, the leading idea was to consider the process of educating a future university graduate as a set of successive stages that determine the key guidelines for designing the educational work system depending on the course. Each stage reflects the goal, objectives, educational effects, the position of the OP participants, as well as ways to establish feedback in order to monitor the results of educational activities [7].

 The purpose of designing a program of educational work is to create conditions that promote the development of social, professional and cultural competence of students, the development of a personality capable of independent life choices, respecting the rights and freedoms of other people, able to carry out constructive social interaction [8].

 Tasks of education:

- formation of students' awareness of themselves as a citizen of Russia based on the adoption of common national spiritual and moral values, an adequate perception of the values of society;

- education of patriotic feelings, civic duty and personal responsibility to future generations for the Fatherland, for their actions and deeds;

- education of social consciousness and activity, striving to improve the surrounding life, tolerance, respect for the cultural heritage and historical past of their country.

The design process is based on the following key ideas:

-educational work is part of the educational process and a component of the university environment;

-educational work is of an event-activity nature;

-educational work is variable, focused on voluntary self-determination and freedom of choice by students of activities;

-educational work is carried out on the basis of the binary of educational influences on students in the university environment and the manifestation of the subjective position of students;

-the results of educational work are part of the educational results of the Federal State Educational Standard and are formulated in terms of universal and general professional competencies.

Designing an education program is a complex and multidimensional process in which administrative staff, teaching staff of the university, as well as student activists and representatives of partners and employers should take part. In Figure 1, we will try to display the logic of the design process, displaying the activities of the subjects of the educational process, as well as the main results of each cycle of activity. The basis for determining the general logic of the construction of the process was the research of scientists of the scientific school of the K.D. Ushinsky YAGPU, who understand design as a step-by-step description of future activities, thinking over the course and process of achieving the goal [2].

1. Analytical tact

 

1 step. Analysis of value-semantic and target orientations of future professional activity, including those included in the target component of the OP and designated in the Federal State Educational Standard in the relevant field of training.

Step 2: Analysis of the Criminal Code and the Military-Industrial Complex of the Federal State Educational Standard of Higher Education: identification of competencies that can be formed as part of the integration of educational and extracurricular activities of students.

Step 3. Analysis of the OP and the curriculum: the allocation of academic disciplines (modules) and practices, within which the formation of the competencies highlighted in step 2 takes place.

Step 4. Analysis of the educational work system of the university: identification of work formats that can contribute to the formation of the competencies highlighted in step 2.

 

 

 

 

The result of 1 cycle:

-general targets of the educational work program;

- The Criminal Code and the defense industry, formed as part of the implementation of the education program;

-resources of the curriculum and educational work system of the university.

 

 

 

 

2. Target clock

 

 

 

1 step. Formation of a system of goals and objectives of the projected program of educational work.

Step 2: Specification of the targets of each stage of the program, taking into account the specifics of the OP implemented by the university (definition of invariant and variable goals and objectives).

Step 3. Designing the results and effects of the university's education program taking into account the system of goals and objectives highlighted in step 1, the Criminal Code and the defense industry defined on the 1st cycle.

Step 4. Distribution of results and effects by stages.

The result of 2 cycles:

-a system of goals and objectives, results and effects of the education program, taking into account the specifics of the university;

-target and effective guidelines for each stage of the program.

3. Design tact.

1 step. Allocation of system-forming tracks of each stage, taking into account the resources of the curriculum defined at stage 1 (key academic disciplines (modules), practices), within which the targets and results of the stage are achieved.

Note: at the fourth stage, the graduate's position and the teacher's position are implemented within the framework of the backbone track, "supporting" tracks are not provided at this stage in the basic version of the program.

Step 2: Definition of "supporting" tracks of two categories (1. ensuring the implementation of the position of students, priority for each stage; 2. reflecting the position of the teacher corresponding to the stage). The "supporting" tracks are aimed at the formation of competencies and experience provided as the targets of the stage, which can be implemented in the educational environment of the university.

Note: the "supporting" tracks are focused on the implementation of the variable tasks of the stage and take into account the existing VR directions in the university.

 

 

 

The result of 3 cycles:

system-forming and basic tracks of each stage.

 

 

4. Meaningful tact.

 

 

1 step. Determination of event options for each stage of the program that ensure the implementation of tracks of category 1, taking into account the resources of the educational work system of the university and necessary to achieve the targets of the stage.

Step 2: Determining for each stage of the program the options for the teacher's actions in the context of tracks of category 2, taking into account the existing practice of accompanying students at the university and ensuring the effectiveness of the implementation of tracks of category 1.

Step 3. Determination of means of establishing feedback to obtain information about the achievement of the planned results and effects of each stage.

 

 

The result of 4 cycles:

-a system of events within the framework of supporting tracks of category 1 for each stage;

-a system of teacher actions providing supporting tracks of category 2 for each stage;

-monitoring system (feedback) of each stage.

5. Procedural tact.

1 step. Determination of event options for each stage of the program that ensure the implementation of tracks of category 1, taking into account the resources of the educational work system of the university and necessary to achieve the targets of the stage.

Step 2: Determining for each stage of the program the options for the teacher's actions in the context of tracks of category 2, taking into account the existing practice of accompanying students at the university and ensuring the effectiveness of the implementation of tracks of category 1.

Step 3. Determination of means of establishing feedback to obtain information about the achievement of the planned results and effects of each stage.

Step 4. Drawing up a calendar plan of educational work based on the content of each stage of the program implementation, building in logic and time distribution of events and actions of "supporting" tracks 1 and 2 categories.

Step 5. The distribution of responsibility for the implementation of the system-forming and "supporting" tracks of each stage between representatives of the university administration, the staff of teachers, student assets, taking into account the existing management system and organization of educational work at the university.

Step 6. Approval of the educational program and the calendar plan of the educational work of the university at the meeting of the Academic Council and their inclusion in the educational programs of the university.

 

The result of the 5th cycle:

-a list of means and ways to implement the directions of achieving the goal;

-the calendar plan of educational work of the university

 

 

6. Organizational tact

 

1 step. Implementation of the education program in the process of integrating the resources of educational and extracurricular activities of students.

Step 2. Implementation of the calendar plan of educational work at the university and faculty level.

Step 3. Implementation of control and coordination of the process of implementation of the program of education and the calendar plan of educational work by responsible persons.

Step 4. The use of various consultation formats aimed at regulating the activities of representatives of the teaching staff and student activists responsible for the implementation of the tracks of each stage, and preventing possible problems and difficulties in their activities.

 

 

 

 

 

The result of the 6th cycle:

-the system of interaction of participants in educational relations in the process of implementing the education program

-control and corrective formats that accompany the process of implementing the calendar plan of educational work at the university and faculty level

7. Reflexive tact

1 step. Monitoring of intermediate and final results of the implementation of each stage.

Step 2. Analysis of monitoring results at various levels (student group, faculty, university, etc.).

Step 3. Tracking the continuity of the results and effects obtained at the stage and the background of the next stage.

Step 4. Making adjustments to the substantive and procedural component of each stage of educational work.

 

 

 

 

The result of the 7th cycle:

-generalized information on the results of the implementation of the educational program and the calendar plan of educational work;

-a list of changes in the content of the system-forming and "supporting" tracks of each stage.

                                         

 

Fig. 1. Algorithm for designing the educational program at the university

 

Based on the statement that the education program is part of the educational program and based on the general logic of the professionalization process, we conditionally distinguish the following stages of the implementation of the educational work program:

-1 stage "Value-semantic self-determination" (1st year);

-2 stage "Professional self-determination" (2-3 courses);

-3 stage "Professional self-actualization" (4-5 courses);

-4 stage "Professional self-realization" (young specialist).

The basis of each stage is a system of interconnected tracks that determine the directions of solving educational tasks in a certain period of mastering the educational program by the student. The system-forming track is determined based on the analysis of the curriculum and the allocation of its key components to achieve the planned results and effects of the stage. Supporting tracks determine the directions of extracurricular activities and ensure the implementation of the subject content and the formation of a system of competencies provided for by the standard in the educational environment of the university through a system of events organized by teachers and students in the conditions of an educational organization of higher education and beyond.

Thus, at the first stage, the system-forming track is the academic disciplines that form universal competencies (CC), such as, for example, "History", "Cultural Studies", "Russian language and speech culture", etc.; supporting tracks are implemented through a system of events organized in the educational space by subjects (teachers, students, social partners) and are focused on the implementation of the key tasks of the stage - the formation of value-semantic foundations of professional activity.

At the second stage, the system–forming track is the modules of psychological and pedagogical training, including such disciplines as "Pedagogy", "Psychology", "Fundamentals of leadership activity", etc., forming general professional competencies (MIC) in priority; supporting tracks are implemented through a system of professional-oriented events organized in the educational space by subjects (teachers, students, social partners) [10].

The priority goal of the third stage is the formation of an environment for professional and social tests of the student in various activities. The system-forming track at the stage is practical activity in specialized organizations and independent scientific research, forming the priority of the Criminal Code and the defense industry, ensuring effective solution of professional tasks; supporting tracks are implemented through a system of supervision (senior students organize educational activities and events of an educational orientation for junior students, and social projects of an educational orientation [7].

The key track of the fourth stage should be a post-university support program that ensures the relationship between professional mentors (from among representatives of specialized organizations and university teachers) and young specialists. The implementation of this track is designed to ensure the successful adaptation of a young specialist to the conditions of professional activity. The result of the track being implemented will be the formation of a career strategy for a university graduate.

Thus, we consider educational activity as a means of professional development of a future specialist and the formation of necessary competencies and a system of value orientations. The content of the activities of the subjects of education at each stage should be binary: on the one hand, the position of the student and the means of its implementation are determined through a list of possible events, on the other – the position and options for the actions of the teacher to support the participation of students in educational events of the university and society. The characteristics of tracks in the aspect of projected events and options for the teacher's actions are concretized taking into account the system of educational work that has developed at the university and is designed jointly by all participants in the educational process based on their interests and needs in the context of the peculiarities of the mastered professional activity.

References
1. Universal competencies and new literacy: what to teach today for success tomorrow. (2018). Preliminary conclusions of the international report on trends in the transformation of school education. I. D. Frumin, M. S. Dobryakova, K. A. Barannikov, I. M. Remorenko : National Research University Higher School of Economics, Institute of Education. Moscow: NRU HSE.
2. Dreyer, W., Hößler U. (Hg.). (2011). Perspektiven interkultureller Kompetenz. Göttingen: Vandenhoeck & Ruprecht, pp. 238–254. Twenty.
3. Kamińska, M. (2015). Axiological foundations of civic education – the role of teachers. Essays on Education. Ed. W. Sroczynski. South Jordan, 51–65.
4. Kolosok, I. O., & Demin, O. A. (2017). Knowledge”, “skills” and “skills” as a pedagogical category and methodological factors of its formation. Scientific Bulletin of NUBIP Ukraine. Serya: Techn³ka and energetics of the agro-industrial complex, 275, 21.
5. Competences and education: models, methods, technologies [Electronic resource]: monograph. (2014). Part IV. scientific ed. Ph.D. n. E. V. Shutova. Moscow: Pero. Retrieved from https://elibrary.ru/download/elibrary_22729496_1800595 9.pdf
6. Ostapenko, V. M., & Shkitin, V. A. et al. (2017). Evolution of approaches to the formation of general cultural and universal competencies in the Russian system of higher education [Electronic resource]. Smolensk Medical Almanac, 2, 18–23. Retrieved from https://elibrary.ru/item.asp?id=29898885.pdf
7. Belkina, V.V., & Makeeva, T.V. (2018). The concept of universal competencies of higher education. Yaroslavl Pedagogical Bulletin, 5, 117 126.
8. Education of students at the Yaroslavl State Pedagogical University. (2018). K.D. Ushinsky: concept and sample program. L.V. Baiborodova and others. Yaroslavl: RIO Publishing House.
9. Baiborodova, L.V., Kupriyanova, G.V., & Stepanov, E.N. etc. (2012). Technologies of pedagogical activity. Part 3. Design and programming: a tutorial. Yaroslavl.
10. Baiborodova, L.V., Gruzdev, M.V., Kharisova, I.G. (2018). Preparation of future teachers for educational activities. Yaroslavl Pedagogical Bulletin, 2, 17-25.

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The review of the article "Designing a program of educational work in a pedagogical university" The relevance of the research topic and its compliance with the specialization of the journal "Pedagogy and Education" is not in doubt in connection with modern trends in social development, which determine the priorities of educational work in educational institutions, and specifically in a pedagogical university. The subject of the study is the program of education at a pedagogical university in modern conditions. The analysis of such categories as "education", "educational work", "educational program" is presented as a problem field of research. The structural elements of the educational work program are identified and analyzed in detail: "Value-semantic self-determination" (1st year); "Professional self-determination" (2-3 courses); "Professional self-actualization" (4-5 courses); "Professional self-realization" (young specialist). The advantage of the work is the key, end-to-end leading ideas of educational work at a pedagogical university, which run through the entire research work. Of interest is the design of an educational program: starting from the idea, the logic of work and up to the implementation process. A detailed step-by-step description of future activities towards the realization of the intended goal is presented. The methodology of the reviewed work is based on the integration of systemic and activity-based approaches. The article uses such research methods as comparative, structural, functional, semantic analysis, synthesis of the obtained results, analogy and comparison, deduction and conceptualization, modeling, design. The article implements in sufficient detail the systematization and generalization of literary data related to educational work on the basis of a comparative review of 10 literary sources. The article has a scientific novelty related to the design of the educational work program at the university: - the complex concept of educational work is formulated; - the mechanism of step-by-step design of educational work at the university is presented; - general and specific requirements for the design of the educational work program are identified; - the stages of the system of interconnected tracks determining the directions of solving educational tasks in a certain period of mastering the educational program by the student are analyzed; - system-forming tracks (content of academic disciplines, study modules) and supporting tracks (extracurricular activities of students) are presented. The structure of the article meets the requirements for scientific publications. The content of the article, which examines educational activities as a means of professional development of a future specialist and the formation of necessary competencies and a system of value orientations, corresponds to its title. The style of presentation of the material meets the requirements for scientific publications. The bibliography corresponds to the content of the article and is presented by 10 domestic and foreign literary sources (2012-2018). The results of the study substantiate the importance of theoretical and empirical research of educational work in higher education institutions, the development and testing of a program of educational work of students. The article arouses the reader's interest and can be recommended for publication.