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

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].

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.