The model of interaction of a pedagogical university with basic schools in the context of involving higher education in the continuous development of pedagogical workers
I. V. Barmatina, A. A. Varakuta, E. B. Marushchak
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: basic school, entry into the teaching profession, methodological support, model of interaction, scientific and methodological center, continuous development of teachers, teaching staff, pedagogical university, professional competencies
Abstract
Introduction. In the context of institutional changes taking place at the university, building the interaction of the pedagogical university with basic schools is of particular importance for the development of the potential of the university and the regional education system. In order to create a sustainable mechanism for the inclusion of universities in the continuous development of pedagogical workers in the region, there is a need to develop a model of interaction between a pedagogical university and basic schools. The article describes an interaction model developed in the course of a study conducted on the basis of Novosibirsk State Pedagogical University in 2021. Methodology. An analysis of the experience of interaction between universities and schools made it possible to identify empirical models of interaction that currently exist and are being successfully implemented at the same time (event-based random connections, oriented resource exchange, research union, network partnership). Discussion. The model is obtained by integrating the existing empirical interaction models. It ensures the consolidation and joint use of the resources of the pedagogical university and schools to create a single educational space in the region. A prerequisite for integration is: structuring the lines and directions of interaction between the university and the school; implementation of institutional projects at the university; selection of schools that have some characteristics that guarantee effective interaction (basic schools). Taking into account in the model the features of the education system of the region, due to the specifics of its socio-economic development, makes it possible to include a pedagogical university in the regional system of continuous development of pedagogical workers. Conclusion. The implementation of the model is impossible without coordinated actions of the pedagogical university, regional government bodies, professional associations (communities) of pedagogical workers, basic schools, as well as systematic information support for its functioning. The key results of the implementation of the model in the Novosibirsk region are the identified effective methodological initiatives in three areas, ready for scaling in other subjects of the Russian Federation.
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