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Paradigm of future primary school teachers vocational training

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dc.contributor Казанский федеральный университет
dc.contributor.author Закирова Венера Гильмхановна
dc.contributor.author Колетвинова Наталья Дмитриевна
dc.date.accessioned 2016-02-01T09:25:54Z
dc.date.available 2016-02-01T09:25:54Z
dc.date.issued 2014
dc.identifier.citation Zakirova, V.G. Paradigm of future primary school teachers vocational training / V.G.Zakirova, N.D.Koletvinova // Life Science Journal 2014; 11(4). - P.441-447
dc.identifier.issn
dc.identifier.uri http://dspace.kpfu.ru/xmlui/handle/net/32838
dc.description.abstract The issue of future primary school teachers vocational training efficiency improvement is considered in the article. The paradigm of professional split-level competences development, its features, ways, technologies of application are ana-lyzed. The issue is studied in connection with students? practice-oriented training. The system of students? vocational training in pedagogical higher education institu-tions is undergoing profound changes in the last few years. On the one hand, it is connected with the insufficient interaction of theoretical and practical guidelines ex-isting in high school training. On the other hand, students are not provided with the evidence proving the importance and significance of obtained knowledge for their fu-ture professional activity. The analysis of modern scientific literature and teaching practice allows to draw a conclusion that graduates of pedagogical higher education institution experience split-level difficulties in initial mastering of ...
dc.language.iso en
dc.relation.ispartofseries Life Science Journal
dc.rights только для КФУ
dc.subject Competence-based paradigm
dc.subject pedagogical technologies
dc.subject practice-oriented components
dc.subject complex of competences
dc.subject self-organization
dc.subject self-development
dc.subject profes-sionally-oriented motivation
dc.subject content-procedural functions.
dc.title Paradigm of future primary school teachers vocational training
dc.type Article
dc.contributor.org Институт психологии и образования
dc.description.pages
dc.pub-id 98546


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