Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 5, pp. 7–21
© Bayborodova L. V., Belkina V. N., Gruzdev M. V., Gushchina T. N., 2018
UDC: 
378

Student-centered educational technology of individualization within the framework of teacher education institutions

Bayborodova L. V. 1 (Yaroslavl, Russian Federation), Belkina V. N. 1 (Yaroslavl, Russian Federation), Gruzdev M. V. 1 (Yaroslavl, Russian Federation), Gushchina T. N. 1 (Yaroslavl, Russian Federation)
1 Ushinsky Yaroslavl State Pedagogical University
Full text (Open Access) — Downloaded 5816
Abstract: 

Introduction. The authors investigate individualization of education at pedagogical universities. The purpose of the article is to conceptualize the key ideas of a student-centered technology of individualizing teaching learning process at pedagogical universities.
Materials and Methods. Data for this study were collected using the following methods: interpretation, comparative analysis and reviewing research literature on the target problem; comparison of leading ideas and practices of individualization in Russian and foreign studies; discussions and "round tables" with researchers and practitioners; summarizing experience and empirical evidence in studying the approaches and educational technologies of individualization at pedagogical universities.
Results. The authors identified the main features of individualization as a binary process of external and internal individualization; revealed the peculiarities of individualizing educational process in terms of developing students’ identity and personality. The authors provide the main characteristics of the student-centered technology of individualizing the educational process at pedagogical universities; and identified effective means of both external and internal individualization. The article describes the conditions which contribute to developing single student-centered technologies of individualizing educational process.
Conclusions. The proposed key ideas of the technology are scientifically conceptualized, contribute to individualization of educational process and development of effective student-centered educational technologies at pedagogical universities.

Keywords: 

Individualization; Educational process; Individualization practices; External individualization; Internal individualization; Binarity; Student-centered technology; Students; Pedagogical university

97.250 Initial Teacher Education | Teacher Identity | Self-Study

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

Student-centered educational technology of individualization within the framework of teacher education institutions

For citation:
Bayborodova L. V., Belkina V. N., Gruzdev M. V., Gushchina T. N. Student-centered educational technology of individualization within the framework of teacher education institutions. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 5, pp. 7–21. DOI: http://dx.doi.org/10.15293/2226-3365.1805.01
References: 
  1. Aspfors J., Fransson G. Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 2015, vol. 48, pp. 75–86. DOI: http://dx.doi.org/10.1016/j.tate.2015.02.004
  2. Beach P. Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences. Teaching and Teacher Education, 2017, vol. 61, pp. 60–72. DOI: https://doi.org/10.1016/j.tate.2016.10.007
  3. Beltramo J. L. Developing adaptive teaching practices through participation in cogenerative dialogues. Teaching and Teacher Education, 2017, vol. 63, pp. 326–337. DOI: https://doi.org/10.1016/j.tate.2017.01.007
  4. Bowman M.,  Gottesman I. Making the socio-historical visible: A place-conscious approach to social foundations in practice-centered teacher preparation. Teaching and Teacher Education, 2017, vol. 68, pp. 232–240. DOI: https://doi.org/10.1016/j.tate.2017.09.001
  5. Carpenter J. P., Green T. D. Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer. Teaching and Teacher Education, 2017, vol. 68, pp. 53–67. DOI: https://doi.org/10.1016/j.tate.2017.08.008
  6. Ergas O. Reclaiming ethics through “self”: A conceptual model of teaching practice. Teaching and Teacher Education, 2017, vol. 68, pp. 252–261. DOI: https://doi.org/10.1016/j.tate.2017.09.013
  7. Hamilton M. Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio. Studying Teacher Education, 2018, vol. 14 (1), pp. 88–102. DOI: https://doi.org/10.1080/17425964.2017.1414041
  8. Hoffman J. V., Wetzel M. M., Maloch B., Greeter E., Taylor L., DeJulio S., Khan V. S. What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Procedia – Social and Behavioral Sciences, 2015, vol. 52, pp. 99–112. DOI: http://dx.doi.org/10.1016/j.tate.2015.09.004
  9. Korhonen H., Heikkinen H., Kiviniemi U., Tynjälä P. Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 2017, vol. 61, pp. 153–163. DOI: https://doi.org/10.1016/j.tate.2016.10.011
  10. Mena J., Hennissen P., Loughran J. Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 2017, vol. 66, pp. 47–59. DOI: https://doi.org/10.1016/j.tate.2017.03.024
  11. Sedova K. A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 2017, vol. 67, pp. 278–290. DOI: https://doi.org/10.1016/j.tate.2017.06.018
  12. Svojanovsky P. Supporting student teachers’ reflection as a paradigm shift process. Teaching and Teacher Education, 2017, vol. 66, pp. 338–348. DOI: https://doi.org/10.1016/j.tate.2017.05.001
  13. Trevethan H., Sandretto S. Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching and Teacher Education, 2017, vol. 68, pp. 127–133. DOI: https://doi.org/10.1016/j.tate.2017.08.012
  14. Yachina N., Valeeva L., Sirazeeva A. E-teaching materials as the means to improve humanities teaching proficiency in the context of education informatization. International Journal of Environmental and Science Education, 2016, vol. 11, issue 4, pp. 433–442. DOI: https://doi.org/10.12973/ijese.2016.315a
  15. Asmolov A. G. Systematic and activity approach to the development of the new generation Standards. Pedagogy, 2009, no. 4, pp. 18–22. (In Russian) URL: https://elibrary.ru/item.asp?id=12785913
  16. Baiborodova L. V., Gruzdev M. V., KHarisova I. G. Training of future teachers to educational activity. Yaroslavl Pedagogical Bulletin, 2018, no. 2, pp. 17–25. (In Russian) DOI: https://doi.org/10.24411/1813-145X-2018-10002 URL: https://elibrary.ru/item.asp?id=35013622
  17. Baiborodova L. V., Gruzdev M. V., KHarisova I. G. Psychological and pedagogical training of students to implement labour functions. Yaroslavl Pedagogical Bulletin, 2018, no. 1, pp. 66–72. (In Russian) URL: https://elibrary.ru/item.asp?id=30798397
  18. Belkina V. N., Kriuleva A. A. Professional consciousness as a psychological and pedagogical category. Yaroslavl Pedagogical Bulletin, 2017, no.6, pp. 207–211. (In Russian) URL: https://elibrary.ru/item.asp?id=30798397
  19. Burlakova T. V. Individualized techniques as a means of training students at the pedagogical university. Yaroslavl Pedagogical Bulletin, 2015, no. 2, pp. 108–113. (In Russian) URL: https://elibrary.ru/item.asp?id=23323065
  20. Grebeniuk T. B., Bulan I. G.A model of pedagogical interaction between the teacher and students in distance education. Bulletin of the Kant Baltic Federal University, 2015, no. 11, pp. 7–14. (In Russian) URL: https://elibrary.ru/item.asp?id=25285438
  21. Gushchina T. N. The problem of individualization of specialists’ training in conditions of professional organizations. Yaroslavl Pedagogical Bulletin, 2016, no. 1, pp. 39–43. (In Russian) URL: https://elibrary.ru/ item. asp?id =25897776
  22. Gushchina T. N. The model of individualization of training of specialists in the field of "prreschool education" on the basis of networking. Innovations in Education, 2018, no. 1, pp.  176–185. (In Russian) URL: https://elibrary.ru/item.asp?id=30780117
  23. Slobodchikov V. I. Individuality as a way of human spiritual existence. Social Pedagogy, 2014, no.  6, pp. 77–86. (In Russian) URL: https://elibrary.ru/item.asp?id=22935960
  24. Instefjord E.,  Munthe E. Research paper Educating digitally competent teachers: A study of integration of professional digital competence in teacher education.Teaching and Teacher Education, 2017, vol. 67, pp. 37–45. DOI: https://doi.org/10.1016/j.tate.2017.05.016
  25. Toom A., Pietarinen J., Soini T., Pyhältö K. How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community. Teaching and Teacher Education, 2017, vol. 63, pp. 126–136. DOI: https://doi.org/10.1016/j.tate.2016.12.013
Date of the publication 31.10.2018