Science for Education Today, 2024, vol. 14, no. 1, pp. 7–24
© Elizarova L. V., Trubitsina O. I., Semenova E. Y., Kostina E. A., Bagramova N. V., 2024
UDC: 
371.133+378.14+303.687

Characteristic features of designing the system of students’ practical training in the context of education transformation

Elizarova L. V. 1 (Saint Petersburg, Russian Federation), Trubitsina O. I. 1 (Saint Petersburg, Russian Federation), Semenova E. Y. 1 (Saint Petersburg, Russian Federation), Kostina E. A. 2 (Novosibirsk, Russian Federation), Bagramova N. V. 3 (St. Petersburg, Russian Federation)
1 Herzen State Pedagogical University of Russia
2 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
3 Herzen State Pedagogical University of Russia, St. Petersburg, Russian Federation
Full text (Open Access) — Downloaded 106
Abstract: 

Introduction. The article investigates the problem of enhancing students’ ability and willingness to perform professional tasks.
The research aim is to identify the characteristic features of practical training design in the context of educational system transformation.
Materials and Methods. In order to solve the research tasks, we used the following methods: questionnaire survey of students (n=159) and teaching staff (n=98), observation of the educational process, analysis of laws and regulations as well as scholarly literature on the subject, and focus group discussions of employers, students, and practical training supervisors.
Results. We identified core components of practical student training and comprehensively analysed this concept. The analysis revealed the characteristic features of practical training design during education transformation. Furthermore, the study substantiated the viability of modular and step-by-step designs of the practical training system aimed at the development of students’ ability and willingness to perform professional tasks.
Conclusions. We consider the characteristic features of practical training design to be the basis of effective educational design aimed at the development of students’ professional competencies and strengthening the tendencies of practice-oriented learning.

Keywords: 

Practical training; Integration of knowledge; Education transformation; Professional tasks; Modular design; Practical training design.

For citation:
Elizarova L. V., Trubitsina O. I., Semenova E. Y., Kostina E. A., Bagramova N. V. Characteristic features of designing the system of students’ practical training in the context of education transformation. Science for Education Today, 2024, vol. 14, no. 1, pp. 7–24. DOI: http://dx.doi.org/10.15293/2658-6762.2401.01
References: 
  1. Ivanova S. V., Ivanov O. B. Systemic transformation on the sphere of education in the context of the digital technologies introduction. Values and Meanings, 2020, no. 5, pp. 6–27. URL: https://www.elibrary.ru/item.asp?id=44157917
  2. Emikh N. A., Fomina M. N. Specifics of the new paradigm of higher education in the context of its digitalization. Science for Education Today, 2023, vol. 13 (4), pp. 100–121. DOI: http://dx.doi.org/10.15293/2658-6762.2304.05 URL: https://www.elibrary.ru/item.asp?id=54390175
  3. Soloveva T. S. The Russian education system: An overview of global challenges. Bulletin of Chelyabinsk State University, 2019, no. 9, pp. 201–209. URL: https://www.elibrary.ru/item.asp?id=41495321
  4. Braun H. I., Singer J. D. Assessment for monitoring of education systems: International comparisons. The Annals of the American Academy of Political and Social Science, 2019, vol. 683 (1), pp. 75–92. DOI: https://doi.org/10.1177/0002716219843804
  5. Sole Blanch J. The educational change in front of the technological innovation, the pedagogy of competences and the discourse of the emotional education. A critical approach. Teoria de la Educacion. Revista Interuniversitaria, 2020, vol. 32 (1), pp. 101–121. DOI: http://dx.doi.org/10.14201/teri.20945
  6. Forrest R., Lowe R., Potts M., Poyser C. Identifying the factors that influence teacher practice change in a single case study. Educational Psychology in Practice, 2019, vol. 35 (4), pp. 395–410. DOI: https://doi.org/10.1080/02667363.2019.1623761
  7. Zawacki-Richter O., Marín V. I., Bond M., Gouverneur F. Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 2019, vol. 16 (1), pp. 39. DOI: https://doi.org/10.1186/s41239-019-0171-0
  8. Scherer R., Teo T. Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 2019, vol. 27, pp. 90–109. DOI: https://doi.org/10.1016/j.edurev.2019.03.001
  9. Köhler T., Drummer J. Recent technological challenges in (vocational) education. In: Drummer J., Hakimov G., Joldoshov M., Köhler T., Udartseva S. (eds) Vocational Teacher Education in Central Asia. Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer, Cham, 2018, vol. 28, pp. 3–14. DOI: https://doi.org/10.1007/978-3-319-73093-6_1

10. Nelson M., Voithofer R., Cheng S. Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 2019, vol. 128, pp. 330–344. DOI: https://doi.org/10.1016/j.compedu.2018.09.023

11. Pushkarev Yu. V., Pushkareva E. A. Factors determining the development of cognitive abilities in the context of digitalization of educational processes (a review article). Science for Education Today, 2022, vol. 12 (6), pp. 111–136. DOI: http://dx.doi.org/10.15293/2658-6762.2206.05 URL: https://www.elibrary.ru/item.asp?id=50026299

12. Koukopoulos Z., Koukopoulos D. Integrating educational theories into a feasible digital environment. Applied Computing and Informatics. 2019. vol. 15 (1), pp. 19–26. DOI: https://doi.org/10.1016/j.aci.2017.09.004

13. Keller-Schneider M., Zhong H. F., Yeung А. Competence and challenge in professional development: Teacher perceptions at different stages of career. Journal of Education for Teaching, 2020, vol. 46 (1), pp. 36–54. DOI: https://doi.org/10.1080/02607476.2019.1708626

14. Ödalen J., Brommesson D., Erlingsson G. O., Schaffer J. K., Fogelgren M. Teaching university teachers to become better teachers: The effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development, 2019, vol. 38 (2), pp. 339–353. DOI: https://doi.org/10.1080/07294360.2018.1512955

15. Snoek M. Educating quality teachers: How teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education, 2021, vol. 44 (3), pp. 309–327. DOI: https://doi.org/10.1080/02619768.2021.1931111

16. Lvov L. V. Personal development path in practice focused professional education process. Contemporary Higher Education: Innovative Aspects, 2019, vol. 11 (4), pp. 118–125. DOI: https://doi.org/10.7442/2071-9620-2019-11-4-118-125 URL: https://www.elibrary.ru/item.asp?id=42362299

17. Makarova N. S., Chernenko E. V. The strategy for the practical training of students in educational process of a pedagogical university. Review of Omsk Stage Pedagogical University. Humanitarian Research. Scientific Journal, 2020, no. 4, pp. 112–116. (In Russian) DOI: https://doi.org/10.36809/2309-9380-2020-29-112-116 URL: https://www.elibrary.ru/item.asp?id=44495863

18. Akopyanc I. A. Model of practical training in the university for future social sphere professionals. Tambov University Review. Series: Humanities, 2021, no. 191, pp. 66–74. (In Russian) DOI: https://doi.org/10.20310/1810-0201-2021-26-191-66-74 URL: https://www.elibrary.ru/item.asp?id=45558527

19. Trubitzina O. I., Kubacheva K. I., Baeva T. A. Improvement of the students' motivation in forming professional foreign language competence. Journal of Teaching English for Specific and Academic Purposes, 2022, vol. 10 (3), pp. 421–429. DOI: https://doi.org/10.22190/JTESAP2203421T URL: https://www.elibrary.ru/item.asp?id=53741773

20. Singh P., Singh M. P. The role of teachers in motivating students to learn. TechnoLearn: An International Journal of Educational Technology, 2021, vol. 11 (1), pp. 29–32. DOI: https://doi.org/10.30954/2231-4105.01.2021.6

21. Gerasimenko N. A. Integration of scientific knowledge in the sphere of philological education. Bulletin of the Moscow Regional State University. Series: Russian Philology, 2021, no. 2, pp. 112–115. (In Russian) DOI: https://doi.org/1018384/2310-7278-2021-2-112-115 URL: https://www.elibrary.ru/item.asp?id=45681637

22. Milanković Jovanov J., Ivkov-Džigurski A., Stanisavljević J., Ivanović Bibić L., Petrović D. M., Đukičin Vučković S. Is the integrative teaching approach beneficial for learning? International Journal of Cognitive Research in Science, Engineering and Education, 2022, vol. 10 (2), pp.173–183. DOI: https://doi.org/10.23947/2334-8496-2022-10-2-173-183

23. Aldoshina M. I. Conditions for designing effective professional educational programs at a modern university. Pedagogy and Education, 2022, no. 1, pp. 143–154. (In Russian) DOI: https://doi.org/10.7256/2454-0676.2022.1.35155 URL: https://www.elibrary.ru/item.asp?id=48198068

24. Denisov M. V. Practical training of mid-level specialists as a problem of scientific research. Modern Science-Intensive Technologies, 2022, no. 8, pp. 145–150. (In Russian) DOI: https://doi.org/10.17513/snt.39282 URL: https://www.elibrary.ru/item.asp?id=49376387

25. Zemlyanskaya E. N., Bezborodova M. A. Modelling practical training of pedagogical students against backdrop of school-university partnership. Pedagogy. Theory & Practice, 2021, vol. 6 (1), pp. 123–128. (In Russian) DOI: https://doi.org/10.30853/ped210018 URL: https://www.elibrary.ru/item.asp?id=44818133

26. Davydova А. А. The essential characteristics of the concept of practical training in professional education of choreographers. Bulletin of Kemerovo State University of Culture and Arts, 2022, no. 61, pp. 210–215. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49987901

Date of the publication 29.02.2024