Analysis of the experience of training a director's advisor on education in a master's program

Résumé fourni par la source

Relevance: in today's sociocultural climate, the education of children and youth is particularly important, forming the foundation of morality, cultural traditions, and civic responsibility for the younger generation. Addressing educational issues in educational institutions depends on the professionalism of teachers and educational advisors, increasing the need for specialized training in this area. The purpose of the study is to identify cutting-edge ideas, effective practices, and pedagogical tools for training specialists in the field of education based on an analysis of the experience of training directors' advisors on education within the framework of master's programs at universities in the Russian Federation. The study hypothesizes that master's training for educational advisers provides a higher level of professional development compared to additional education programs and develops competencies for implementing professional standards and solving modern pedagogical tasks. Participants: Russian universities offering master's degree programs in education (N = 7): Vitus Bering Kamchatka State University, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Minin Nizhny Novgorod State Pedagogical University, Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Ulyanovsk State University of Education, Tula State Pedagogical University named after L. N. Tolstoy and Akmulla Bashkir State Pedagogical University. Methods (tools): analysis of regulations and educational programs, generalization of scientific literature, comparison of data on the organization of the educational process, study of the results of experimental work, expert assessment, interviewing, and questionnaires. Results: the ideas, approaches, content, and pedagogical means are defined that ensure high-quality training of directors' advisers on education in the context of a master's program. The expediency of systematic and comprehensive professional education of advisers is substantiated. Main conclusions: it has been established that master's programs provide high-quality training for specialists capable of building educational processes taking into account social transformations and using modern pedagogical technologies. Practical significance: university professors and heads of master's programs can benefit from specific recommendations on selecting content and using subject-oriented technologies in the training of specialists in the field of education useful.

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