New Education Technologies

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Projects on “New education technologies: developing competencies for uncertain future”

Methodological and didactical underpinnings of professional and higher education

Gasangusein Ibragimov, a professor, a member of Russian Authors Society, a distinguished academic, the Russian State Award’ winner, leads a group of researchers studying “Methodological and didactical underpinnings of professional and higher education”. The group has developed and theoretically proved the following: a unique historical and didactical theory which involves the development of forms of learning; the approach of concentrated learning as a new trend in the theory of professional and higher education; the theory of the quality of education in professional schools; the theory of lectures’ development in high school; the realization of the competency-based approach as one of the problems of higher education. They have published 38 monographs and more than 100 journal articles by the group of 6 Doctors of Science and 40 PhD candidates.

The results were presented on International Forum on Teacher Education (Kazan) in 2017 and 2018.

Dynamic optimization of technology education and the questions of dynamic intelligent environments in vocational education

Galia Kirilova is a professor of the Educational department and her areas of interest include the methodological foundations of technology education’ optimization and the questions of the creation of a dynamic intelligent environment in vocational education.

The following concepts were developed:

  • Innovative forms and methods of technology education’ optimization in secondary schools;
  • Questions of control system developments in e-learning;
  • Creative tasks to improve students’ digital skills;
  • Supervisory Control and Data Acquisition systems aimed to be implemented in vocational education;
  • Integrated Data Systems to be used in secondary schools and vocational education;
  • Content for digital art’ competition among young people and as a result, the concept of enhancement students’ analytical skills while learning IT;
  • Methodological support for self-study tasks in technology education;
  • Methods of regulation and students’ self-regulation while doing measurements in interactive environments;
  • Distance learning technologies to support the quality of master programmes in Russia and Iran.

The results were presented on International Forum on Teacher Education (Kazan) in 2017 and 2018.

The theory of student-centred interactive teaching based on the assessment method

Inna Golovanova, a senior lecturer, studies the problem of “the theory of student-centred interactive teaching based on the assessment process”, and organizational and pedagogical conditions leading to the realization of this theory. Firstly, the interactive construct containing the combination of various learning forms depending on the teaching goals was designed and secondly, the assessment system was developed depending on the subjects of interaction. This assessment system allows to evaluate the effectiveness of an interactive lesson and paves the way for the lesson’s improvement. The assessment was based on the evaluation of teachers’ competencies depending on the lessons’ objectives, the interpersonal communication, and the enhanced students’ enthusiasm.  The evaluation of these teachers’ competencies was also based on the developed by the researcher criteria of the effective lectures and seminars.

The results were presented on the International Research Conference in Drezden Internationalisierung der Bildungswissenschaften in der Lehrerbildung (Dresden, ZLSB, 2017), on the International Academic Conference “InterBiLd’ Internationalisierung der Bildungswissenschaften in der Lehrerbildung (Dresden, ZLSB, 2017), and on International Forum on Teacher Education (Kazan) in 2017 and 2018.

Development of student teachers’ competencies

Elena Asafova, a senior lecturer, and Oksana Vashetina, a senior lecturer, examine the development of student teachers’ competencies, and the partial readiness of master-student teachers for the teaching process. They compared teacher education’ programmes in Kazan Federal University and in Justus Liebig University Giessen (Giessen, Germany), and estimated the partial readiness of student teachers for a career as teachers in these universities.

The results were presented on International Forum on Teacher Education (Kazan) in 2018. The analysis of factors and obstacles influencing the readiness of student teachers for the teaching career will be presented on International Forum on Teacher Education (IFTE, Kazan, 2019) and on a Jubilee International Conference dedicated to the 30-years partnership between Kazan Federal University and Justus Liebig University Giessen.