Methodological reference-points of training to innovative engineering activity of automobile transport profile by Galina V. Bukalova

“…The information-accumulative model of the educational process, traditional for the Russian engineering school, loses its relevance in the context of the orientation toward preparation for innovative activity.The pedagogical potential of projective and problem-based learning, technology of contextual learning is most consistent with the productive implementation of an innovative-oriented educational process.The generalized structural composition of the innovation process serves as an information basis for determining the structural composition of the aggregate of the projected educational goals (competences of the graduate of the university), which ensure the orientation of the educational process for preparing students for core industrial innovation activity.…”
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Export of Higher Education: Innovations in Physical Education Practice by M. G. Minin, E. O. Frantcuzskaia, A. S. Minich, K. A. Smyshlyaev, A. V. Smyshlyaev

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Digital Competences of Teachers in the Higher Education Academic Development System: Experience of the Empirical Research by A. V. Noskova, D. V. Goloukhova, E. I. Kuzmina, D. V. Galitskaya

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Additional Vocational Education During Realization of Federal Projects by V. V. Shekhovtsov, A. S. Plotnikov, O. V. Fetisova

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MASSIVE OPEN ONLINE COURSES FOR PEDAGOGICAL STAFF TRAINING by O. M. Gyshchina, O. P. Mikheeva

“…The main approaches to the formation of new educational environment based on MOOC are designated as an innovative platform of preparation and professional development of pedagogical staff. …”
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EDUCATIONAL INNOVATIONS: AXIOLOGICAL BASES OF MEGALOPOLIS YOUTH’S READINESS by Olga V. Kruzhkova, Irina V. Vorobyeva

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AN INNOVATIVE APPROACH TO THE DEVELOPMENT OF MASTER PROGRAMME IN TEACHER EDUCATION by E. N. PEREVOSHCHIKOVA

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MODEL OF INTRA-DEPARTMENT MANAGEMENT OF MOTIVATION OF TEACHERS OF HIGHER EDUCATION by Elena Gennadievna Gutsu, Yuliya Yurievna Chilipenok

“…The basis of this approach is the orientation on creativity and stimulation of innovative behavior of personnel. It is obvious that the task of managing the motivation of the work of teachers of higher education should be solved as soon as possible, without interrupting the professional activities and within the working teams themselves. …”
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ON THE CREATION OF A RESEARCH COMPETENCIES DEVELOPMENT MODEL FOR HIGHER EDUCATION PROGRAMS GRADUATES by E. V. Karavaeva, O. V. Vorobieva, V. P. Tyshkevich

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IMPLEMENTATION OF THE PROJECT «CLINICAL BASES OF INTERNSHIP» WHILE PREPARING STUDENTS WITH A SPECIALTY IN «PSYCHOLOGY AND PEDAGOGY OF PRIMARY EDUCATION» by Elena G. Gutsu, Nadezda N. Demeneva

“…The program involves organizational, reflexive-analytical, active-practical and project blocks. Features of clinical approach to pedagogical education are considered; requirements to school as the base of clinical practice are listed. …”
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Integration of medical knowledge into psycho-pedagogical practice by V. Dufynets, T. Shcherban, V. Hoblyk

“…The main functions, possibilities, and risks of pedagogical and psychological activity in the implementation of this process on the basis of modern and innovative technologies. …”
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Reflexive Methods of Knowledge in Educational Activities: Phenomenological Hermeneutics by T. N. Korneenko

“…Today, lifelong learning and self-education individual skills are of paramount importance for each representative of the society in relation to the world trends of a post-industrial era: economic domination in the innovative sector, progressive increase of intensity of information flows and rates of distribution of high technologies, rapid development of science and industry of knowledge, quickly changing and becoming tougher requirements to professionalism, qualification and creativity of experts irrespective of the sphere of employment. …”
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FORMATION OF PEDAGOGICAL SKILLS OF HIGHER SCHOOL TEACHERS by Nina B. Dremova, Aleksandr I. Konoplya

“…Due to the activities of 13 pedagogical schools at KSMU the lectures can raise their professional competences and master their pedagogical skills on the basis of innovative educational models, new pedagogical technologies, author’s programs, and a special training “Formation and devekopment of teaching mastery”.…”
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THE ORGANIZATION OF STUDENTS’ CREATIVE ACTIVITY IN EDUCATIONAL PROCESS by Galina S. Rodionova, Olga E. Shapovalova

“…The substantial aspect of a problem is directly connected with a professional activity of a therapeutic pedagogue and gives students the chance to showtheir pedagogical creativity. …”
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DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? by T. A. Strokova

“…The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. …”
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Lecture Transformation in Modern Higher Education by G. I. Ibragimov, A. A. Kalimullina

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Digitalization and Inclusive Education: Common Ground by D. Z. Akhmetova, T. S. Artyukhina, M. R. Bikbayeva, I. A. Sakhnova, M. A. Suchkov, E. A. Zaytseva

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ORGANIZATIONAL AND LEGAL ASPECTS OF THE REGULATION OF LABOR RELATIONS OF AN EDUCATIONAL ORGANIZATION AND AN ADVISER TO THE DIRECTOR OF EDUCATION by Elena V. Bezvikonnaya, Andrey A. Savkin

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Methodological support for professional development of university instructors by Polina G. Labzina

“…This is necessary to improve the quality of professional training of teaching staff. The content of methodological support is considered in several directions, including active use of innovative technologies in the educational process, development of theoretical foundations for forming creative potential of teaching staff, and assistance in mastering competencies in accordance with the Federal State Educational Standards. …”
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Forming the Professional Identity of Future Teachers through Service-Learning by I. A. Rudneva, O. A. Kozyreva

“…In this article, the reference to the phenomenon of the professional identity of future teachers is caused, firstly, by the need to update meanings that are subject to permanent changes in the social reality surrounding a person, and secondly, by the importance of this personal education for high results of professional and pedagogical activities. …”
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