Педагогика высшей школы в нашей стр

Педагогика высшей школы в нашей стране добилась значительных успехов, сложились и успешно развиваются несколько научных школ. В практике работы педвузов накоплен значительный положительный опыт подготовки учителей.
В исследованиях проблемы высшей школы широко используется профессиографический подход к изучению подготовки учителей, позволяющий определять цель педагогического образования в общем виде, то есть качества личности, знания, умения и навыки учителя. Он предусматривает разработку квалификационных характеристик педагогов, рассмотрение содержания их деятельности. Профессиограммы и квалификационные характеристики учителей, составляемые в настоящее время главным образом с помощью экспертных оценок компетентных лиц, имеют эмпирический характер. Не разработанность фундаментальных концептуальных положений, обусловливает отсутствие научно обоснованного прогноза подготовки и повышения квалификации педагогических кадров, хотя бы на ближайшую перспективу, серьезно сдерживает эффективный и целенаправленный поиск путей и средств совершенствования процессов профессионального становления учителей в вузе и дальнейшей их подготовки в период самостоятельной педагогической деятельности.

결과 (영어) 1:

Pedagogy high school in our country has achieved considerable success, developed and successfully developed several scientific schools. The practice of teacher training there is considerable positive experience of teacher training.Problems in the studies of the graduate school is widely used professiografičeskij approach to the study of teacher training, which enables you to determine the purpose of the teacher education in general terms, that is, personality, knowledge and skills of teachers. It involves the development of teachers ' qualifications, consideration of the content of their activities. Profile and qualification characteristics of teachers prepared at present mainly using expert estimates of competent persons are empirical in nature. No elaboration of fundamental concepts, makes the lack of scientifically forecast preparation and improvement of professional skill of pedagogical personnel, at least in the short term, seriously hampering the efficient and purposeful search of ways and means of improving professional development for teachers in high school and further their training during the period of independent educational activities.

결과 (영어) 2:

Pedagogy of higher education in our country has made ​​substantial progress, have developed and successfully developed several scientific schools. In the practice of the pedagogical institutes gained considerable positive experience of the training of teachers.
The study of the problem of high school is widely used professiografichesky approach to the study of teacher training, which allows to determine the purpose of teacher education in general, that is, personality traits, knowledge and skills of the teacher. It provides for the development of the qualifications of teachers, review the content of their activities. Professiogram and qualifications of teachers, which currently stands at mainly through expert assessments of competent persons are empirical. Not developed of the fundamental conceptual principles, causes lack of science-based forecasting of training and advanced training of teachers, at least in the short term, seriously hampering the effective and targeted ways and means of improving the process of professional development of teachers in high school and further their training during the period of self-teaching.

결과 (영어) 3:

education of high school in our country has made considerable progress, has successfully developed several scientific schools.in the practice of the педвузов has considerable experience of teacher training.
research problems of higher school is widely used профессиографический approach to the study of teachers' trainingto determine the purpose of teacher education in general form, that is, the quality of personality, knowledge and skills of teachers. it provides for the development of the qualification of teachersthe content of their activities. профессиограммы and qualification of teachers, by at present mainly through the expert evaluations of competent personsare empirical in nature. not under development of fundamental conceptual provisions resulted in a lack of evidence-based prognosis and in-service training of teachers.at least in the near term.seriously inhibits effective and focused the search for ways and means to improve the processes of professional development of teachers in the university and further training in the period of selfactivities.