Suchergebnisse

Introduction. The system of teacher education in Russia has been in a state of reform for several decades. There is an intensive search for technologies and approaches that could provide training for teaching staff who are able to withstand the challenges of the 21st century. Methodological understanding of the value and theoretical foundations of the design of the educational process in a pedagogical university leads to the conclusion about the plurality of pedagogical paradigms that determine the educational space and the need to take this plurality into account in the organization of the educational process. Theoretical analysis. The article attempts to identify the dominant paradigms in the space of higher education and show their meaningful characteristics. An analysis of the correlation of paradigms focused on results (competence-based and student-oriented) and on all components of the educational process (technocratic) is given. Their features and essential characteristics are highlighted. The conditions under which at the operational level it becomes possible to realize the task of forming a culture of educational activity are analyzed. Conclusion. The main conclusion of the proposed theoretical analysis is the impossibility to fully implement the task of forming a culture of educational activity in the conditions of the dominance of the technocratic paradigm. But it is quite possible to create conditions that allow this possibility.