Technology of Developing Methodological Culture in Teachers of Psychology and Pedagogy in Educational Settings

Aim. To develop and describe technology of developing methodological culture in teachers of psychology and pedagogy in the educational settings.

Methodology. The spatial-temporal, personal-activity and acmeological approaches, the totality of which created the fundamental basis for the design of technology of developing methodological culture in teachers of psychology and pedagogy in the educational settings, formed a methodological basis of the study. Analysis of scientific literature and basic research concepts, pedagogical design and schematization were chosen as research methods.

Results. The essence and structure of the methodological culture developed in teachers of psychology and pedagogy, possibilities and features of interorganizational interaction of teachers are revealed, the technology of developing the methodological culture of teachers of psychology and pedagogy in the educational setting is designed and described.

Research implications. Scientific novelty consists in the following results: a) an integrated concept of “teacher’s methodical culture” is proposed; b) a technology has been developed for the development of the methodological culture of teachers of psychological and pedagogical classes in the conditions of the educational district. The theoretical significance is represented by the disclosure of the specifics of the organization of interaction between teachers of psychological and pedagogical classes; a comparative analysis of the possibilities and limitations of intra-organizational and inter-organizational development of the methodological culture of teachers of psychological and pedagogical classes. Practical significance lies in the fact that: a) creating prerequisites for improving integration processes between educational organizations of different regions; b) the possibility of using technology to develop the methodological culture of teachers of psychological and pedagogical classes in the context of interuniversity and interregional cooperation.

Conclusions. The teacher’s methodical culture is a dynamic, multi-level, and integrative personal education that can be successfully developed using a specially developed technology that provides for active inter-organisational interaction between teachers using a specially developed technology consisting of four stages aimed at developing all components of the methodical culture. The proposed technology expands the possibilities of social, pedagogical, methodological and project partnership between organisations of the educational and pedagogical district, increases the competitiveness of teachers and continuity between different levels of education, which will ensure the continuity of teacher training for the Russian education system.

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