vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2023-32-1-93-109vovr-4168Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGYКогнитивная вовлечённость как основа проектирования учебного процесса в подготовке студентов педагогических направленийCognitive Engagement Involvement as a Basis for Designing the Educational Process in the Preparation of Students of Pedagogical Directionshttps://orcid.org/0000-0001-9212-4235ГарашкинаН. В.GarashkinaN. V.

Гарашкина Наталья Владимировна – д-р пед. наук, профессор, кафедра педагогики и современных образовательных технологий

141014, Россия, Московская обл., г. Мытищи, ул. Веры Волошиной, д. 24

Natalia V. Garashkina – Dr. Sci. (Education), Prof., Pedagogy and Modern Educational echnologies Department

24, Vera Voloshina str., Mytishchi, 141014, Moscow region

nagaraisr@mail.ruhttps://orcid.org/0000-0002-1146-0374ДружининаА. А.DruzhininaA. A.

Дружинина Анастасия Александровна – канд. пед. наук, доцент, кафедра теории и методики дошкольного и начального образования

392036, Россия, Тамбовская обл., г. Тамбов, ул. Интернациональная, д. 33

Anastasia A. Druzhinina – Cand. Sci. (Education), Assoc. Prof., Theory and Methodology of Preschool and Primary Education Department

33, International str., Tambov, 392036, Tambov region

drugininaan@yandex.ruМосковский государственный областной университетРоссияMoscow State Regional UniversityRussian FederationТамбовский государственный университет имени Г.Р. ДержавинаРоссияTambov State University named after G.R. DerzhavinRussian Federation20232101202332193109Copyright © Гарашкина Н.В., Дружинина А.А., 20232023Гарашкина Н.В., Дружинина А.А.Garashkina N.V., Druzhinina A.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4168

В статье представлено обоснование и определение параметров когнитивной вовлечённости студентов педагогических направлений подготовки, оптимизирующих проектирование учебной деятельности в вузе, приведены результаты оценки качества учебного процесса в подготовке бакалавров по направлению «Педагогическое образование» в Тамбовском государственном университет имени Г.Р. Державина и Московском государственном областном университете на основе применения интегрального критерия когнитивной вовлечённости студентов.В статье проведён анализ зарубежных и отечественных исследований в области «когнитивной вовлечённости», лучших практик по применению мониторинга вовлечённости студентов других направлений в ВШЭ, МИФИ, а также в вузах США, выявлены основные показатели и определён интегральный критерий когнитивной вовлечённости студентов педагогических направлений на основе их согласования с когнитивным режимом учебной деятельности и когнитивными стратегиями учащихся, обобщён опыт проведения диагностики когнитивной вовлечённости студентов-педагогов.Результаты представленного в статье исследования являются основой для повышения эффективности и результативности деятельности кафедр вузов, обеспечивающих подготовку педагогических кадров средствами проектирования учебного процесса с высокой когнитивной вовлечённостью студентов.Разработанный диагностико-технологический инструментарий может применяться для управления, проектирования, оценки качества педагогической деятельности, образовательного результата студента и разработки приоритетных образовательных моделей подготовки, технологий обучения в высшем педагогическом образовании, а также может служить основой для мониторингов, проводимых подразделениями оценки качества, аудита образовательных инноваций в вузе.

The article presents the rationale and definition of the parameters of cognitive engagement of students in pedagogical areas of training that optimize the design of educational activities at the university, the results of assessing the quality of the educational process in the preparation of bachelors in the direction of “Pedagogical education” at the Tambov State University named after G.R. Derzhavin and Moscow State Regional University based on the application of the integral criterion of students’ cognitive engagement.The article analyzes foreign and domestic research in the field of “cognitive engagement”, the best practices for monitoring the engagement of students in other areas at the Higher School of Economics, MEPhI, at the universities of the USA, identifies the main indicators and defines an integral criterion for the cognitive engagement of students in pedagogical areas based on their coordination with the cognitive mode learning activities and cognitive strategies of students, as well as the experience of diagnosing the cognitive engagement of student teachers.The results of the study presented in the article are the basis for improving the efficiency and effectiveness of the activities of university departments that provide training of teaching staff by means of designing the educational process with high cognitive engagement of students. The developed diagnostic and technological tools can be used to manage, design, assess the quality of pedagogical activity, the educational result of a student and develop priority educational modes of training, learning technologies in higher pedagogical education, and can also serve as the basis for monitoring conducted by quality assessment units, auditing educational innovation at the university.

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The authors declare that there are no conflicts of interest present.