METHODOLOGICAL SEMINAR MADI-IGIP AS A FORMOF ENGINEERING PEDAGOGY DEVELOPMENT: HISTORY AND PROSPECTS
Abstract
The article focuses on the processes of the origin and development of engineering pedagogy in Russia. Special attention is paid to the role of MADI in a large8scale inter8 university project aimed at the creation of centers for engineering pedagogy with a network structure. The specific feature of such structure is that all its elements have an ability to intercommunicate. The article dwells on the creation in MADI University an active mechanism providing such a possibility. Its functions are performed by a regularly organized at the University Inter8university methodological seminar for Engineering Education. This seminar is based on the principles of subject8subject interaction of the participants, cooperation and creativity. The teamwork contributes to the development of the significant objectives and to designing models of their achievements in terms of self8organization.
Keywords
инженерная педагогика,
система центров инженерной педагогики,
система повышения квалификации,
сетевая структура повышения квалификации,
работа в команде,
самоорганизация,
коммуникация,
консолидация,
сотрудничество,
engineering pedagogy,
teachers’ skills raising system,
engineering pedagogycenters,
network structure,
teamwork,
self-organization
About the Author
Zoya S. Sazonova
The Moscow State Automobile & Road Technical University
Russian Federation
Russian Federation
References
1. Meletsinek A., Prikhod'ko V., Zhurakovskii V., Fedorov I. (2004) [International Society for Engineering Education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 53-59. (In Russ.); Prikhodko V.M., Sazonova Z.S. (2007) [Engineering Pedagogy: formation, development, prospects]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 1, pp. 10-25. (In Russ.)
2. Prikhod’ko V.M., Petrova L.G., Soloviev A.N., Makarenko E.I. (2011) [The activities of the Russian Monitoring Committee IGIP]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 12, pp. 39-47. (In Russ., abstract in Eng.)
3. Sazonova Z.S.(2011) [Centre for Engineering Pedagogy MADI: urgent tasks]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 11, pp. 77-82. (In Russ., abstract in Eng.)
4. Zhurakovsky V., Prikhodko V., Fedorov I. (1999) [Technical School at the turn of the century]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 1, pp 3-11. (In Russ.)
5. Sazonova Z. (2004) [Bologna process: the position of a Russian teacher]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp 30-33. (In Russ.)
6. Ishchenko V., Sazonova Z.S. (2007) [Competency approach to teacher training]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 6, pp. 166-171. (In Russ.)
7. Zhurakovsky V.M., Sazonova Z.S. (2004) [Preparation of university teachers as a strategic objective]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 4, pp. 38-44. (In Russ.)
8. Fond «Institut razvitiya imeni G.P. Shchedrovitskogo» [The Schedrovitsky Institute for Development]. Available at: www.fondgp.ru/mmk. (In Russ.)
9. Grebnev L. (2004) [Liberal education. Reflections on the "form" and "content"]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 3-20. (In Russ.)
10. Prikhodko V., Zhurakovsky V., Fedorov V., Manuilov V. (2002) [Center for Innovation in Engineering Education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 4, pp. 143-147. (In Russ.)
11. Zhurakovsky V.M., Sazonova Z.S. (2005) ["Teamwork" as a pedagogical principle]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 8, pp. 3-8. (In Russ.)
Review
Views:
267
Email this article 