TEACHER AS A MAIN SUBJECT OF THE EDUCATIONAL REFORM
Abstract
The purpose of the paper is to analyze the factors, which prevent a university teacher from becoming a real subject of the educational reform. Methods: analysis of the documents about the reform, empirical experience of realization of the main areas of the reform. The article shows that: 1) it is not productive to integrate innovations into the traditional educational system; 2) successful reform requires an adequate psycho-pedagogical basis; 3) the theory of contextual education can serve as a conceptual basis for the educational reform; in this case a university teacher will have a clear guideline which decisions to takewhile carrying out the educational reform.
Keywords
реформа образования,
преподаватель вуза как субъект реформы,
трудности преподавателя на пути реализации реформы,
психолого-педагогическая теория контекстного образования,
educational reform,
a university teacher as a main subject of the educational reform,
difficulties of a university teacher on the way of the reform realization,
psychological and pedagogical theory of contextual education
About the Author
Andrey A. Verbitsky
Sholokhov Moscow State University for the Humanities
Russian Federation
Russian Federation
References
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