Teacher as a Subject of Professional Research Activities (1930-1950-ies)

The article deals with the essence of such a complex method of scientific and pedagogical research as the study and generalization of pedagogical experience and its application in the process of improving the educational process in secondary school in the postwar period in our country. Particular at...

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Autor principal:	N. N. Savina
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2018
Materias:	teacher pedagogical experience pedagogical theory Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/0785220b822748d398db9dc54fac5f18
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id	oai:doaj.org-article:0785220b822748d398db9dc54fac5f18
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spelling	oai:doaj.org-article:0785220b822748d398db9dc54fac5f182021-12-02T07:58:05ZTeacher as a Subject of Professional Research Activities (1930-1950-ies)2225-756X2227-129510.24224/2227-1295-2018-9-355-369https://doaj.org/article/0785220b822748d398db9dc54fac5f182018-09-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/916https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295The article deals with the essence of such a complex method of scientific and pedagogical research as the study and generalization of pedagogical experience and its application in the process of improving the educational process in secondary school in the postwar period in our country. Particular attention is paid to the issue of involving teachers in its use as an essential condition for the successful study and generalization of pedagogical experience. The aim of the study was to identify the views of scientists on the role of teachers in the study, synthesis and creation of not only new pedagogical experience, but also in the development of pedagogical theory. The objectives of the study included the following: to reveal the activities of scientists in determining the essence of the best pedagogical experience; to reveal their opinion about the factors that prevented the qualitative study and generalization of teachers of pedagogical experience in the middle of the last century; to assess their contribution to the development of methods of study and generalization of experience of schools’ and teachers’ work; to characterize the conditions that contribute to the effectiveness of the method of pedagogical research. As a result of the theoretical analysis, it was found that teachers’ study and generalization of pedagogical experience was considered by teachers-scientists as a professional norm, and the teacher - as a subject of this type of activity, bringing together professional and pedagogical activities with research activities. In addition, the reasons that prevented the successful participation of teachers in the study and synthesis of pedagogical experience, as well as the conditions for improving the efficiency of the process, which is the novelty of the study, were identified.N. N. SavinaTsentr nauchnykh i obrazovatelnykh proektovarticleteacherpedagogical experiencepedagogical theorySlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 9, Pp 355-369 (2018)
institution	DOAJ
collection	DOAJ
language	RU
topic	teacher pedagogical experience pedagogical theory Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	teacher pedagogical experience pedagogical theory Slavic languages. Baltic languages. Albanian languages PG1-9665 N. N. Savina Teacher as a Subject of Professional Research Activities (1930-1950-ies)
description	The article deals with the essence of such a complex method of scientific and pedagogical research as the study and generalization of pedagogical experience and its application in the process of improving the educational process in secondary school in the postwar period in our country. Particular attention is paid to the issue of involving teachers in its use as an essential condition for the successful study and generalization of pedagogical experience. The aim of the study was to identify the views of scientists on the role of teachers in the study, synthesis and creation of not only new pedagogical experience, but also in the development of pedagogical theory. The objectives of the study included the following: to reveal the activities of scientists in determining the essence of the best pedagogical experience; to reveal their opinion about the factors that prevented the qualitative study and generalization of teachers of pedagogical experience in the middle of the last century; to assess their contribution to the development of methods of study and generalization of experience of schools’ and teachers’ work; to characterize the conditions that contribute to the effectiveness of the method of pedagogical research. As a result of the theoretical analysis, it was found that teachers’ study and generalization of pedagogical experience was considered by teachers-scientists as a professional norm, and the teacher - as a subject of this type of activity, bringing together professional and pedagogical activities with research activities. In addition, the reasons that prevented the successful participation of teachers in the study and synthesis of pedagogical experience, as well as the conditions for improving the efficiency of the process, which is the novelty of the study, were identified.
format	article
author	N. N. Savina
author_facet	N. N. Savina
author_sort	N. N. Savina
title	Teacher as a Subject of Professional Research Activities (1930-1950-ies)
title_short	Teacher as a Subject of Professional Research Activities (1930-1950-ies)
title_full	Teacher as a Subject of Professional Research Activities (1930-1950-ies)
title_fullStr	Teacher as a Subject of Professional Research Activities (1930-1950-ies)
title_full_unstemmed	Teacher as a Subject of Professional Research Activities (1930-1950-ies)
title_sort	teacher as a subject of professional research activities (1930-1950-ies)
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2018
url	https://doaj.org/article/0785220b822748d398db9dc54fac5f18
work_keys_str_mv	AT nnsavina teacherasasubjectofprofessionalresearchactivities19301950ies
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Teacher as a Subject of Professional Research Activities (1930-1950-ies)

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