Affiliation:
1. Moscow Automobile and Road Construction State Technical University (MADI)
Abstract
“Education 4.0” should be consistent with the Fourth Industrial Revolution. The reforms of engineering education as its component require new competences of technical university teachers who are responsible for these reforms and as a result, trigger the improvement of further teachers’ professional development programs to train them for that. Such a program is also one of the aims of the project “Effective training model of technical discipline lecturers for the purpose of obtaining “International Educator of Engineering University” certificate – “ING-PAED IGIP”. It is realized by Moscow Automobile and Road Construction State Technical University (MADI) that was recognized as a Federal Innovative Platform in 2020.The project is aimed at designing an additional program intended to develop technical university teachers’ competences that are, on the one hand, relevant to the needs of Russian higher school, and, on the other hand, correspond to the requirements for applying for the title «ING-PAED IGIP» of the International Society for Engineering Pedagogy (IGIP). In order to achieve that it is necessary to identify if technical university teachers’ competences that are relevant in Russia correspond the competences determined in IGIP.In order to solve this problem, the authors undertook comparative analysis of the competencies registered in two documents: RF Professional Standard “Pedagogue of professional teaching, professional education and additional professional education” and the Fourth IGIP Prototype Curriculum.The paper specifies the notion of technical university teacher competence for the research, validates the possibility of the two documents comparison, describes the procedure of comparative analysis on the basis of compiling summary tables.The paper also gives the main conclusions of the comparative analysis. It proves that RF Professional Standard covers all the competences required by Fourth IGIP Prototype Curriculum. RF Professional Standard registers teachers’ actions more distinctly, consistently, and with more details. The research revealed the competences relevant for Russian higher education, but not necessary for IGIP. The research also allowed to formulate preliminary recommendations for designing additional teachers’ professional development program in the MADI project.
Publisher
Moscow Polytechnic University
Subject
Sociology and Political Science,Education,Philosophy
Reference15 articles.
1. Polyakova, T. (2020). Engineering Pedagogy: On the Way to “Education 4.0”. International Journal of Engineering Pedagogy. Vol. 10, no. 4, pp. 4-8, doi:10.3991/ijep.v10i4.15021
2. Сhuchalin, A.I. (2017). Preparation of PhD Students for Pedagogical Activity in Higher Education. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 8-9 (215), pp. 5-21. Available at: https://vovr.elpub.ru/jour/article/view/1132?locale=ru_RU (accessed 08.06.2022). (In Russ., abstract in Eng.).
3. Shageeva, F.T., Mishchenko, E.S., Chernyshov, N.G., Nurgalieva, K.E., Turekhanova, K.M., Omirzhanov, E.T. (2020). International ENTER Project: A New Pedagogical Training Approach for Engineering Educators. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 29, no. 6, pp. 65-74, doi:10.31992/0869-3617-2020-6-65-74 (In Russ., abstract in Eng.).
4. Rüütmann, T. (2019). Engineering Pedagogy as the Basis for Effective Teaching Competencies of Engineering Faculty. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 28, no. 12, pp. 124-132, doi:10.31992/0869-3617-2019-28-12-123-131 (In Russ., abstract in Eng.).
5. Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium. Available at: https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf (accessed 08.06.2022).
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献