Архив журнала

«Volgograd State Socio-Pedagogical University»
Lenina Ave., 27,
Volgograd, Russia)

«Volgograd State Socio-Pedagogical University»
Lenina Ave., 27,
Volgograd, Russia)
e-mail:izvestia_vspu@mail.ru, izvestia@vspu.ru ),
phone (8442) 60-28-86

Бондаревская Евгения Васильевна
Юж. фед. ун-т
академик РАО, д-р пед. наук, проф. каф. педагогики Юж. фед. ун-та (г. Ростов-на-Дону)
E-mail bond-pedagog@mail.ru

List of publications: (3)
Experience of methodological reflection of scientific school work
The article deals with the history of establishment and development of the theoretical and practical work of the scientific school of a member of the Russian Academy of Education, Advanced Doctor, Professor of the Southern Federal University Evgeniya Bondarevskaya. It reveals the set of problems of the scientific search, innovative approaches to solve the scientific and pedagogical problems and education modernization at secondary and higher schools, features of experimental work with educational institutions and other scientific teams, describes the achievements, results and prospects of scientific school work.
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Educational and professional standard as the instrument of the innovative development of pedagogic education at a Federal university
There is substantiated the methodology of development of the educational and professional standard of the Southern Federal University. Its urgency is caused by its orientation at training a teacher of the new formation, implementation of the paradigm of humanities and activity and the pedagogic education adequate to it - the anticipatory pedagogic education of the university type. Special attention is paid to training a teacher for the innovative work and finding out the specificity of the university requirements to the pedagogic education.
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Philosophic and conceptual foundations of the system modernization of pedagogic education
By the example of the project of the system modernization of pedagogic education in the Southern Federal University there is substantiated the necessity of development of the philosophic, methodological and ontological foundations of pedagogic education in training professionals, criticized the excessive and impermissible absolutization of the competence approach.
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