All news
Theory in Action: How Internships Help College Teachers
This project has been implemented for three years already, within its framework the university is equipped with the most modern equipment and a platform for practical training of students is created. However, much depends on the teaching staff of the university, which directly organizes and implements training courses for the preparation of qualified young specialists for the economic development of the country. Today, industrial production in Russia is developing rapidly, technologies are moving forward. Teachers who teach students must constantly keep up with the times, and this requires constant professional development.
Being the flagship of professional education development, the Institute for Professional Education Development has developed and is implementing programs for advanced training of teachers and methodologists of professional education institutions and programs for retraining of employees of enterprises within the framework of the FP. "Professionalism". The program includes not only theoretical material, project activities, but also individual modules for developing practical skills in working with modern equipment of leading domestic companies, conducted in the form of an internship.
All programs are built on a modular system. In other words, the training consists of several parts. The first module is theoretical. It is the same for everyone and takes place online.
When trainee teachers come to a company, they should already know which company they will be doing their internship in, what the characteristics of this company are, what equipment it uses and how the production process is organized. Without preliminary theoretical training, you may have more questions than answers, and at the internship site, you will not have time to look for answers because you will have to immediately and very actively participate in practical training. Therefore, theoretical training comes first. This is what the introductory module is about. The theoretical part lasts 72 hours, most of it is in a remote format, which is very convenient for all students of the program.
The training is based on a distance learning system (LMS), loaded with all the necessary educational materials: lectures, practical tasks, links to additional sources and recordings of past lessons. On average, a teacher must study more than 20 hours of theoretical material, participate in seminars, complete projects, and devote time to independent work.
In the fall, it was named after a teacher at the Chelyabinsk Energy College. SM Kirov Olesya Kozitsyna recalls that the introductory theoretical course was very helpful in practical work. "During the internship, we visited production facilities and companies, where experts of different levels shared their knowledge. Yes, the scale of the company exceeded our expectations, but we studied the theory and quickly adapted to the field. Everything was great, and we learned a lot of new things. "After completing the internship, it became clear what I want to teach my students and what employers want to see in them." The main goal of the module is to help you master modern teaching methods taking into account new teaching technologies. They create a work program, integrate the requirements of a modern enterprise into it and teach how to apply digital technologies in education. Photo: IRPO Press Service
The main goal of the module is to help you master modern teaching methods taking into account new teaching technologies. They create a work program, integrate the requirements of a modern enterprise into it and teach how to apply digital technologies in education.
It all starts with the basics of public policy. You can't create a good curriculum if you don't know the laws and regulations. So everyone studies the current laws related to the work of universities and gets a general idea of how the Russian educational system is formed.
The next part of the module is the study of a new educational technology: “expertise”. This is about preparing college graduates for a real working environment, which requires not only theoretical knowledge but also practical skills. This is pure “creativity” in developing the curriculum, but a mentor, such as a store manager, will quickly explain to college graduates what is expected of them in their store.
One of the most interesting topics is university life, that is, the integration of all educational standards, programs and rules with the real life of the enterprise. This is the only way to get excellent, modern training programs. Explain to teachers what training-industry clusters and cluster approaches are, when training is based on the real needs of a specific industry. For example, a plant needs not only mechanics, but also specialists in specific assembly technologies. Factories form clusters with universities and help "assemble" the curriculum, providing yesterday's students with excellent skills and the necessary knowledge in a short period of time. To work for them.
The module ends with project work. Each participant develops elements of the curriculum, creates lesson scenarios and carries out project tasks. There are also relevant tests for teachers. It is held in a demonstration format and is checked by the same production master.
Having completed this stage, teachers will be ready to move from theory to practice, study all the technologies "behind the machine" and understand new products of the industry. The next two stages of the internship are devoted to practical training. And the more teachers master new ways of working, the better prepared the students will be, the more successful and in-demand their career will be in the labor market. This year, more than 5,000 teachers, methodologists and industrial training specialists from 150 clusters in 58 regions of Russia are undergoing advanced training and retraining within the framework of the program.