Implementing the Model of Specialized Education Based on the Principle of Distributed Responsibilities of Educational Cluster Participants
| Parent link: | Advances in Social Science, Education and Humanities Research.— , 2020 Vol. 493: International Conference on Education Studies: Experience and Innovation (ICESEI 2020).— 2020.— [P. 33-42] |
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| Sumario: | Title screen The article presents the results of a research on organizing specialized education in Tomsk Oblast of the Russian Federation, which was carried out by the Tomsk Regional Institute for Advanced Training and Retraining of Educational Workers. The research identified the background, conditions and models for organizing specialized education in Tomsk Oblast. A variety of methods was applied, including theoretical (e.g. the analysis of monitoring data on the organization of specialized education; and the analysis of the scientific, methodological and regulatory framework for organizing specialized education) and empirical ones (e.g. description, comparison and situation analyses; pedagogical observation and accumulation of best teaching practices; pedagogical experiment within the educational process; and the methods of mathematical treatment of the data received). |
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2020
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| Acceso en línea: | https://doi.org/10.2991/assehr.k.201128.005 |
| Formato: | Electrónico Capítulo de libro |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=665017 |
| Sumario: | Title screen The article presents the results of a research on organizing specialized education in Tomsk Oblast of the Russian Federation, which was carried out by the Tomsk Regional Institute for Advanced Training and Retraining of Educational Workers. The research identified the background, conditions and models for organizing specialized education in Tomsk Oblast. A variety of methods was applied, including theoretical (e.g. the analysis of monitoring data on the organization of specialized education; and the analysis of the scientific, methodological and regulatory framework for organizing specialized education) and empirical ones (e.g. description, comparison and situation analyses; pedagogical observation and accumulation of best teaching practices; pedagogical experiment within the educational process; and the methods of mathematical treatment of the data received). |
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| DOI: | 10.2991/assehr.k.201128.005 |