Эволюция требований к педагогической компетентности преподавателя технического университета: историко-педагогический анализ; Вестник Томского государственного университета; № 523
| Parent link: | Вестник Томского государственного университета.— .— Томск: Изд-во ТГУ № 523.— 2026.— С. 214-227 |
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| Summary: | Заглавие с экрана Представлен историко-педагогический анализ требований к педагогической компетентности преподавателя технического университета. В основе исследования лежит анализ влияния геополитической ситуации, динамики развития общества и технологических инноваций текущего периода на трансформацию педагогической составляющей квалификации преподавателя вуза. Выявлен устойчивый разрыв между инженерной и педагогической подготовкой ППС. В качестве решения предложена трехуровневая интегративная модель педагогизации преподавателя технического университета для формирования педагогических компетенций в условиях новой образовательной парадигмы The article presents a historical and pedagogical analysis of the evolution of pedagogical competence requirements for teachers at technical universities. Using Tomsk Polytechnic University (TPU) as a case study, the article examines how socio-economic, political, and technological changes over more than a century have influenced the role and qualifications of engineering teachers. A consistent historical pattern is identified: the pedagogical component of the professional training of teachers at technical universities has never been a system-forming element – developing reactively and often formally in response to external challenges. The article covers five key stages in the development of higher technical education: the pre-revolutionary period, the Soviet pre-war period, the war and post-war period, the eras of stagnation and perestroika, and the post-Soviet period to the present day. It demonstrates how the requirements for the qualifications and professional role of teachers have evolved – from the practicing engineer of the early 20th century to those with comprehensive pedagogical and digital competencies in the context of digital transformation. It has been revealed that, despite a high level of subject-matter preparation, modern teachers often lack psychological and pedagogical skills – which hinders effective interaction with the new type of student and the implementation of modern educational technologies. In today’s environment, characterized by digitalization, a shift in the educational paradigm to a communicative one, and the emergence of a new generation of students, this gap between deep subject knowledge and insufficient pedagogical skills is becoming critical. The article emphasizes the need to transform the role of the teacher from a knowledge transmitter to a facilitator, mentor, and designer of the educational environment. To address this problem, the article introduces and substantiates the concept of “pedagogization of the educational process in a technical university” – the targeted, systemic development of pedagogical competence among faculty. A three-tiered integrative model is proposed as a practical tool, including institutional (development of competency standards), procedural (targeted programs and methodological support), and personal (individual trajectories and reflection) levels. This model is designed to ensure continuous professional development for faculty and is directly linked to TPU’s transition to a new educational model. The article contributes to overcoming the key contradiction in modern engineering education and proposes specific mechanisms for improving the quality of engineering training Текстовый файл |
| Language: | Russian |
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2026
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| Online Access: | http://dx.doi.org/10.17223/15617793/523/23 https://journals.tsu.ru/vestnik/&journal_page=archive&id=2703&article_id=0 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=687139 |