Training Teachers in the Arctic region
|Lead Author||Tatiana, Kuzmicheva|
|Institution Contact||Murmansk Arctic State University Kapitan Egorov Str., 15 Murmansk 183 720 Russia|
|Theme||Theme 4: Building Long-term Human Capacity|
|Session Name||4.3 Teacher Education in the Arctic, sustainable schools, and relevant learning: Towards Social Justice and Inclusion|
|Datetime||Wed, Sep 14, 2016 01:00 PM - 01:15 PM|
|Abstract text||Vocational education can not be developed separately from the processes that take place in the socio-cultural sphere and actively influence it. One of the major challenges facing vocational education is to develop a modern vocational education strategy, adequate to time, social and cultural needs of the individual and society, and its corresponding tactics in the context of social justice. Social justice is understood as equal opportunities for all in access to education, work, culture, implementation of educational needs and abilities.
Today, the Arctic region of the Russian Federation has a multicultural social environment. Simultaneously with the development of strategically important modern industries the transformation of socio-cultural sphere takes place by sharing knowledge and experience between the Arctic region and foreign countries, as well as under the influence of migration processes. These realities put forward new requirements for the preparation of professionals in the humanitarian sphere, science and the field of production.
Since 2015 the mission of Murmansk Arctic State University (MASU) in training teachers is determined by the context of the emergence of a new type of a northerner personality, which is characterized by high professional competence, professional mobility, the ability to quickly process information, reflect on it and produce creative ways to solve professional problems as well as susceptibility to the new realities of modernity, social order and ability to generate it, ability to quickly adapt to different social and cultural conditions, enter socio-cultural and industrial relations.
The developing theory and practice of higher education for teachers at MASU are based on integrating the concept of social justice into all types of activities of the student and teacher community which will allow to solve the following tasks:
- to ensure the acquisition of a specific profession using a variety of socio-economic, informational, educational, socio-cultural opportunities and the social and productive ways of their implementation, taking into account the specifics of the Arctic region;
- to create conditions for the individual’s realization of social and professional functions in the Arctic;
- to establish relationship of professional and personal development to the solution of the state’s priority tasks of the Arctic region development.
The tool to address these problems in training teachers at MASU is the model of creating an inclusive university environment, involving the formation of professional competence in all kinds of educational activities to be implemented in the process of higher education: academic, social, educational, scientific research, when professional competence acts as product of integrating personal needs of students and professional spheres of their realization meaningful for the Arctic areas.
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