| 000 | 04998nla2a2200601 4500 | ||
|---|---|---|---|
| 001 | 656248 | ||
| 005 | 20231030041419.0 | ||
| 035 | _a(RuTPU)RU\TPU\network\22683 | ||
| 035 | _aRU\TPU\network\22681 | ||
| 090 | _a656248 | ||
| 100 | _a20171103a2017 k y0engy50 ba | ||
| 101 | 0 | _aeng | |
| 105 | _ay z 100zy | ||
| 135 | _adrgn ---uucaa | ||
| 181 | 0 | _ai | |
| 182 | 0 | _ab | |
| 200 | 1 |
_aPeer Mentoring as a Professional Test for Trainee Teachers in the Sphere of Deviant Behavior Prevention of Minors _fL. G. Smyshlyaeva [et al.] |
|
| 203 |
_aText _celectronic |
||
| 225 | 1 | _aEducational Environments | |
| 300 | _aTitle screen | ||
| 320 | _a[References: 13 tit.] | ||
| 330 | _aThe article contains materials on peer mentoring as a professional test for trainee teachers. The specificity of a professional and pedagogical test action in the sphere of deviant behavior prevention of minors is identified. Modern peculiarities of peer mentoring as a practice of professional pedagogical activities are highlighted. The role of pedagogical practice in construction acme-oriented system of interaction between trainee teacher and children and teenagers including those from dysfunctional families is described. The possibilities of a professional test are presented as means of implementation the acme potential of educational process in Pedagogical Higher Educational Institution. Empirical research data is given needed for designing a model of organization peer mentoring practices based on the mainstreaming of idea about professional tests. | ||
| 330 | _aThe resource of peer mentoring is presented as a form of professional test implementing for trainee teachers. An author's vision for the creation of a space model is set to implement professional tests of the trainee teachers through peer mentoring in the sphere of deviant behavior prevention of minors. It has been proved that the most important tasks which actualize acme resource of professional test in teachers' training for the deviant behavior prevention of minors are: get acquainted students with peculiarities of demonstration deviant forms of behavior; assisting them in professional self-determination (orientation of the activities - prevention and correction of various deviations); development of motivation for professional social and pedagogical activities in accordance to the priorities of self-implementation. It has been shown that for these tasks to be solved successfully it is necessary to ensure: diversification of professional tests forms (its diversity, variations); individualization of professional tests; construction of smooth mechanisms for consultation and mentoring in the execution of professional tests; emphasizing objectives and content of pedagogical practices in the context of professional tests' implementation. | ||
| 333 | _aРежим доступа: по договору с организацией-держателем ресурса | ||
| 461 | _tAdvances in Intelligent Systems and Computing | ||
| 463 | 0 |
_0(RuTPU)RU\TPU\network\22542 _tVol. 677 : Linguistic and Cultural Studies: Traditions and Innovations, (LKTI 2017) _oXVIIth International Conference, October 11-13, 2017, Tomsk, Russia _o[proceedings] _fNational Research Tomsk Polytechnic University (TPU) ; eds. A. Yu. Filchenko, Zh. S. Anikina _v[P. 37-43] _d2017 |
|
| 610 | 1 | _aэлектронный ресурс | |
| 610 | 1 | _aтруды учёных ТПУ | |
| 610 | 1 | _apeer mentoring | |
| 610 | 1 | _aprofessional test | |
| 610 | 1 | _ateacher | |
| 610 | 1 | _aacme | |
| 610 | 1 | _aminors | |
| 610 | 1 | _achildren | |
| 610 | 1 | _ateenagers | |
| 610 | 1 | _aprevention | |
| 610 | 1 | _adeviant behavior | |
| 610 | 1 | _aнаставничество | |
| 610 | 1 | _aтесты | |
| 610 | 1 | _aподростки | |
| 610 | 1 | _aдевиантное поведение | |
| 610 | 1 | _aучителя | |
| 701 | 1 |
_aSmyshlyaeva _bL. G. _cLinguist _cProfessor of Tomsk Polytechnic University, Doctor of pedagogical sciences _f1970- _gLarisa Germanovna _2stltpush _3(RuTPU)RU\TPU\pers\39765 |
|
| 701 | 1 |
_aDemina _bL. S. _gLyudmila |
|
| 701 | 1 |
_aShelekhov _bI. L. _gIgor |
|
| 701 | 1 |
_aNasonov _bD. B. _gDmitrij |
|
| 701 | 1 |
_aKravchenko _bO. I. _gOksana |
|
| 701 | 1 |
_aKalinina _bS. S. _cSociologist _cSpecialist on educational and methodical work of Tomsk Polytechnic University _f1983- _gSvetlana Sergeevna _2stltpush _3(RuTPU)RU\TPU\pers\39766 |
|
| 712 | 0 | 2 |
_aНациональный исследовательский Томский политехнический университет (ТПУ) _bЭнергетический институт (ЭНИН) _bКафедра иностранных языков энергетического института (ИЯЭИ) _h6734 _2stltpush _3(RuTPU)RU\TPU\col\18680 |
| 712 | 0 | 2 |
_aТомский государственный университет (ТГУ) _2stltpush _3(RuTPU)RU\TPU\col\397 |
| 801 | 2 |
_aRU _b63413507 _c20171227 _gRCR |
|
| 856 | 4 | _uhttps://doi.org/10.1007/978-3-319-67843-6_5 | |
| 942 | _cCF | ||