Pedagogical excellence in the focus of research at Russian universities

Abstract

The article presents the results of systematizing the subject areas of psychological and pedagogical researches in 2016-2020, dedicated to generalizations of the reflexively advanced Russian pedagogical practice in the context of the competence characteristics of pedagogical skills accentuation. We analyzed reports on the activities of scientific centers of the Russian Academy of Education, materials of scientific conferences and publications in the reference area of large Russian universities, as well as the regulations of pedagogical excellence competitions. To describe the concept of pedagogical excellence as a theoretical concept, the general orientation of the ideas of the most authoritative authors in psychological and pedagogical science was synthesized: pedagogical excellence is the highest level of a teacher’s ability to involve students in joint educational activities to achieve the planned results of development, education and training. The main vectors of differentiation of scientific directions are determined, based on: 1) a personality-oriented model of the teacher formation in the conditions of modern Russian education transformations; 2) the pragmatic and technological model of the pedagogical excellence formation. Interdisciplinary studies are identified as promising, integrating a personality-oriented approach and elements adapted to Russian conditions: 1) western technological pedagogical approaches, 2) the experience of Soviet pedagogy.