Practice of Teachers’ Training on the Basis of the Ideas of Cultural and Historical Psychology of L. S. Vygotsky
In Russia, new standards of education, which are built in many respects on the basis of the ideas of cultural and historical psychology, are accepted. It is natural that there has occurred a question of modernization of vocational training of the teacher who would not simply listen to or read about these ideas, but would work out their practical way of realization in their everyday practice, self-reflect this experience, embody trial action with children, and selfreflect it again. As the basic ideas of L. S. Vygotsky and his school of sciences, the basis of the concept of modernization of pedagogical education was formed through the following concepts: the development as mastering the culture; the concept of age and logics of an age periodization; a ratio of training and development in a zone of the next development; the change of a social situation of development and crises of a growing; the roundabout ways of development; the causal biography; cultural mediation of the development of the highest mental functions; etc. The fundamental principles of modernization of pedagogical education are the following: logics of creation of education "from an action to a thought" (a practical action with its video fixing – the criteria analysis of this action – the development of the theory describing action mechanisms – the following level of practical action) and social constructivism as the leading way of activity in the situation of uncertainty and variability. The experience of introduction of this model (about 2000 people) within three years has shown its efficiency.
Asmolov, A. G. (2002). Psychology of the personality: principles of the all-psychological analysis. Moscow: "Sense", "Academy".
Asmolov, A. G. (2012). Education optics: Sociocultural prospects. Moscow: Education.
Asmolov, A. G. (2013). Variable education in the changing world: sociocultural prospect (theses about what to be to elementary school). Science and Education, 8(107), 3–13.
Asmolov, A. G., Burmanskaia, G., Volodarskaia, I., Karabanova, O. A., Salmin, N. G., & Molchanov, S. V. (2008). Kak proektirovat’universal’nye uchebnye deystviya v nachal’noy
shkole: ot deystviya k mysli [how to project universal educational actions at elementary school: from action to a thought]. Moscow: Education.
Asmolov, A. G., & Kudryavtsev, V. T. (2016). Preschool education in the mode of innovations. (1).
Bulin-Sokolov, E. I., & Obukhov, A. S. (2015). Reflexive and activity model of training of the teacher for formation of the future. Science and School(6), 22–27.
Bulin-Sokolov, E. I., Obukhov, A. S., & Semenov, A. L. (2014). Future pedagogical education. Direction of the movement and first practical steps. Psychological science and education, 19(3), 207–226.
Davydov, V. V. (1996). The theory of the developing training. Moscow: Intor.
Dubrovina, I. V. (2013). L. s. vygotsky’s ideas about the maintenance of children’s practical psychology. Psikhologicheskaya Nauka I Obrazovaniye [Psychological Science and
Elkonin, D. B. (1998). Development of an oral and written language of pupils / Under the editorship of V. V. Davydov. Moscow: INTOR.
Elkonin, D. B. (2001). Psychology of development of the person. Moscow: Aspect Press Publisher.
Ftenakis, V. (2015a). Need of changes: early education in the modern world. Obrazovatelnayapolitika, 4(70), 101-120.
Ftenakis, V. (2015b). With - designing: metodiko-didactic approach without passive participants. modern preschool education. Theory and practice, 2(54), 58–65.
Fthenakis, W. E. (2003). Zur neukonzeptualisierung von bildung in der frühen kindheit. In W. E. Fthenakis (Ed.), Elementary education according to pisa. how children’s day centers can become educational institutions (pp. 18–37). Freiburg: Herder.
Galperin, P. Y. (1985). Methods of training and intellectual development of the child. Moscow: Publishing house MPSU.
Golenkova, Z. T., & Igitkhanyan, E. D. (1999). Processes of integration and disintegration in social structure of the russian society. Sociological researches.(9), 27–34.
Karpov, Y. (2005). The neo-vygotskian approach to child development. Cambridge: Cambridge University Press.
Lovyagin, S. A. (2014). How to make so that at school there were more good teachers of physics, chemistry and biology. Management of school(4), 23-24.
Markova, A. K. (1993). Psychology of work of the teacher: Book for the teacher. Moscow: Education.
Mukhina, B. C. (1999). Phenomenology of development and life of the personality: Chosen psychological works. Moscow: Moscow psychological-social institute, Voronezh: NPO
Obukhov, A. S. (2015). Development of research activity of pupils. 2nd prod., republished. and additional. Moscow: National Book Center.
Poddiakov, A. N. (2006). Research behavior: strategy of knowledge, help, counteraction, conflict. 2nd prod., and additional. Moscow: PER SE.
Poddiakov, A. N. (2015). Training psychology in the conditions of novelty, complexity, uncertainty. Psychological researches. Online magazine., 8(40), 6.
Saeednia, Y. (2011). Self-directed learning among children of ages nine to eleven in tehran: Generating a persian version of sdlr-abe. US-China Educational Review, 8(12), 94–100.
Sakharov, T. N. (2016). The collection of reports on results of a scientific and practical conference “the person in the world of uncertainty: methodology of cultural and historical knowledge”, dated for L. S. Vygotsky’s 120 anniversary. Moscow: MPGU.
Savenkov, A. I. (2006). Psychological bases of research approach to training. Moscow: Axis-89.
Semenov, A. L. (2004). A modern course of mathematics and informatics at school. Questions of education(1), 103-118.
Troitsky, T. S. (2004). Literary education of younger school students. communicative and activity approach: Monograph. Moscow: Mnemozina.
Tulmin, P. (1981). Mozart in psychology. Philosophy questions(10), 127-137.
Ushinsky, K. D. (1867). Person as education subject. Volume I. SPb.
Ushinsky, K. D. (1869). Person as education subject. Volume II. SPb.
Vygotsky, L. S. (1960). The development of higher mental functions. Moscow: Publishing house of RSFSR.
Vygotsky, L. S. (1966). Lectures on pedology. Izhevsk: Publishing house Udmurt un-that.
Vygotsky, L. S. (1972). Structural psychology. Moscow: MSU.
Vygotsky, L. S. (1982). Collected works in 6 volumes. Vol. 2. Moscow: Pedagogika.
Vygotsky, L. S. (1983a). Collected works in 6 volumes. Vol. 3. Moscow: Pedagogika.
Vygotsky, L. S. (1983b). Collected works in 6 volumes. Vol. 5. Moscow: Pedagogika.
Vygotsky, L. S. (1984). Collected works in 6 volumes. Vol. 4. Moscow: Pedagogika.
Vygotsky, L. S. (1991). Pedagogical psychology / Under the editorship of V. V. Davydov. Moscow: Pedagogics.
Vygotsky, L. S. (1995). Defectology problems. Moscow: Education.
Vygotsky, L. S. (1996). Training and development at preschool age. Moscow: Publishing house of Shalva Amonashvili.
Vygotsky, L. S. (2001). Lectures on pedology. Izhevsk: Publishing house Udmurt un-that.
Yamburg, E. A. (2014). What the new professional standard of the teacher will bring to the teacher? Moscow: Education.
Zankov, L. V. (1985). Chosen pedagogical works. Moscow: Publishing house of Pedagogics.
Zaretsky, V. K. (2001). About reflexive and activity pedagogics. In V. K. Zaretsky & M. M. Gordon (Eds.), Summer school for children with features of development in nytvensky district: experience from 1996 to 2001 (pp. 29–41). Nytva.
Zaretsky, V. K. (2007). Zone of the proximal development: about what vygotsky hasn’t managed to write. . . . Cultural and historical psychology(3), 96–104.
Zuckerman, G. A. (1980). Formation of educational activity in the collective distributed form (on material of experimental training of the native language at elementary school) (PhD dissertation). Moscow State University of Psychology and Education.
Zuckerman, G. A., & Polivanova, K. N. (2003). Introduction to school life. program of adaptation of children to school. 2nd prod. Moscow: Genesis.