Considering systemic changes in education there is a need to find new approaches, techniques, methods and forms of training teachers and include informal education resources within the system of additional vocational education. Informal education can be presented in various ways. Firstly, informal education is an open, variable system able tp respond quickly to the professional needs of an adult. Secondly, it is a special kind of communicative activity with macro, meso, and micro levels. Thirdly, it is a kind of individual course in further training, considering the professional «shortage» of teachers. Here we consider a particular model for including informal education in the system of additional vocational training, namely, internship sites. In this context, an internship site is a specially organized temporary subsystem of an educational institution for implementing additional vocational training programs, carrying out further educational activities, with all the necessary resources and conditions, and organized in cooperation with companies specializing in different particular areas. The authors have considered various approaches to internship programs in specific educational institutions, including module approach, system and activity approach, self-guided training, professional experience transformation, communicative partnership and cooperation. The paper describes various methods used in additional vocational training and informal education, incluing teaching techniques for out-of-job training, on-the-job training, combined teaching out-of-job and on-the-job training. The author offers to use competence-based tasks which must be focused on certain social or professional role, must be professionally-oriented and must have a description of conditions for the future activity, and at the same time must serve as a powerful support for the system of informal education. In addition, one should consider various festivals, moderation workshops, seminars, webinars, open lessons, master classes, remote learning technologies, case-studies, contextual learning technologies, debates, coaching, frame-based techniques, controlling technologies, modular technologies, and other techniques as valiable informal education resources applied in further training of teachers.
About the autors:
Vladimir Vasilievich Afanasev, Doctor of Pedagogical Sciences, Professor, University Department of Theory and History of Education; Olga Anatolievna Ivanova, Doctor of Pedagogical Sciences, Professor, Department of Professional Development of Teachers
Place of employment:
Moscow City Pedagogical University
e-mail: firstname.lastname@example.org; e-mail: email@example.com
Text of scientific work: (PDF format)
additional vocational training; informal education; resource support; inclusion models