Kazan Federal University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 7576-7582
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0665
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
In spite of the measures taken by the state, children are still among the most unprotected groups of the population. The article presents the legal status of the members of educational process; skills and techniques of the activities directed to protect and provide the rights of the child in the setting of modern school environment in the Republic of Tatarstan. In the given context the training of students – of the future teachers is regarded from the perspective of systematic approach to the research of the problem of training, disclosing the subject matter, contents and technological environment. Commitment of a future teacher in the provision of the rights of the child at school, is seen by us as integral, comprehensive education, representing multilevel structure, which is composed of behavioral, sensuous, intellectual processes and the system of functional, professionally significant and personal qualities, allowing to organize effectively the provision and protection of children’s rights in comprehensive schools. The analysis of academic literature, practices in implementing the rights of the child in general educational establishments has confirmed, that one of the main factors impeding a fuller implementation of children’s rights is a low level of legal culture of all participants in educational process. The article deals with structural and content-related characteristics of future teachers’ commitment in the provision of the rights of the child; pedagogical conditions of future teachers’ training in the provision of the rights of the child, the techniques of training future teachers for the provision of children’s rights, including interactive and training techniques.To check the hypothesis a complex of diverse and complementary methods was used - theoretical- the analysis of literature, of regulatory, legal, guidelines and procedures working documents and materials of administrative and procedural character on the issue of the research, study and generalization of innovative pedagogical experience, analysis, synthesis;- empirical - overt observation, ascertaining and formative pedagogical experiment, questionnaires, testing, interviews, discourse, study of the results of academic and extracurricular activities of students as well as methods of mathematical statistics. The research was carried out on the base of the Institute of Philology and Intercultural Communication named after L.N. Tolstoy of Kazan Federal University, in the Lyceum named after N.I. Lobachevsky of KFU, Gymnasium 7 of Kazan City. As part of the study we used a brainstorm technique “Right to Education”. The complex of lessons on the right of the child included: practical lesson “I and my rights”, lesson-project: “World of Law and I in it”, lessons-games “Law Egghead”, lessons-competitions, conducted in 5-9 classes. . experiment carried out the comparison of the indicators of formedness of cognitive, value-oriented and behavioural components, which mostly reflected the commitment of a future teacher to secure a child at school. The dynamics in the rise of readiness of students in implementation of children’s rights we have carried out in the course of the experiment through games, case-method, brainstorming, discussion, solving problem situations, casus evaluation, which acted in the form of imitation of subject and social content of professional activity.
Teaching methods, commitment of a teacher, provision, interaction.