TEACHER TRAINING IN ENGINEERING EDUCATION: SEARCH FOR NEW PEDAGOGICAL APPROACHES

The paper consists of the description of the ERASMUS+ Capacity Building for Higher Education just starting a project (# 586060-EPP-1-2017-1-RO-EPPKA2-CBHE-JP). The name of the project is "Excellence in Engineering Education through Teacher Training and New Pedagogic Approaches in Russia and Tajikistan".

The Introduction describes main activities in the framework of the project and key universities from EC, Russia and Tajikistan taking part in this project. The basic concepts are competence and learning outcomes approach, teacher paradigm, EU priorities in improving teacher quality and teacher education, common European framework, TUNING methodology, different approaches to competence descriptors.

The first section has a description of the Online Platform which will be developed for the needs of the project and which will unite the teams from the universities. The results of the necessary equipment analysis for such development included too. It is so important thing for the project because the Online Platform will be created and put on as a first project milestone in the first four months of project life as an important and ongoing communication hub and as a tool for preparation, development, quality, management, sustainability and dissemination of project outcomes.

The second important project milestone is a consortium university academic staff who will make a draft methodology for the monitoring of Russian and Tajikistan practices in teaching engineering disciplines and teacher enhancement approaches. The paper describes a method of material's searching on the styles of teaching nowadays in Russia and Tajikistan as well as the teaching established in Partner Countries will be examined.

The results of Russian and Tajikistan practices' monitoring in teacher training and competence enhancement (with focus on teaching engineering disciplines) are the content of the third section of the paper. The attention of the monitoring was focused on pedagogical methodology and self-assessment.