The Project of the Research Master’s Degree Program in the Education Sphere
DOI:
https://doi.org/10.15290/eejtr.2020.04.01.04Słowa kluczowe:
master degree program, research magistracy in education, scientific paradigms, research programs, field approach, structural psychoanalysis, interdisciplinary studies in educationAbstrakt
The focus of the project undertaken is to comprehend, what is the research magistracy in education in the twenty-first century. Since the 1990s, when the master’s level of training first appeared in the Russian education system, a search was made for its place and role in the system of training highly qualified personnel for the education system. The central problem of the current stage of the master education development is a triple conjunction: understanding the relationship between research and educational activities; the reflection of the contexts, conditions and limitations of research activity in the field of education; and the creation of new research programs based on humanitarian discourses in the second half of the twentieth century. The conceptual foundations of the project were built in connection with the ideas of T. Kuhn’s “scientific paradigms” and I. Lakatos’s “research programs”, which made it possible to establish a correspondence between different educational values and the type of research practices; the field approach of P. Bourdieu, which allows the models and resources of research activity to be structured; and structural psychoanalysis by J. Lacan, which provides a new look at research activity. As a result of the article, a generalized image of the developed master’s program “Interdisciplinary Studies in Education” is formulated.
Pobrania
Bibliografia
Afdal, H. W., & Spernes, K. (2018). Designing and redesigning research-based teacher education. Teaching and Teacher Education Volume, 74, 215-228. https://doi.org/10.1016/j.tate.2018.05.011.
Bajdenko, V. I. (2009a). Bolonskiye preobrazovaniya: problemy i protivorechiya (stat’ya chetvertaya) [Bologna transformations: problems and contradictions (article four)]. Vysshee obrazovanie v Rossii, 11, 26–40. Retrieved from http://vovr.ru/upload/Baidenko11–09.pdf.
Bajdenko, V. I. (2009b). Monitoringovoye issledovaniye Bolonskogo protsessa: nekotoryye rezul’taty i vzglyad v budushcheye [Monitoring study of the Bologna process: some results and a look into the future (article one)]. Vysshee obrazovanie v Rossii, 7, 147–155. Retrieved from http://vovr.ru/upload/Baidenko7–09.pdf.
Bajdenko, V. I. (2009c). Mnogoplanovyy i sistemnyy kharakter Bolonskogo protsessa (stat’ya vtoraya) [The multifaceted and systemic nature of the Bologna process (second article)]. Vysshee obrazovanie v Rossii, 9, 120–132. Retrieved from http://vovr.ru/upload/Baidenko9–09.pdf.
Bourdieu, P. (2001). Prakticheskiy smysl [Practical meaning]: (A.T. Bikbov, K.D. Voznesenskaya, S.N. Zenkina & N.A. Shmatko, Trans.). St. Petersburg: Aletheia. (Original work published 1980). Retrieved from http://yanko.lib.ru/books/cultur/bourdieu-praktich_smusl-8l.pdf.
Bourdieu, P. (2005). Pole nauki [Field of science]. In N.A. Shmatko (Ed.), Sociologos 2005. Sotsiologiya pod voprosom. Sotsial’nyye nauki v poststrukturalistskoy perspektive [Sociologos 2005. Sociology in doubt. Social sciences in a post -structuralist perspective] (pp. 15–56). Moscow: Praxis, Institute of Experimental Sociology.
Brew, A., & Saunders, C. (2020). Making sense of research -based learning in teacher education. Teaching and Teacher Education, 87, 102935. https://doi.org/10.1016/j.tate.2019.102935.
Buntova, E.V. (2019). Sozdaniye uchebnogo kursa programmy magistratury [Creation of a Master’s Program Curriculum]. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences, 3(1), 1–8. https://doi.org/10.21603/2542–1840-2019–3-1–1-8.
Churkin, M.K., & Churkina, N.I. (2018). Organizatsiya nauchno -issledovatel’skoy deyatel’nosti v magistrature po profi lyu “istoricheskoye obrazovaniye”: real’nost’ i perspektivy [Organization of research activities in the magistracy in the fi eld of “historical education”: reality and prospects]. Gumanitarnyye issledovaniya, 4(21), 150–153. Retrieved from https://cyberleninka.ru/article/n/organizatsiya-nauchno-issledovatelskoy-deyatelnostiv-magistrature-po-profilyu-istoricheskoe-obrazovanie-realnost-i-perspektivy/viewer.
Dobber, M., Akkerman, S.F., Verloop, N., & Vermunt, J.D. (2012). Student teachers’ collaborative research: Small -scale research projects during teacher education. Teaching and Teacher Education, 28(4), 609–617. https://doi.org/10.1016/j.tate.2012.01.009.
Evans, D. (1996). An Introductory Dictionary of Lacanian Psychoanalysis. London: Tavistock Routledge.
Fedorova, N.M., & Churkina, N.I. (2016). Organizatsiya nauchno -issledovatel’skoy deyatel’nosti studentov magistratury v setevom formate [Organization of research activities of graduate students in a network format]. Vestnik Sibirskogo Instituta Biznesa i Informatsionnykh Tekhnologiy, 4(20), 161–165. Retrieved from https://cyberleninka.ru/article/n/organizatsiya--nauchno-issledovatelskoy-deyatelnosti-studentov -magistratury-v-setevom-formate.
Fielding, M. (2001) Students as Radical Agents of Change. Journal of Educational Change, 2, 123–141. http://dx.doi.org/10.1023/A:1017949213447.
Friedman, J. (2000). Dictionary of Business Terms. Hauppauge, NY: Barron’s Educational Series, Inc.
Gitlin, A., Barlow, L., Burbank, M.D., Kauchak, D., & Tracy Stevens. (1999). Pre -service teachers’ thinking on research: implications for inquiry oriented teacher education. Teaching and Teacher Education, 15(7), 753–769. https://doi.org/10.1016/s0742–051x(99)00015–3.
Gosudarstvennyy Komitet Rossiyskoy Federatsii po Vysshemu Obrazovaniyu Postanovleniye No. 42 “Ob utverzhdenii Polozheniya o magisterskoy podgotovke (magistrature) v sisteme mnogourovnevogo vysshego obrazovaniya Rossiyskoy Federatsii” [Regulation of the State Committee of the Russian Federation on Higher Education No. 42 “On approval of Regulations on Master’s training (Master’s degree) in the system of multilevel higher education of the Russian Federation”] (1993, August 10).
Guseva, I.A. (2012). Nauchnaya magistratura: mechta ili real’nost’? [Master of Science: Dream or Reality?]. Vysshee obrazovanie v Rossii, 2, 9–17. Retrieved from http://vovr.ru/upload/2–12.pdf.
Hajrutdinov, R.R. (2019). Pedagogicheskoye proyektirovaniye magistratury v sovremennom vuze [Pedagogical design of a magistracy in a modern university]. Kontsept, nauchno -metodicheskiyelektronnyy zhurnal, 5, 1–10 https://doi.org/10.24411/2304–120X–2019 -11033.
Ivanova, N.A. (2012). P’yer Burd’ye o nauke kak pole simvolicheskogo proizvodstva i roli habitus’a v nem [Pierre Bourdieu on science as a fi eld of symbolic production and the role of habitus in it]. Vestnik Tomskogo Gosudarstvennogo Universiteta: Filosofi ya. Sotsiologiya.Politologiya, 4–1(20), 206–219. Retrieved from https://cyberleninka.ru/article/n/pier-burdie-o-nauke-kak-pole-simvolicheskogo-proizvodstva-i-roli-habitusa-v-nem.
Kay, J., Dunne, E., & Hutchinson, J. (2010). Rethinking the Values of Higher Education: Students as Change Agents? Gloucester, UK: Quality Assurance Agency for Higher Education. Retrieved from https://dera.ioe.ac.uk/1193/1/StudentsChangeAgents.pdf.
Koncepciya dolgosrochnogo social’no -ekonomicheskogo razvitiya Rossijskoj Federacii na period do 2020 goda. Utverzhdena rasporyazheniem Pravitel’stva Rossiyskoy Federatsii No. 1662-r. [Concept for the Long -Term Development of Russia for the Period to 2020 approved by the order of the Government of the Russian Federation No. 1662-r] (2008, November 17).
Kuhn, T. (1977). Struktura nauchnykh revolyutsiy [The structure of scientifi c revolutions]. Moskva: Publishing house Progress. Retrieved from http://www.biometrica.tomsk.ru/Kuhn.pdf.
Lakatos. I . (2008). Izbrannyye proizvedeniya po fi losofi i i metodologii nauki [Selected Works on Philosophy and Methodology of Science]. Moscow: Akademicheskiy Proyekt, Triksta. Retrieved from https://vk.com/doc4605748_437158503.
Lebedeva, L.I. (2010). Magistratura v sisteme postdiplomnogo obrazovaniya [Master in Postgraduate Education]. Universum: Vestnik Gercenovskogo universiteta, 11(85), p. 55. Retrieved from https://lib.herzen.spb.ru/media/magazines/contents/2/2010_11/lebedeva_11_10_55.pdf.
Margolis, A.A., & Safronova, M.A. (2018). Itogi kompleksnogo proyekta po modernizatsii pedagogicheskogo obrazovaniya v Rossiyskoy Federatsii (2014—2017 gg.) [The Project of Modernization of Teacher Education in the Russian Federation: Outcomes 2014–2017]. Psikhologicheskaya nauka i obrazovaniye, 23(1), 5–24. https://dx.doi.org/10.17759/pse.2018230101.
Munte, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education Volume, 46, 17–24. https://doi.org/10.1016/j.tate.2014.10.006.
Naumova, E.I. (2015). Kontseptsiya diskursov Lakana: znaniye, nauka, universitet [The concept of Lacan’s discourses: knowledge, science, university]. Vestnik Leningradskogo Gosudarstvennogo Universiteta imeni A.S. Pushkina, 3(2), 36–44. Retrieved from https://lengu.ru/download/80269.
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131–142. https://doi.org/10.1016/j.tate.2014.07.006.
Nikulina, E.G. (2014). Issledovaniye izmeneniy v podgotovke magistrov obrazovaniya v Rossii s 1992 goda po nastoyashcheye vremya [Studies of changes in the preparation of Masters of Education in Russia from 1992 to the present]. Internet -zhurnal «Naukovedenie», 3, 1–22. https://naukovedenie.ru/PDF/41PVN314.pdf.
Osipov, V.S. (2017). Paradigma prava i yuridicheskoye nauchnoye soobshchestvo (na osnove kontseptsii Tomasa Kuna) [The paradigm of law and the legal scientifi c community (based on the concept of Thomas Kuhn)]. Vestnik Ekonomicheskoj Bezopasnosti, 4, 37–45. Retrieved from http://mosumvd.com/izdatelskaya-deyatelnost/periodicheskie-izdaniya/vestnik--ekonomicheskoy-bezopasnosti-mvd-rossii/polnotekstovye-nomera-zhurnalov-s-2014-g-full--text-editions-of-journals-since-2014-/2017-god/2017–04_VEB.pdf.
Postanovlenie Pravitel’stva Rossiyskoy Federatsii No. 940 “Ob utverzhdenii gosudarstvennogo obrazovatel’nogo standarta vysshego professional’nogo obrazovaniya” [Decree of the Government of the Russian Federation No. 940 “On approval of the state educational standard of higher professional education”] (1994, August 12).
Postanovleniye Minnauki RF No. 13 “O vvedenii mnogourovnevoy struktury vysshego obrazovaniya v Rossiyskoy Federatsii” [Resolution of the Ministry of Science of the Russian Federation No. 13 “On the introduction of a multilevel structure of higher education in the Russian Federation”] (1992, March 13).
Prikaz Ministerstva obrazovaniya i nauki Rossiyskoy Federatsii No. 62 “Ob obrazovatel’noj programme vysshego professional’nogo obrazovaniya specializirovannoj podgotovki magistrov” [Order of the Russian Ministry of Education and Science No.62 “On the educational program of higher professional education of specialized training for masters”] (2006, March 22).
Prikaz Ministerstva Truda i Sotsial’noy Zashchity Rossiyskoy Federatsii No. 544n “Ob utverzhdenii professional’nogo standarta” Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego obshchego obrazovaniya) (vospitatel’, uchitel’) “(s izmeneniyami i dopolneniyami) [Order of the Ministry of Labour and Social Protection of the Russian Federation No. 544n “On the approval of the professional standard” Teacher (pedagogical activity in the fi eld of preschool, primary general, basic general, secondary general education) (educator, teacher) “(as amended)] (2013, October 18).
Puustinen, M., Säntti, J., Koski, A., & Tammi, T. (2018). Teaching: A practical or research -based profession? Teacher candidates’ approaches to research -based teacher education. Teaching and Teacher Education Volume 74, 170–179. https://doi.org/10.1016/j.tate.2018.05.004.
Rasporyazhenie Pravitel’stva RF No.2227-r. “Strategiya innovacionnogo razvitiya Rossijskoj Federacii na period do 2020 goda” [Order of the Government of the Russian Federation No. 2227-r “Strategy of innovative development of the Russian Federation for the period to 2020”] (2011, December 8).
Safronova, M.A., & Bysik, N.V. (2014). Opisaniye proyekta modernizatsii pedagogicheskogo obrazovaniya [Description of the project for the modernization of teacher education]. Psihologicheskaya nauka i obrazovanie, 19(3), 78–86. Retrieved from https://psyjournals.ru/files/71573/pno_3_2014_safronova.pdf.
Senashenko, V., & Komissarova, N. (1995). Magistratura v Rossiyskikh vuzakh [Master Degree Programs in Russian Higher Schools]. Vysshee obrazovanie v Rossii, 2, 103–111. Retrieved from http://vovr.ru/upload/1995.zip.
Senashenko, V.S. (1993). Magistratura: vtoroye rozhdeniye [Master Degree Education: The Second Birth]. Vysshee obrazovanie v Rossii, 3, 92–99. Retrieved from http://vovr.ru/upload/1993.zip.
Sinicyna, G.P., & Churkina, N.I. (2015). Issledovatel’skaya deyatel’nost’ v magistrature: novyye zadachi, podkhody i soderzhaniye [Research activities in the magistracy: new tasks, approaches and content]. Sovremennye problemy nauki i obrazovaniya, 4. Retrieved from http://science-education.ru/pdf/2015/4/10.pdf.
Vaganova, O.I., Kutepova, L.I., Trutanova, A.V., Gladkova, M.N., & Gladkov, A.V. (2017). Organizatsiya issledovatel’skoy deyatel’nosti magistrantov v elektronnoy srede [Organization of research activities of undergraduates in the electronic environment]. Mezhdunarodnyj zhurnal prikladnyh i fundamental’nyh issledovanij, 4–2., 429–431; Retrieved from https://applied-research.ru/pdf/2017/4–2/11487.pdf.
Vakan, L. (2007). Sotsiologiya obrazovaniya P. Burd’ye [Sociology of Education P. Bourdieu]. Sotsiologicheskiye issledovaniya, 6, 93–101. Retrieved from: http://ecsocman.hse.ru/data/859/634/1219/Vakan_11.pdf.
Vesmanov, S.V., Vesmanov, D.S., Zhadko, N.V., Akopyan, G.A., Istochnikov, V.V., & Shevchenko, P.V. (2015). Model’ issledovatel’skoy magistratury: itogi aprobatsii novykh moduley osnovnykh obrazovatel’nykh programm v Moskovskom gorodskom pedagogicheskom universitete [Model of the research master program: results of testing the new modules of basic educational programs in the Moscow City Teacher Training University]. Psikhologicheskaya nauka i obrazovaniye. 7(4), 1–11.
Vorob’ev, D.V. (2016). Konventsionalizm i instrumentalizm v svete teorii nauchno -issledovatel’skikh programm Imre Lakatosa [Conventionalism and instrumentalism in the light of the theory of research programs by Imre Lacatos]. Filosofi ya nauki i tekhniki, 21(2). 97–110. https://doi.org/10.21146/2413–9084-2016–21-2–97-110.
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre -service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 76, 126–139. https://doi.org/10.1016/j.tate.2018.08.012.
Yogev, S., & Yogev, A. (2006). Teacher educators as researchers: A profi le of research in Israeli teacher colleges versus university departments of education. Teaching and Teacher Education, 22(1), 32–41. https://doi.org/10.1016/j.tate.2005.07.009.
Pobrania
Opublikowane
Numer
Dział
Licencja
Prawa autorskie (c) 2020 Eastern European Journal of Transnational Relations
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.
1. The Author declares that he or she has created the written work and holds exclusive and unlimited copyright /both moral and property rights/ and guarantees that no third parties have rights to the work.
2. In the view of the Copyright and Related Rights Act, a work must fulfill the following criterion:
a) be a manifestation of creative work,
b) have an individual character („author’s personal stamp”),
c) have a set form.
3. The Author declares that the text has not been previously published (under the same or different title, or as a part of another publication).
4. The Author allows (grants a non-exclusive license) the publishing house of University of Białystok to use the scholarly text to:
- preserve and multiply by means of any technique; save in a digital form with no limitations as to the manner and form of digital preservation;
- upload online with no limitations as to the place and time of access.
5. The Author grants consent for editorial changes made in the work.
6. The Author grants the University of Białystok rights free of charge for the duration of property copyright with no territory limits. The University has the right to grant sublicenses in the acquired rights.
7. Granting a non-exclusive license allows the Author to preserve their rights and allows other parties to make use of the work according to sublicensing agreement with provisions identical as those of Attribution 4.0 Internacional License (CC BY 4.0), available online at: https://creativecommons.org/licenses/by/4.0/. License to all its content published from 2023 and CC BY-NC-ND 4.0 to all its content published from 2017 to 2022.
8. The Agreement has been concluded for an indefinite period of time.
9. Because of costs born in preparation of the work for publishing, the Parties oblige themselves to act in good faith and refrain from declining to grant licenses.
10. To all matters not settled herein, provisions of the Civil Code and Copyright and Related Rights Act of 1994, February 4 shall apply.
11. All disputes shall be resolved by a court of local jurisdiction for the place of seat of University of Białystok.
