Margolis Arkady , Acting Rector MSUPE

1. Margolis Arkady, Acting Rector MSUPE

3. Problem: Necessity to transfer and reconstruct mediated activity

4. Tools of activity and Knowledge Learning as acquisition of tools Tools Knowledge Knowledge for activity Tools

5. Learning vs. Activity 1. 2. 3. Genetic model: From beginning up to 17 th century Learning ___TA____ Knowledge Activity Learning/ Knowledge Application model Activity Learning/ Knowledge Activity No-tools, meaningless model, modern education

6. Teachers Professional Knowledge & Teacher Activity (Teaching) As and kind of activity we can identify two types or levels of teacher activity (teaching):

7. Structure of teacher’s knowledge Dynamics of knowledge – formation Concept of PCK (L. Shulman, 1983)

8. Dynamics of teachers knowledge formation (P. Smagorinsky, P. Grossman) Development of children conceptions as analogy for development of professional knowledge. Collections, associations not, complexes, pseudo concepts, concepts. Different levels of generalizations in professional concept. Teachers are different not because of their age or experience but due to difference in their way of professional thinking. V. Davydov: Empirical way of thinking vs Theoretical professional thinking.

9. Dynamics of components Separate elements salad muss. Graduate teacher early specialist expert.

10. Limitations of PCK – approach: 1. Absence of dynamics. 2. Specific way of components integration. 3. Values, beliefes disintegration from cognitive components. Development: 1. Dynamics. 2. Components integration in specific way of concept formation stages. 3. Personal teacher theory as a unity of cognitive – values/beliefs integration.

11. Personal pedagogical theory as a professional tool (containing knowledge), mediating teaching, base of decision making.