Apprenticeship in Secondary Vocational Schools during the Economic Modernization in Late Imperial Russia. Part 2

Autor/in	Magsumov, Timur A.
Titel	Apprenticeship in Secondary Vocational Schools during the Economic Modernization in Late Imperial Russia. Part 2
Quelle	In: European Journal of Contemporary Education, 8 (2019) 1, S.215-221 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2305-6746
Schlagwörter	Foreign Countries; Apprenticeships; Secondary School Students; Vocational Education; Educational History; Administrative Organization; Teaching Methods; Educational Change; Social Change; Active Learning; Compensation (Remuneration); Professional Development; Specialists; Economic Development; School Districts; Internship Programs; Educational Development; Trainees; Russia + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Sekundarschüler; Ausbildung; Berufsbildung; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Sozialer Wandel; Aktives Lernen; Abfindung; Kompensation; Lohnausgleich; Wirtschaftsentwicklung; School district; Schulbezirk; Berufspraktische Ausbildung; Bildungsentwicklung; Auszubildender; Weibliche Auszubildende; Russland
Abstract	In his study of the formation of apprenticeship system and analyzing its content, methods and forms in the Russian secondary vocational school described in the materials of the Kazan school district of the late XIX-early XX century, the author relies on the theory of Western modernization and positive bureaucracy, attracting regulatory and educational documentation, scientifically and publicly pedagogical journalism as well as ego documents. Practical methods of knowledge application were planned in the pre-revolutionary schools in the logical-pedagogical relationship, but their implementation left much to be desired. In the organization of production practice, this was due to the lack of permanent bases and practical managers from the educational institutions, a certain attitude towards the trainee at enterprises as auxiliary personnel engaged in versatile non-system work, as it was openly declared by the advanced pedagogical press and even by the administrative and training personnel in schools. The article also reveals positive aspects in the organization of practical training, which are still relevant today. These include the introduction of active learning methods, improved reporting documentation, payment for the students, preparing them for the future profession and management. The rapid development of practical training was due to the need of a qualified young specialist who was prepared for independent production activity in the new conditions of accelerated modernization of the country's economy. [For Part 1, see EJ1200903.] (As Provided).
Anmerkungen	Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01