Practice of Teachers’ Training on the Basis of the Ideas of Cultural and Historical Psychology of L. S. Vygotsky
Bibliographic record
Abstract
In Russia, new standards of education, which are built in many respects on the basis of the ideas of cultural and historical psychology, are accepted. It is natural that there has occurred a question of modernization of vocational training of the teacher who would not simply listen to or read about these ideas, but would work out their practical way of realization in their everyday practice, self-reflect this experience, embody trial action with children, and selfreflect it again. As the basic ideas of L. S. Vygotsky and his school of sciences, the basis of the concept of modernization of pedagogical education was formed through the following concepts: the development as mastering the culture; the concept of age and logics of an age periodization; a ratio of training and development in a zone of the next development; the change of a social situation of development and crises of a growing; the roundabout ways of development; the causal biography; cultural mediation of the development of the highest mental functions; etc. The fundamental principles of modernization of pedagogical education are the following: logics of creation of education "from an action to a thought" (a practical action with its video fixing – the criteria analysis of this action – the development of the theory describing action mechanisms – the following level of practical action) and social constructivism as the leading way of activity in the situation of uncertainty and variability. The experience of introduction of this model (about 2000 people) within three years has shown its eÿciency.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.010 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".