BENCHMARKING TEACHINGTECHNOLOGIES FMS AS THE BASISFOR IMPROVING TEACHER TRAINING PROGRAMS
The effectiveness of benchmarking as a competitive analysis tool has been proven at the micro level and is widely used by commercial organizations. The use of benchmarking in schools is a new phenomenon that requires careful planning of its use and application objects. This is especially important in the context of the emergence of the concept of “pivotal school”, as well as for those disciplines that have appeared relatively recently (in particular, the course “Fundamentals of Military Service” (FMS)). Benchmarking can be used in relation to all components of the educational process, but to improve the quality of curricular as the main document that determines the optimal and effective methods of its organization. The FMS course includes a significant amount of theoretical and practical material, but only 1 hour per week is provided for its study, which requires the use of the most effective technologies and forms of implementation of the educational process. The aim of the was the typology of teaching technologies and forms of lessons described in the curricular “Fundamentals of Life Safety” for grade 10 at the FMS course as objects of application of the «benchmarking» method. The empirical basis of the study was the curricular on the subject “Fundamentals of Life Safety” for grade 10 at the FMS course of 43 schools in St. Petersburg (2-3 schools from each district of the city), posted on the official websites. Evaluation of curricular was carried out on the basis of an expert method. The research methods were analysis, synthesis, comparison, generalization, as well as such a benchmarking tool as a qualitative comparison process. The stages of the research were: 1) selection for the analysis of educational institutions in St. Petersburg; 2) analysis of the curricular of the selected schools on the subject “Fundamentals of Life Safety” for grade 10 at the FMS course in the sections “Teaching Technology” and “Forms of Lessons”; 3) development of criteria for identifying a school that has the best practice in terms of the completeness of reflection and the dynamics of the use of active and passive technologies and forms of education in the curiculum; 4) comparison of the sections “Teaching technologies” and “Forms of lessons” of the curricula of the selected schools with the one that has the best practice; 5) classification of technologies and forms of education; 6) grouping of schools in St. Petersburg according to the dynamics of the use of technologies and forms of education, as well as the completeness of their reflection in curricular. As a result of the analysis, it was found that the technologies and forms reflected in the curricular can be divided into active and passive. According to the completeness of reflection in curricular and the dynamics of the use of active and/or passive technologies and forms, a grouping of schools in St. Petersburg was carried out: 1) advanced (similar in terms of criteria to the standard school in terms of the dynamics of the use of technologies and forms); 2) lagging behind. The group of advanced schools included 24 out of 42 schools, and 18 schools lagging behind. It was determined that information technologies were classified as active only in 57 % of curricular.