Diversification of teaching cognitive styles in higher school as a factor of enhancing the quality of teaching accounting the best European practices

Institute of Pedagogy, Psychology and Social Problems, Isaeva Str., 12, 420039, Kazan, Russia

^* Corresponding author: cats.schura@yandex.ru

Abstract

In the modern conditions, one of the teacher’s leading tasks is achievement of high quality of teaching based on the analysis and accounting of the best European practices, which can be actualized in the context of a research on teaching cognitive styles. The relevance of a research is as follows: teaching cognitive style causes features of an individual style of teacher’s professional activity. The purpose of the article is in determination of inter-relation between the research on teachers’ cognitive styles and realization of practical aspects of teaching accounting the best European practices. It is formulated that the research of teaching cognitive styles is one of the priority directions of the research which is caused by the need for enhancing the quality of teaching in higher school within achievement of high level of pedagogical mastery. It is proved that inter-disciplinary study of Russian and foreign researchers is aimed to establish individual differences in the ways of teacher’s work with information, to model variable situations of pedagogical interaction accounting diversification in models of teachers’ intellectual behavior in higher school. The article is intended for the researchers, and teachers-practitioners.