TRANSFER MECHANISMS FOR DEVELOPING ACADEMIC CULTURE IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS
Keywords:
academic culture; pedagogical transfer; teacher education; academic writing; reflective portfolio; professional preparation; source-based learningAbstract
The article examines pedagogical transfer as a decisive mechanism through which students of pedagogical higher education institutions transform academic culture from an internal university norm into a professional teaching resource. The problem is that academic culture is often reduced to citation rules, anti-plagiarism control, or formal academic writing requirements, whereas future teachers must transfer academic experience into lesson planning, classroom dialogue, assessment ethics, and students' independent learning tasks. The aim of the study is to substantiate a system of transfer mechanisms that connects source-based academic work, written argumentation, scientific communication, reflective self-regulation, and pedagogical practice. The study used theoretical analysis, content-based interpretation, conceptual modelling, and comparative pedagogical generalisation. The results show that academic culture becomes professionally productive when four mechanisms operate together: source-to-teaching transfer, writing-to-methodological design transfer, academic dialogue-to-classroom communication transfer, and reflective portfolio-to-practice transfer. The proposed mechanism clarifies that transfer is not an automatic consequence of learning but a specially organised pedagogical condition. The article concludes that transfer-oriented academic tasks should be embedded into teacher education as a transversal component of professional preparation.
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