The modern Russian teacher: Studying awareness with the use of the semi-structured interview

Ilyushin, Leonid S.; Азбель, Анастасия Анатольевна

doi:10.11621/pir.2017.0104

Cited by 3 publications

(2 citation statements)

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“…Interactive learning is a special form of organizing cognitive activity that involves specific and predictable goals. One of these goals is to create a comfortable learning environment in which the student, or in our context, the teacher, feels his success, his intellectual competence, which makes the learning process itself productive [19].…”

Section: Results Of the Researchmentioning

confidence: 99%

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

Маслова

Романов

2021

SHS Web Conf.

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The article discusses and describes in detail the pedagogical conditions that affect the formation of professional and personal identity of teachers of additional education. Various scientific approaches to understanding pedagogical conditions are analyzed. The author describes the most relevant interactive forms of professional and personal identity formation. The article recommends the program of professional development “ABC of professional and personal growth” and the technologies of its implementation.

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Section: Results Of the Researchmentioning

confidence: 99%

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

Маслова

Романов

2021

SHS Web Conf.

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“…Among the aspects of TPI that have been actively studied in the last decade are TPI essence (Tateo 2012, Ilyushin, Azbel 2017, Mikelsone et al 2014, TPI content (Buitrago-Bonilla 2017, Hsieh 2015, Li 2016, 2018 DOI: 10.2478/jec-2018-0019 DOI: 10.1515/jec-2016-0014…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

Jermolajeva

Bogdanova

Silchenkova

2018

Economics and Culture

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The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

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Characteristics of Samples in Russian-Latvian Research Project on Pedagogue Professional Identity: Analysis of Personal Information Items

Bogdanova

Jermolajeva

Silchenkova

2018

SIE

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The study is a part of Latvian-Russian research project on the professional identity of teacher started in 2013. The aim of the article is to analyze and compare the data of Latvian and Russian respondents in personal information items in two questionnaires for school teachers and university lecturers designed for studying the structural model of teacher’s professional identity. The surveys were carried out in 2015 (for university teachers, 198 respondents) and 2017 (for school teachers, 433 respondents). The common features of the modern pedagogical staff of the two countries are revealed, and differences and problem zones of the educational systems are indicated. Examining respondents’ personal information items, researchers revealed that in both countries, official statistical data on the pedagogical community, especially on the school teachers community, are incomplete and contradictory, especially in general school education. This suggests the need to improve methods of collecting statistical information in the field of public education.

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The modern Russian teacher: Studying awareness with the use of the semi-structured interview

Cited by 3 publications

References 0 publications

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

Pedagogical conditions for the formation of professional and personal identity of teachers of additional education

Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

Characteristics of Samples in Russian-Latvian Research Project on Pedagogue Professional Identity: Analysis of Personal Information Items

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