Universal principles transform national priorities: Bologna Process and Russian teacher education

Aydarova, Elena

doi:10.1016/j.tate.2013.10.001

Cited by 21 publications

(9 citation statements)

References 19 publications

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“…The Russian educational system is an important part of the country's socio-economic life, one of the basic conditions for the development of all sectors of the economy. Reforming Russian higher education and science is associated with a number of key tasks, such as prioritizing fundamental scientific research with the intensive development of advanced practice-oriented industries, ensuring the integrity of the hierarchy of the educational system, maintaining the continuity of the traditions of Russian higher education and its active role in shaping the socio-cultural environment of the state [19,20].…”

Section: Resultsmentioning

confidence: 99%

Spatial features of training highly qualified scientific and pedagogical personnel in the South of Russia

Shpak¹,

Merinova²,

Latun³

et al. 2020

E3S Web Conf.

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The key factors of the socio-economic development of society are science, innovation and new educational technologies that shape and reveal the scientific, pedagogical and production potential of the country. The formation of an innovative economic model today is impossible without the intensive development of fundamental and applied research activities, which makes higher educational institutions one of the most influential elements of the implementation of the concept of advanced development of the territory. There is a need to improve the institutional framework, expand the academic network, strengthen interuniversity cooperation for the development and effective operation of the entire educational sphere. The Russian higher education system, which is responsible for the reproduction of professional scientific personnel, is in a state of large-scale transformations, which is reflected in the main institutes for training highly qualified personnel - postgraduate and doctoral studies. Transformations in higher education affect the quality of training of future specialists, and also form a certain imbalance in their territorial organization in different constituent entities of the country. The article discusses the particularity of training, spatial characteristics and provision of subjects of the South of Russia with scientific and pedagogical personnel of the highest qualification.

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Section: Resultsmentioning

confidence: 99%

Spatial features of training highly qualified scientific and pedagogical personnel in the South of Russia

Shpak¹,

Merinova²,

Latun³

et al. 2020

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…Teacher education in the countries of the Ex-Soviet Union was generally characterised by teacher-centred approaches, at least until the 1990s. Aydarova (2014) notes that until that time, in Russia, how language teacher knowledge was conceptualised was indicative of a view of the 'teacher as knowledge producer' in which teachers were also seen as subject specialists and scientists.…”

Section: Teacher Education In the Russian Federation And Uzbekistanmentioning

confidence: 99%

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Garton

2020

IJLTER

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

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“…This is why, "many countries have already initiated the collaboration of educational units in order to compare their own higher education systems with others and to find common solutions" (Çekerol & Öztürk, 2012). It is emphasized that "major transformations in European higher education systems were believed to be necessary for Europe to become a knowledge economy" (Aydarova, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Financial and Economic Models of Educational Services in the Context of Ukraine and the Eu Standards Harmonization

Шульгіна

Okręglicka

2019

FU Econ Org

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The article is focused on the need for a systematic approach to the harmonization of Ukrainian and the EU standards and the proposal to develop standards for training specialists in the relevant field in compliance with the standards on the level of qualifications and working conditions of teachers. The conflict between human rights for spiritual and physical development and the lack of opportunities for respecting these rights has been identified. It is proposed to resolve the specified conflict by introducing financial support for entrants. The starting positions of the formation of financial and economic models for providing/obtaining educational services have been outlined. The bases for the implementation of these models are: the strategy of innovative education development; the infrastructure for providing information support for decision-making; as well as the system of criteria for determining the appropriateness of the model selection. Regarding the feasibility of introducing financial and economic models for providing/obtaining educational services in Ukraine, what has been discussed, among others are: public, business, credit, self- and combined financing. The criteria for the selection expediency and the application of each model are justified.

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Universal principles transform national priorities: Bologna Process and Russian teacher education

Cited by 21 publications

References 19 publications

Spatial features of training highly qualified scientific and pedagogical personnel in the South of Russia

Spatial features of training highly qualified scientific and pedagogical personnel in the South of Russia

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Financial and Economic Models of Educational Services in the Context of Ukraine and the Eu Standards Harmonization

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