What Primary School Teachers Are Guided by in Their Expectations Regarding the Academic Success of Students

Yusupova, Elen

doi:10.17323/1814-9545-2023-1-273-297

Cited by 2 publications

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“…В систематическом обзоре исследований о влиянии стереотипов и ожиданий учителей от представителей разных социальных групп E. Denessen, L. Hornstra, L.van den Bergh и G. Bijlstra [26] показали, что не всегда учителя готовы адекватно оценивать потребности учащихся, их поведение могут определять ожидания, обусловленные индивидуальной историей учащегося, и стереотипы о той социальной группе, к которой относится учащийся. Влияние социально-эмоциональных характеристик учащихся на ожидания учителей академических результатов показано в исследовании Э. М. Юсуповой [27]. G. Scanlon, S. Radeva et al [28] представляют исследование готовности учителей к инклюзивному обучению, что положительный опыт и поддержка администрации являются факторами готовности педагогов менять свое поведение даже при первоначальном негативном отношении к инклюзии.…”

Section: результаты исследования модели и подходы изучения готовности...unclassified

Readiness of future teachers to work at school: Review of theoretical and empirical research

Novopashina,

Grigorieva,

Ilyina

et al. 2024

Obraz. nauka

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Introduction. The current review article studies and systematises modern knowledge about the readiness of future teachers to work at school. The relevance of the study is due to the unwillingness of graduates of pedagogical universities to work in their speciality, the departure of novice teachers from the profession, and the increase in the number of open vacancies. The speed of ongoing changes, information and technological progress, the need to carry out online education and use artificial intelligence make it necessary to systematise the results of modern research. A review of various scientific fields allows us to take a step towards interdisciplinarity and describe different points of view in theoretical and empirical research. Moreover, it is important to answer the question of the representation of concepts and models of readiness, as well as to investigate the areas of further research directions.Aim. The present research aims to review and systematise international and Russian theoretical and empirical studies on the readiness of future teachers to work at school.Methodology and research methods. The methodology of the study was a descriptive (semi-systematic) approach to the review of theoretical and empirical studies. The search strategy consisted of the following stages: (1) identification of research questions; (2) search for relevant studies; (3) selection and exclusion for analysis; (4) data comparison; (5) generalisation and presentation. The methods of systematic search, comparative and content analysis were employed. The search for English-language publications was conducted in World Scientific, Scopus and Elsevier (ScienceDirect), which are in open access (open access&open archive). A total of 531 sources were identified. Then, by the Prisma method, 119 articles were selected, with a search depth from 2016 to 2023. The analysis of Russian-language articles was carried out in the scientific electronic library eLIBRARY.RU. A set of words “readiness&future teachers&work at school” was used for the search; as a result, 120 sources were obtained. The selected articles were analysed from the point of view of concepts, directions, models and factors of readiness for professional pedagogical activity and work at school.Results. The number of studies on this topic has been growing since 2008, with the highest values observed in 2016 and 2020. In 54.6 % of publications, theoretical models are considered. It is revealed that the concept of “readiness” of a graduate of a pedagogical university/college or already a teacher to work at school significantly depends on the field of scientific knowledge within which this term is considered. The thematic mismatch of Russian and foreign studies has been established. 39.7 % of Russian studies are devoted to professional competencies, and every fourth foreign article (25.7 %) focuses on educational outcomes. The most frequent methods of data collection in empirical studies are interviews, surveys and experiments. External and internal factors of readiness are revealed. External ones are the content of the educational programme at a pedagogical university or college, the duration of training and the conditions for passing pedagogical practice. Internal factors include the choice of specialisation in accordance with individual preferences, knowledge of pedagogical support resources and modern teaching technologies, options, and features of the school context.Scientific novelty. For the first time, a systematic review of international and Russian studies on this topic has been conducted. A unique contribution to the field of research is the resulting database of publications in this area, which is publicly available for researchers and other interested parties (certificate of state registration of the database № 2023622782). The results obtained make it possible to develop a comprehensive interdisciplinary model of future teachers’ readiness to work at school, considering all the changes and challenges of an information and technologically advanced society.Practical significance is due to the possibility of using the results obtained in the development of educational programmes in pedagogical training. Based on the data obtained, future researchers and teachers can conduct a meta-analysis, qualitative and quantitative assessment of readiness for professional pedagogical activity. The research outcomes make it possible to conduct further research and evaluate the author’s readiness models for completeness, adequacy, and validity.

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Section: результаты исследования модели и подходы изучения готовности...unclassified

Readiness of future teachers to work at school: Review of theoretical and empirical research

Novopashina,

Grigorieva,

Ilyina

et al. 2024

Obraz. nauka

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Results of a Qualitative Study of Elementary School Teachers' and Parents' Perceptions of Preventing and Overcoming Students' School Failure

Ovakimyan,

Bayramyan,

Isaeva

et al. 2023

Психологическая Наука И Образование

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<p>We present the results of a qualitative research of the perceptions, attitudes, experiences of teachers and parents of elementary school students on the practices used to overcome school failure. We comapred these practices with the recommended methods that have been shown to be effective in various studies. The sample consisted of 35 female informants living in big cities, regional centers, districts, and rural areas, with different levels of education: 20 teachers (M=38) and 15 parents (M=29) of primary school-aged children were recruited for this study. We gathered information by in-depth interview method, teachers and parents shared their views on the methods which help to overcome and prevent school failure in the context of elementary school. Collected interviews were studied using the method of content analysis and comparison of the obtained data by using the coding technique (A. Strauss and J. Corbin). The date revealed the attitudes of teachers and parents about the concept of school failure, reasons for its occurrence and ways to overcome it, we compared the results with the results of national and international researches on this topic. Summarizing the results of the study, we can conclude that, in general, teachers and parents use school failure overcoming strategies according to their own experience, intuition and sometimes use tools and approaches described in scientific studies. The results of this study can be used for building strategies of interaction between schools and families and for planning professional development of teachers.</p>

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What Primary School Teachers Are Guided by in Their Expectations Regarding the Academic Success of Students

Cited by 2 publications

References 4 publications

Readiness of future teachers to work at school: Review of theoretical and empirical research

Readiness of future teachers to work at school: Review of theoretical and empirical research

Results of a Qualitative Study of Elementary School Teachers' and Parents' Perceptions of Preventing and Overcoming Students' School Failure

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