Initial Teacher Education in Russia: Connecting Theory, Practice and Research

Autor/inn/en	Valeeva, Roza A.; Gafurov, Ilshat R.
Titel	Initial Teacher Education in Russia: Connecting Theory, Practice and Research
Quelle	In: European Journal of Teacher Education, 40 (2017) 3, S.342-360 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valeeva, Roza A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1326480
Schlagwörter	Teacher Education; Theory Practice Relationship; Educational Policy; Foreign Countries; Faculty Development; Educational Change; Standards; Teacher Competencies; Social Change; Models; International Education; Educational Trends; Educational Research; Elementary School Teachers; Secondary School Teachers; Russia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Ausland; Bildungsreform; Standard; Lehrkunst; Sozialer Wandel; Analogiemodell; Internationale Erziehung; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Russland
Abstract	This paper explores initial teacher education (ITE) in Russia, its organisation and content in the light of international literature. Changes in the political, socio-economic and cultural life of Russia in recent decades have defined a completely different model of teacher education. This model has evolved through key policy documents including the "Conception of pedagogical education development support" (2013; http://minobrnauki.rf/documents/3871); "The teacher professional standard" (2013; http://www.rosmintrud.ru/docs/mintrud/orders/129/), and, in 2014, the "Comprehensive programme to improve the professional skills of educational institutions teaching staff" (http://www.consultant.ru/document/cons_doc_LAW_166654/). These documents have led to important changes in teacher education policy with serious consequences in terms of structure and curriculum. A key objective of this paper, therefore, is to examine the structure and curriculum of ITE in Russia within competency-based approach. The article also explores how the research dimension is integrated in ITE programmes, as well as new concepts and approaches linking theory and practice. In outlining the new model, the approach to teacher education followed by Kazan Federal University is used an illustrative example. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01