Learning to Teach in Russia: A Review of Policy and Empirical Research

• In Event: A Cross-National Examination of Knowledge, Policy, and Practice in Learning to Teach: Part II

Abstract

1. Objectives or purposes
This paper reveals the main trends and results of scientific and innovative activity in the field of teacher education in Russia, design and construction of a highly efficient educational system. In 2013 the Russian strategic “Conception of teacher education development support” was discussed, and “The teacher professional standard” was adopted. In May 2014 the "Comprehensive program to improve the professional skills of educational institutions teaching staff" was developed and approved. These documents have led to important changes in policy direction with serious consequences in terms of the structure and curriculum of teacher education. Russian Ministry of Education and Science have launched projects to develop new modules, the basic professional educational programs of undergraduate and graduate programs in the framework of the teacher education modernization project. A key objective of the paper will be to examine the new approaches to teacher education in Russia and the subsequent changes in it as a result of a broad scale all-Russia experiment.

2. Perspective(s) or theoretical framework
The paper introduces a review of the changes in policy direction with serious consequences in terms of the structure and curriculum of teacher education. First, the paper focuses on the historical evolution of teacher education policy in the country. Second, the paper analyses the empirical results of the teacher education modernization project in the context of the “Conception of teacher education development support”.

3. Methods, techniques, or modes of inquiry
A complex variety of methods, complementing each other was used: analysis and synthesis of the regulatory, legislative, instructional and teaching papers and materials on management and procedure studies on teacher education modernization in Russia; study and generalization of innovative teaching experience.

4. Data sources, evidence, objects, or materials
The main data sources are the reviews and subsequent teacher education regulations policy documents in the Russian Federation; research papers on realization of the teachers’ professional skills improvement program.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The idea of combining the opportunities of classical and pedagogical universities launches unique conditions for a broad scale experiment: new content formation and the organizational structure of teacher education modeling. Insights gained in the observation of small samples of teacher programs will be tested against large data sets, and the meanings of surveys will be interpreted by understanding the full context of reforms.

6. Scientific or scholarly significance of the study or work
The presented theoretical and empirical review in this paper explores strengthening of practical and research focus of teacher training. The reform efforts involve a significant change, not only within organization but also within the content of teaching. At the same time it raises a number of problems for discussion in terms of ensuring variability of teacher education.

Authors

• Roza A. Valeeva, Institute of Psychology and Education, Kazan Federal University, Russia

• Aydar M. Kalimullin, Kazan Federal University