ERIC Number: EJ1145339
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Initial Teacher Education in Russia: Connecting Theory, Practice and Research
Valeeva, Roza A.; Gafurov, Ilshat R.
European Journal of Teacher Education, v40 n3 p342-360 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Russia
Grant or Contract Numbers: N/A