Krzhizhanovskogo Street, 24/35, korpus 5, 117218, Moscow, Russia
Tel.: +7 (499) 128-85-19
Fax: +7 (495) 719-07-40
Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences
This article points out that the process of modernizing the Russian Federation’s education system is aimed at developing such a professional body of teachers that would be prepared to solve issues associated with improving the quality of education. Given such a situation, the need arises for finding effective means of developing the professional competencies of teachers. One direction for modernizing the education system would be a national system of advancement for teachers, which postulates the need for creating the right conditions for the formal and informal training of educators. Given the context, socio-professional teachers’ unions turn out to be especially vital. The goal of this study was to identify how active participation in the practices of such organizations is connected to a young teacher’s professional growth. The study was conducted in Orel Province. Members of the regional young math teachers’ association were selected to be the object of research, with questionnaire survey used as the research method. The study focused on several aspects of teaching: professional difficulties faced by young educators, the mentorship system, an educator’s value orientations, professional growth. The results of the study allowed for identifying three groups of educators, the first one being young teachers who do not actively participate in educational events. The second group included teachers who do not share their own methodical expertise, but partake in seminars and master classes. The third group consists of educators who publically share their experience and are prepared to think of new ideas for future events. The article shows that the Association’s active participation in various events significantly affected the individual value orientations of trade professionals. Those educators who shared their publically work experience demonstrated a higher degree of professional aptitude in performing their jobs within the national system of teachers’ training. ctive efforts as members of the Association helped young educators quickly adapt within their professional community and establish firm social connections with their colleagues. The authors suggest the need for developing a system of mentorship in educational institutions, which would utilize resources provided by socio-professional teachers’ unions.
social and professional associations of teachers, professional competence, the professional standard of the teacher
Adoniou M., Gallagher M. Professional standards for teachers – what are they good for? Oxford Rewiew of Educatoin, 2017: 43 (1): 109–126. DOI: 10.1080/03054985.2016.1243522
Ayish N., Deveci T. Student Perceptions of Responsibility for Their Own Learning and for Supporting Peers’ Learning in a Project-based Learning Environment. International Journal of Teaching and Learning in Higher Education, 2019: 31: 2: 224–237. Available at: http://www. isetl.org/ijtlhe/pdf/IJTLHE3303.pdf [accessed 09.01.2020].
Boyd P., Ash A. Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 2018: 85: 214–223. DOI: 10.1016/j.tate.2018.06.016
Clarke M., Moore A. Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education, 2013: 43 (4): 487–500. DOI: 10.1080/0305764X.2013.819070
Dovbysh S. E. Individual trajectory of professional growth of a teacher: problem statement. Upravlenie obrazovaniem: teorija i praktika = Education Management: theory and practice, 2018; 2(30): 5–10. Available at: http://iuorao.ru/wp-content/uploads/2018/07/dov.doc.pdf [accessed 13.12.2019] (In. Russ.).
Edgerton A.K., Desimone L. Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies. American Journal of Education, 2019: 125: 593–619. DOI:10.1086/704099
Efimova G.Z. The young teacher: professional socialization and living standarts. Vestnik Tiumenskogo gosudarstvennogo universiteta. Sotsial’no-ekonomicheskie i pravovye issledovaniia = Bulletin of Tyumen state University. Socio-economic and Legal Studies, 2015: 1: 3: 102–113. Available at: https://vestnik.utmn.ru/sociology/vypuski/2016-tom-2/3/213003 [accessed 03.10.2019] (In. Russ.).
Ilyin V. A., Leonidova G. V., Golovchin M. A. Russian teacher in a reformed society: a view from the region. Sotsiologicheskie issledovaniya = Sociological Studies, 2017: 3: 51–58 (In. Russ.).
Koksharova A.A. Psychological competence of teachers in the implementation of the professional standard «Teacher». Molodoy uchioniy = Young scientist, 2017; 8: 278–581. Available at: https://moluch.ru/archive/142/39918 [accessed 12.09.2019] (In. Russ.).
Konstantinovsky D.L., Pinskaya M.A., Zvyagintsev R.S. Professional well-being of teachers: from enthusiasm to burnout. Sotsiologicheskie issledovaniya = Sociological Studies, 2019: 10: 14–25 (In. Russ.). DOI: 10.31857/S013216250004949-6
Kulikova T.A., Pronina N.A. Formation of readiness of the future teacher for professional activity. Vestnik TGPU = TSPU Bulletin, 2018: 3: 84–90 (In. Russ.).
Lyzhina N., Sarycheva M. Regional system of teacher mentoring in Tomsk region: mechanisms of formation and development. Professional’noe obrazovanie v Rossii i za rubezhom = Professional Education in Russia and Abroad, 2018: 4 (32): 47–55 (In. Russ.).
Mednik E.A. Professional communities and their role in the professional development of teachers. Professional’noe obrazovanie v Rossii i za rubezhom = Professional Education in Russia and Abroad, 2015: 2: 80–84 (In. Russ.).
Moskvina D.N. On the question of professional and pedagogical values. Molodoy uchioniy = Young scientist, 2017: 12: 528–530 (In. Russ.).
Neradovskaya O.R. Informal professional communities and groups of professional development of teachers of the General education system: distinctive features. Nauchno-pedagogicheskoe obozrenie. Pedagogical Review. = Scientific and pedagogical review. Pedagogical Review, 2018: 2 (20): 76–82. DOI:10.23951/2307-6127-2018-2-76-82 (In Russ.).
Pentin A.Y., Kovaleva G.S., Davydova E.I., Smirnova E.S. The state of science education in a Russian school according to the results of international research TIMSS and PISA. Voprosy obrazovaniya = Education issues, 2018: 1: 79–109 (In Russ.). DOI: 10.17323/1814-9545-2018-1-79-109
Sachs J. Teacher professionalism: why are we still talking about it? Teachers and Teaching: theory and practice, 2016: 22 (4): 413–425. DOI: 10.1080/03055698.2016.1219651
Samoilova E.V. Sociological analysis of the process of professional socialization of future teachers. Integratsiya obrazovaniya = Integration of Education, 2006: 3: 150–154 (In. Russ.).
Sarvis J., Silvers P. Partnering for a Field-Based Residency: Challenges and Possibilities. International Journal of Teaching and Learning in Higher Education, 2019: 31: 1: 147–153.
Shilova O.N., Ermolaeva M.G., Ahtieva G.R. Current state and problems of mentoring of institute for young teachers development. Chelovek i obrazovanie = People and Education, 2018: 4 (57): 202–209 (In. Russ.).
Simons M., Baeten M., Vanhees C. Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching. Journal of Teacher Education, 2020: 71: 1: 24–40. DOI: 10.1177/0022487118789064
Sorokina N.E. Network forms of organizing methodical activity as a means of improving the teacher’s skills. Nauka i obschestvo = Science and society, 2018: 2: 107–110 (In Russ.).
Wang Y., Shuttlesworth D. Close the Achievement Gap With Professional Development. International Journal of Teacher Education and Professional Development, 2020: 3: 1: 88–101. DOI: 10.4018/IJTEPD.2020010106
Yadov V. A. Self-regulation and forecasting of social behavior of a person: Dispositional concept. Moscow, CSPiM, 2013. Available at: https://www.socioprognoz.ru/files/File/2013/ Yadov_2013.pdf [accessed 08.01.2020] (In Russ.).