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The role of socio-professional teachers’ unions in a situation when the education system is being modernized

Research Article

Наталья Н Проказина Doctor of Sociology, Professor,
Central Russian Institute of management - branch of Ranepa, Orel, Russia
ORCID ID=0000-0002-1677-5324
Виктор В Ланцев
Institute of education development, Orel, Russia
ORCID ID=0000-0001-8869-5174
The role of socio-professional teachers’ unions in a situation when the education system is being modernized.
Vestnik instituta sotziologii. 2020. Vol. 11. No. 2. P. 157-173

Дата поступления статьи: 13.04.2020
This Article is downloaded: 618 times
Topic: Sociology of Education: New Trends

For citation:
Проказина Н. В., Ланцев В. Л. The role of socio-professional teachers’ unions in a situation when the education system is being modernized. Vestnik instituta sotziologii. 2020. Vol. 11. No. 2. P. 157-173
DOI: https://doi.org/10.19181/vis.2020.11.2.651


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


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