10 SES 13 B, Advancing Professionalism in Teaching: Professional standards and teacher quality
This paper will report on the initial findings of the multi-country study on professional standards for teachers which has been conducted in Russia. The paper will provide an important benchmark for teachers’ understandings of the role and purpose of professional standards, ahead of their universal adoption in the Russian Federation in 2017. The main findings of this paper are the new patterns of improving the professional skills of teaching staff in educational institutions in Russia in the context of the ‘Teacher Professional Standard” which was passed by the legislature in 2013 and will be implemented from 2017. The aim of the ‘Teacher Professional Standard’ is to establish uniform requirements for the content and quality of vocational educational activities, to assess the level of qualification of teachers in employment and certification for career planning; the formation of job descriptions and development of federal state educational standards of teacher education. The problems of teacher education are prioritized in educational policy in Russia. In the context of educational development, when openness, self-organization, self-determination and self-development are becoming its essential characteristics, the teacher as an integral element of the system is subjected to significant systematic changes. Not reactive (passive and adaptive), but active (active-adaptive) or subject-transforming behavior becomes effective professional behavior of the teacher. Alongside this, there might be a lack of ready-made models of educational practice for implementations of new goals; professional and personal characteristics of teachers capable to successfully operate in the conditions of a particular model of education have not been specified yet and their development has not been determined at the technological level. This paper will articulate some of these challenges and consider how the adoption and implementation of professional standards in other education systems might provide important signposts for Russia ahead of the adoption of the ‘Teacher Professional Standard’ in 2017.
Abdullina, O. A. (1990). General pedagogical training of the teacher in system of the higher pedagogical education. Moscow: Prosveshcheniye. Kuzmina, N.V. (1965). Psychological structure of the teacher's activity and the formation of his personality. Doctoral dissertation. Leningrad Panova, N.V. (2009). Personal-professional development of teachers at different stages of life. St. Petersburg: Anno. Shiyanov, E.N. (1991). Theoretical bases of the teacher education humanisation. Doctoral dissertation. Moscow. Slastenin, V.A. (1976). Formation of the Soviet school teachers in the process of vocational training. Moscow: Prosveshcheniye. Zagvyazinsky, V.I. (1986). Development of teachers’ pedagogical creativity. Moscow: Znaniye
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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