The research reports findings from a recent research project commissioned by Research Development Community of ATEE  2018 (Gaevle, Sweden) which explores the current landscape of teachers’ professional development in Russian secondary schools. 

The Research development Community for Innovations in Teachers’ Professional Development (ATEE 2019, Gaevle, Sweden; ATEE 2020, Bath, UK) was a collaboration between the RDC and a group of university teachers and researchers located in different European countries with RDC as coordinator. The aim was to provide a sustainable and research-based profile of an innovative secondary school teacher. Altogether 115 interviews were completed throughout the schools of the region. Most of the participants were teachers of several subjects to their students. The purpose of this research is to accentuate the importance of teachers’ professional development and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The secondary school teachers participated in a research project on professional development and innovative teaching designed to support teachers in bridging the gap between educational reforms and classroom practice.

The Research development Community for Innovations in Teachers’ Professional Development (ATEE 2019, Gaevle, Sweden; ATEE 2020, Bath, UK) identified a number of methodological challenges for the 21st century and highlighted potential innovation in teachers’ professional development as an area for research. During 2019-2021 the members of RDC organized a series of interviews, sessions and symposia to explore key characteristics of innovation in teaching. These events reflected the complexities and debatable points in this field.

Given the absence of a clear definition of the characteristics that distinguish an Innovative Teacher from a Teacher, this research makes a timely contribution through considering psychological, methodical and financial aspects of this issue in Russia to the existing knowledge. It is also a response to new educational strategies as well as to demands from professional KPIs for more relevant forms of learning, skills and qualifications.

Aims of the research: 

-to provide an overview of the present landscape of Russian teachers’ professional development. 

-to identify distinct characteristics of teachers’ professional development, giving consideration on the innovative skills and attributes that professional development is aimed at.

-to consider the possible future development of innovative characteristics and qualities.

The research presents an overview of the state of professional development of teachers in Russian secondary schools, programs currently available for this in Russian system of education and also explores some qualities and characteristics of innovative teachers, giving particular consideration to the location of the research.

Methods: The research design involved two main strands: -desk-based research, including a literature review of articles and reports relating to theoretical and empirical studies focusing on teachers’ professional development. -open-approach qualitative interviews with 115 participants from a purposeful sample (teachers, teacher educators, school leaders), representing 36 institutions. To achieve the goal of the research, we also used such research methods as analysis of psychological and pedagogical literature, a retrospective analysis of the long-term experience of the authors of the study, ascertaining an experiment consisting in questioning students-future teachers. Data were collected from multiple sources to examine what teachers highlight as necessary and useful for their professional improvement and what they regard as innovative. Our main data sources were interview evaluations and reflection notes from participants. From all the region we had over 115 interviews and 90 reflection notes submitted (representing over 75 % of the participants) and finally we also collected teachers’ opinion of the research, positive and challenging aspects regarding their future teaching practice.

Findings are considered within a qualitative format relating to the areas of teachers’ professional development and the main characteristics identified as pertaining specifically to innovative teacher’s description. Teachers’ professional development in Russian secondary schools is characterized by a number of specific features like the demands of the society, the market for new knowledge due to Russia’s transition to innovative technologies, introduction of computer technologies into the process of teaching to meet the demands of the digital age and the new content of education and its quality.The candidates who report to consider professional development as essential, result in increased confidence to apply their new knowledge to their working practice. The research reports that candidates possess a more critical, analytical and reflective approach within their professional practice, credibility in their professional role, an appreciation of alternative perspectives. Conclusions: It is concluded that professional development of teachers in secondary schools occupies one of the most promising areas due to the fact that professional qualifications of teachers ensure the quality of the teaching-learning process. To be successfully integrated into the world’s educational space Russia needs to make teachers’ professional development one of its general priorities. Results from this large-scale qualitative study show that teachers highlighted many common features as innovative for the new teacher profile as supportive together with easy access to teaching resources and increased confidence.

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