DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?
The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 yea...
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| Format: | Article |
| Language: | Russian |
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Russian State Vocational Pedagogical University
2016-09-01
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| Series: | Образование и наука |
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| Online Access: | https://www.edscience.ru/jour/article/view/680 |
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| author | T. A. Strokova |
| author_facet | T. A. Strokova |
| author_sort | T. A. Strokova |
| collection | DOAJ |
| description | The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. Insufficient training of young teachers for independent research has been revealed. It was established that the research experience acquired by them while writing the final qualifying work is non-demanded in modern educational work, where innovation is pushed out due to mismatch of educational policy and the actual educational practice. The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. Also, the problems of final qualifying works supervision and management of pedagogical practice of students have been found out.Scientific novelty. Self-assessment of young teachers, concerning their research activities, has been conducted; it included a cluster of research activities that constitute its subject matter. The point for the need to abandon the narrow, focused specialization in high school training of pre-service teachers and enhance their methodological preparation has been developed. Practical significance. Different ways of organizing work with in-service teachers concerning combination of subject specific and research specific aspects of their professional activities have been presented. |
| format | Article |
| id | doaj-art-6ad4efefbd56439bab02e62eceb978ac |
| institution | Kabale University |
| issn | 1994-5639 2310-5828 |
| language | Russian |
| publishDate | 2016-09-01 |
| publisher | Russian State Vocational Pedagogical University |
| record_format | Article |
| series | Образование и наука |
| spelling | doaj-art-6ad4efefbd56439bab02e62eceb978ac2025-02-03T11:51:59ZrusRussian State Vocational Pedagogical UniversityОбразование и наука1994-56392310-58282016-09-0107112510.17853/1994-5639-2016-7-11-25534DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?T. A. Strokova0Tyumen State University, Tyumen (RF)The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. Insufficient training of young teachers for independent research has been revealed. It was established that the research experience acquired by them while writing the final qualifying work is non-demanded in modern educational work, where innovation is pushed out due to mismatch of educational policy and the actual educational practice. The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. Also, the problems of final qualifying works supervision and management of pedagogical practice of students have been found out.Scientific novelty. Self-assessment of young teachers, concerning their research activities, has been conducted; it included a cluster of research activities that constitute its subject matter. The point for the need to abandon the narrow, focused specialization in high school training of pre-service teachers and enhance their methodological preparation has been developed. Practical significance. Different ways of organizing work with in-service teachers concerning combination of subject specific and research specific aspects of their professional activities have been presented.https://www.edscience.ru/jour/article/view/680teacher-researcherin-service teachersinnovative processesinnovative activityuniversity training for research activities |
| spellingShingle | T. A. Strokova DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? Образование и наука teacher-researcher in-service teachers innovative processes innovative activity university training for research activities |
| title | DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? |
| title_full | DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? |
| title_fullStr | DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? |
| title_full_unstemmed | DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? |
| title_short | DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER? |
| title_sort | does modern school need a teacher researcher |
| topic | teacher-researcher in-service teachers innovative processes innovative activity university training for research activities |
| url | https://www.edscience.ru/jour/article/view/680 |
| work_keys_str_mv | AT tastrokova doesmodernschoolneedateacherresearcher |