Professional Training and Support of Student-Teachers at Schools: A View from Britain and Russia

By Sabirova, Diana R. | Journal of Sustainable Development, August 2015 | Go to article overview

Professional Training and Support of Student-Teachers at Schools: A View from Britain and Russia


Sabirova, Diana R., Journal of Sustainable Development


Abstract

The paper investigated urgent problems of modern educated society, which puts great expectations on school teachers - powerful formal guides of a new generation. Therefore it places a great emphasis on the proper training and support of student-teachers so that to determine their successful introduction into a challenging profession of a teacher. Demonstrating a considerable success in this field, Great Britain and Russia, however, face a number of challenges multiplied by the necessity to achieve a long-term goal of entering the European educational space. The aim of the research is to collect and analyze the most successful practices operated in the Russian and British teacher-training academic majors to enhance the future teacher's training and support worldwide. To meet the goals of the research the author mostly applied the descriptive method for observation and processing the investigated material as well as collecting, analyzing and synthesizing the information on teacher-training education in Great Britain and Russia. The analytical material is supported with the illustrations from the author's experience of a practice school teacher and a professor at Teacher-Training University for more than 20 years. This allowed the author to summarize the general state of the system of training student-teachers in Great Britain and Russia; to determine the modern society' requirements for student-teacher training challenging the higher educational institutions of Great Britain and Russia; to thoroughly analyze exemplary practices to meet these challenges; to bridge the British and Russian systems of training student-teachers at schools to fast-track Russia's joining the "European educational space". Equally appealing to general public the paper is of special interest for state and independent higher educational institutions and schools, organizations and individuals involved in training and supporting the student-teachers worldwide.

Keywords: teacher training, innovation, school-based education, European educational space, Russia, Great Britain

1. Introduction

1.1 Background

The teacher-training system in the Russian Federation as part of the international educational space is undergoing constant change, modernization and reform. The basis of this change is established with innovative projects of different levels, the most important of which are aimed at restructuring and intensification of teacher-training system. In the context of reforms the emphasis is placed on the school as the primary unit of change to ensure the further professional development of teachers. In the context of the intensification strategic state intervention in teacher-training is celebrated: it is viewed in standardization, restructuring of knowledge; setting the new challenges, focusing on the competence as a result and the resources necessary to meet the challenge (Novikov, 2000; Belyakov, 2007).

Innovations in teacher-training system are treated by the author in their most important dimension, in particularly, as a core of development. Their implementation is a multifaceted and ambiguous process of change (Sabirova, 2009). Thus, the generation of new teacher-training models takes place at the junction of controversial areas of unification and diversification; striving for innovative teacher education takes place against the backdrop of expanding standardization in the higher education "industry". Besides, now more than ever the problem of the interrelation of national, regional and global programs is becoming crucial for the training of future teachers (Brazhnik, 2002).

1.2 Status of a Problem

Government acts aimed at the development and improvement of teacher training; generation of recommendations for further reforms in the vocational teacher training at the national and international levels; large-scale research projects; changes in the social role of teachers in the ever-changing society; the need to find innovative approaches to teaching traditional subjects have issued the modernization of teacher education process. …

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