Skip to Main Content

Psychological Science and Education
2018. Vol. 23, no. 5, 87–101
doi:10.17759/pse.2018230509
ISSN: 1814-2052 / 2311-7273 (online)

Designing a Model of Professional Development for Teachers Working in Unfavourable Social Conditions with Children at Risk of Educational Failure: Empirical Basis and Key Components

6269

N.V. Bysik, S.G. Kosaretsky, M.A. Pinskaya

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The paper discusses results of a research on Russian teachers working in difficult social contexts (remote, back country regions, deprived town areas) with children at risk of educational failure.This research aimed to explore the existing practices of professional development for such teachers and its conclusions have formed the basis for developing a new model of professional development which implies the following features: continuity, individualisation, connection with the school’s general task of raising the quality of education, special training in teaching different groups of children.The model represents professional development as the individualised cyclic process which leads to refusal of routine and transition to modern practices of working with pupils with risks of low educational performance.The outcomes of this research may be of interest to education managers, advanced training specialists and can be applied within the national system of professional growth for teachers.

General Information

Keywords: professional development, schools functioning in unfavourable social conditions, students with risks of low education performance, effective school, professional communities of teaching

Journal rubric: Educational Psychology

DOI: https://doi.org/10.17759/pse.2018230509

Funding. This work was supported by the State Contract 08 #78.11.00.52 dated November 9, 2017 “Research and methodological support of professional growth in teachers working in schools with low educational performance, in unfavorable social conditions: helping teachers use new learning technologies in educating students with difficulties (learning and behavioural; with low motivation; with Russian as a foreign language)”.

Acknowledgements. The authors are grateful to R.V.Zvyagintsev, student of the Institute of Education of the National Research University Higher School of Economics, for his assistance in collecting and analysing the research data.

For citation: Bysik N.V., Kosaretsky S.G., Pinskaya M.A. Designing a Model of Professional Development for Teachers Working in Unfavourable Social Conditions with Children at Risk of Educational Failure: Empirical Basis and Key Components. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 5, pp. 87–101. DOI: 10.17759/pse.2018230509. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V.Inklyuzivnoe obrazovanie i psikhologicheskaya gotovnost’ uchitelya [Elektronnyi resurs] [Inclusive Education and Psychological Availability of the Teacher].Vestnik MGPU. Seriya “Pedagogika i psikhologiya” [Herald MSPU. Series “Pedagogy and psychology”], 2012, no.4.URL: http://www.inclusive-edu.ru/wp-content/uploads/2017/02/19_alehina_s_v__ inklyuzivnoe_obrazovanie_i_psihologicheskaya_ gotovnost_uchitelya.pdf (Accessed 08.05.2018).
  2. Barber M., Murshed M.Kak dobit’sya stabil’nogo vysokogo kachestva obucheniya v shkolakh.Uroki analiza luchshikh sistem shkol’nogo obrazovaniya mira (per.s angl.) [Consistently high performance: Lessons from the world’s top performing school systems].Voprosy obrazovaniya [Educational Studies], 2008, no. 3, pp.7—60.
  3. Vakhshtain D.S., Konstantinovskii D.L., Kurakin D.Yu.Mezhdu dvumya volnami monitoringa (2007—2008) [Between Two Waves of Monitoring (2007—2008)].Materialy Shestoi Mezhdunarodnoi nauchno-prakticheskoi konferentsii “Tendentsii razvitiya obrazovaniya: 20 let reform, chto dal’she?” (g. Moskovskii, 13—15 fevralya 2009 g.) [Proceedings of the Sixth International Scientific and Practical Conference “Tendencies of the Development of Education: 20 Years of Reforms, What Next?”].Moscow: Universitetskaya kniga, 2009, pp.164—165.
  4. Gosudarstvennaya programma “Razvitie obrazovaniya”, utverzhdena Postanovleniem Pravitel’stva RF ot 26 dekabrya 2017 goda № 1642 [Elektronnyi resurs] [State Program “Development of Education”, approved by the Russian Federation Government Decree of December 26, 2017 No.1642].URL: http://government.ru/docs/30832/ (Accessed 05.08.2018).
  5. Dadli P.Lesson Study: rukovodstvo [Elektronnyi resurs] [Lesson Study: a handbook].2011.Lesson Study UK. URL: http://lessonstudy.co.uk/wp-content/ uploads/2013/07/Lesson-Study-Handbook-Russian.pdf (Accessed 08.05.2018).
  6. Zabrodin Yu.M., Gayazova L.A., Sergomanov P.A.Differentsirovannye urovni kvalifikatsii pedagoga i struktura professional’nogo standarta pedagoga [Differentiated Levels of Teacher Qualifications and the Structure of the Professional Teacher Standards].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2016.Vol.21, no. 2, pp.59— 65.doi: 10.17759/pse.2016210207
  7. Kasprzhak A.G.Institutsional’nye tupiki rossiiskoi sistemy podgotovki uchitelei [Institutional deadlocks Russian system of teacher training].Voprosy obrazovaniya [ Educational Studies], 2013, no.4, pp. 261—282.
  8. Kovaleva T.M., Kobyshcha E.I., Popova (Smolik) S.Yu., et al.Professiya “t’yutor” [Tekst] [The profession of a tutor].Moscow — Tver: SFK-ofis, 2012.81 p.
  9. Kukso E.N.Missiya vypolnima: kak povysit’ kachestvo obrazovaniya v shkole [Mission impossible: how to improve the quality of education in school].Moscow: Sentyabr’, 2016.192 p.
  10. Margolis A.A.Trebovaniya k modernizatsii osnovnykh professional’nykh obrazovatel’nykh programm (OPOP) podgotovki pedagogicheskikh kadrov v sootvetstvii s professional’nym standartom pedagoga: predlozheniya k realizatsii deyatel’nostnogo podkhoda v podgotovke pedagogicheskikh kadrov [The Requirements for the Modernization of Basic Professional Education Program (BPEP) of Teachers Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers Training].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2014.Vol.19, no.3, pp.105—126.(In Russ., Abstr.in Engl.).
  11. Margolis A.A., Novikova E.M.Sotsial’nyi kontekst vnedreniya natsional’noi sistemy uchitel’skogo rosta v Rossii: informirovannost’ i otnoshenie uchitelei [Social Context of Implementing the National System of Teacher Development in Russia: Teachers’ Awareness and Attitudes].Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2017.Vol.22, no.4, pp.10—21.doi: 10.17759/pse.2017220403 (In Russ., Abstr.in Engl.).
  12. Metodicheskie rekomendatsii po podderzhke pedagogicheskikh rabotnikov, rabotayushchikh s det’mi iz sotsial’no neblagopoluchnykh semei, Pis’mo Ministerstva obrazovaniya i nauki RF ot 6 maya 2013 g.№ 08-541 [Elektronnyi resurs] [Guidelines to Support Pedagogical Employees Working with Children from Socially Disadvantaged Families, Letter of the Ministry of Education and Science of the Russian Federation of May 6, 2013 No.08-541].URL: https://obrazovanie-medgora.edusite.ru/DswMedia/rekomendaciipopodderjkepedagogov.pdf (Accessed 05.08.2018).
  13. Metodologiya kratkosrochnoi programmy nastavnichestva [Elektronnyi resurs] [Methodology for a short-term mentoring program].Leader-ID (Institut razvitiya liderov) [ Leader-ID (Leadership Development Institute)].URL: http://www.leader-id.ru/upload/file/ get/12472/ (Accessed 05.08.2018).
  14. Mitina L.M.Psikhologicheskie usloviya sovershenstvovaniya professional’noi podgotovki pedagogicheskikh kadrov [Psychological conditions for improving the professional training of teachers].Materialy Mezhdunarodnoi nauchno-prakticheskoi konferentsii “Sovremennye tendentsii razvitiya doshkol’nogo obrazovaniya i professional’noi podgotovki kadrov” (g. Tiraspol’, 20—23 oktyabrya 2017 g.) [Proceedings of the International Scientific and Practical Conference “Modern tendencies in the development of pre-school education and vocational training”].Tiraspol’, 2017, pp. 393—399.
  15. Omel’chenko E.A.Adaptatsiya detei migrantov v obrazovatel’nom uchrezhdenii: sotsiokul’turnyi i psikhologicheskii aspekty [Tekst] [Adaptation of migrant children in an educational institution: sociocultural and psychological aspects].Al’manakh “ETNODIALOGI” [Almanac “ETNODIALOGI”], 2014, no.1 (45), pp.118—131.
  16. Pinskaya M.A., Khavenson T.E., Kosaretskii S.G., et al.Poverkh bar’erov: issleduem rezil’entnye shkoly [Above Barriers: A Survey of Resilient Schools].Voprosy obrazovaniya [ Educational Studies], 2018, no. 2, pp. 198—227.
  17. Prikaz Ministerstva obrazovaniya i nauki Rossiiskoi Federatsii ot 26 iyulya 2017 goda № 703 “Ob utverzhdenii plana meropriyatii (“dorozhnoi karty”) Ministerstva obrazovaniya i nauki Rossiiskoi Federatsii po formirovaniyu i vvedeniyu natsional’noi sistemy uchitel’skogo rosta” [Elektronnyi resurs] [Order of the Ministry of Education and Science of the Russian Federation of July, 26 2017 No.703 “On the approval of the Action Plan (Road Map) of the Ministry of Education and Science of the Russian Federation on the formation and introduction of a national system of teacher growth”].URL: https://xn--80abucjiibhv9a.xn--p1ai/%D0%B4%D0 %BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD %D1%82%D1%8B/10651/%D1%84%D0%B0%D0%B 9%D0%BB/9547/%D0%9F%D1%80%D0%B8%D0% BA%D0%B0%D0%B7%20%E2%84%96%20703%20 %D0%BE%D1%82%2026.07.2017.pdf (Accessed 05.08.2018).
  18. Prikaz Mintruda Rossii ot 18.10.2013 No.544n (red.ot 05.08.2016) “Ob utverzhdenii professional’nogo standarta “Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel’, uchitel’)”” [Elektronnyi resurs] [Order of the Ministry of Labour of Russia No.544n October 18, 2013.“On approval of the professional standard” “teacher (teaching activities in the field of preschool, primary general, basic general, secondary education) (a tutor, an educator)””].URL: http://www.consultant.ru/cons/cgi/online.cgi?req=do c&base=LAW&n=203805&fld=134&dst=100009,0& rnd=0.004004248833385349#03827148803631564 (Accessed 05.10.2018).
  19. Rezil’entnye shkoly: vysokie dostizheniya v sotsial’no neblagopoluchnom okruzhenii.Informatsionnyi byulleten’ [Resilient schools: high achievements in socially unsuccessful environment.Newsletter].Moscow: Vysshaya shkola ekonomiki, 2017.36 p.
  20. Repin V.V., Eliferov V.G.Protsessnyi podkhod k upravleniyu.Modelirovanie biznes-protsessov [A process approach to management.Business process modeling].Moscow: Standarty i kachestvo, 2008.408 p.
  21. Slobodchikov V.I.Professional’noe razvitie pedagoga kak nauchnaya problema [Elektronnyi resurs] [Professional development of the teacher as a scientific problem].Nauchnaya elektronnaya biblioteka eLIBRARY. ru [Scientific Electronic Library eLIBRARY.ru].URL: https:// elibrary.ru/download/elibrary_9228238_32137124.pdf (Accessed 05.08.2018).
  22. Sobkin V.S., Adamchuk D.V.K voprosu o professional’nom razvitii pedagoga: povyshenie kvalifikatsii i chlenstvo v pedagogicheskikh soobshchestvakh [About teachers’ professional development: professional training and membership in pedagogical networks].Vestnik Tyumenskogo gosudarstvennogo universiteta. Sotsial’no-ekonomicheskie i pravovye issledovaniya [Tyumen State University Herald. Social, Economic and Law Research], 2015.Vol.1, no.2 (2), pp.20—40.
  23. Khasan B.I.Psikhotekhnika konflikta i konfliktnaya kompetentnost’ [Psychotechnics of the conflict and conflict competence].Krasnoyarsk, 1996.157 p.
  24. Khetti, Dzhon A.S.Vidimoe obuchenie: sintez bolee 800 metaanalizov, posvyashchennykh dostizheniyam shkol’nikov [A Synthesis of over 800 meta-analyses relating to achievement].Moscow: Natsional’noe obrazovanie, 2017.432 p.
  25. Barrera-Pedemonte F.High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from TALIS 2013.OECD Education Working Papers, 2016, no.141.
  26. Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools.Ontario Ministry of Education, 2013.URL: http://www.edu.gov.on.ca/eng/document/policy/cps/ creatingpathwayssuccess.pdf
  27. Effective Teacher Policies.Insights from PISA.OECD, 2018.
  28. Hallinger P., Heck R.H.Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980—1995.Educational Administration Quarterly, 1996.Vol.32 (1), pp.5—44.
  29. Leithwood K., Rieh C.What we know about successful school leadership.URL: http://olms.cte.jhu.edu/olms2/data/ck/file/What_we_know_about_ SchoolLeadership.pdf
  30. Los Angeles County Office of Education.TESA teacher handbook (Updated).Los Angeles, CA: Author.2002.
  31. Marzano R. J.What works in schools: Translating research into action.Alexandria, VA: ASCD.2003.
  32. Stoll L., et al.Professional learning communities: a review of the literature.Journal of Educational Change, 2006.Vol.7 (4), pp.221—258.

Information About the Authors

Nadezhda V. Bysik, analyst of Center of Social and Economic School Development, Institute of Education, Institute of Education, Higher School of Economics, Moscow, Russia, e-mail: nbysik@hse.ru

Sergey G. Kosaretsky, PhD in Psychology, Director of the Pinsky Centre of General and Extracurricular Education, Institute of Education, HSE University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8905-8983, e-mail: skosaretski@hse.ru

Marina A. Pinskaya, PhD in Education, scientific supervisor of the master's program, Interfaculty Department of Educational Systems and Pedagogical Technologies, Moscow State Institute of International Relations, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4017-1341, e-mail: m-pinskaya@yandex.ru

Metrics

Views

Total: 4037
Previous month: 23
Current month: 19

Downloads

Total: 6269
Previous month: 7
Current month: 6