Science for Education Today, 2019, vol. 9, no. 1, pp. 7–26
373.51 + 378.147.88

Facilitating continuity in university-based initial teacher education

Primchuk N. V. 1 (St-Petersburg, Russian Federation), Aranova S. V. 1 (St-Petersburg, Russian Federation)
1 The Herzen State Pedagogical University of Russia

Introduction. The authors investigate the problem of facilitating continuity in contemporary education. The purpose of the research is to characterize the specifics of implementing continuity in university-based teacher education.
Materials and Methods. The activity approach was chosen as a methodological foundation of the research. The authors applied the following methods: questionnaires, classroom observation, structured interviews and focus-group discussions of teachers, students and professional tutors supervising initial training students on teaching practice. The analysis and generalization of recent studies on continuity in contemporary education were also carried out.
Results. The article reveals the directions of implementing the modern understanding of continuity in education. The authors propose a new format of teaching practice based on “the problem approach” to collaborative interaction of students, school teachers and academic staff. The results of reflexive self-assessments of student teaching are summarized.
Conclusions. The authors summarize the specifics of implementing continuity in initial teacher education.


Principle of continuity; Future teachers training; Student practice; Professional tasks; Professional tests; Interdisciplinary competence; Spatial-environmental interaction.


Prominence Percentile SciVal: 99.370 Pedagogical Support | Educational Process | Professional Competence


Facilitating continuity in university-based initial teacher education

For citation:
Primchuk N. V., Aranova S. V. Facilitating continuity in university-based initial teacher education. Science for Education Today, 2019, vol. 9, no. 1, pp. 7–26. DOI:
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Date of the publication 28.02.2019