Science for Education Today, 2023, vol. 13, no. 6, pp. 7–36
© Lavrentieva O. A., Skrypnikova E. M., Deich B. A., Lavrenteva Z. I., 2023
UDC: 
37.013+371.124.92

Head teacher’s adviser for moral education and interaction with children’s public organizations: Evaluating expectations and potential for improving the quality of moral education in Russian secondary schools

Lavrentieva O. A. 1 (Novosibirsk, Russian Federation), Skrypnikova E. M. 1 (Novosibirsk, Russian Federation), Deich B. A. 1 (Novosibirsk, Russian Federation), Lavrenteva Z. I. 2 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University
2 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Full text (Open Access) — Downloaded 544
Abstract: 

Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work.
Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience.
Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed.
Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.

Keywords: 

Education system; Educational setting; School head teacher’s moral education adviser; Process of interaction with students; Children's public orEducation system; Educational setting; School head teacher’s moral education adviser; Process of interaction with students; Children's public organizations.

For citation:
Lavrentieva O. A., Skrypnikova E. M., Deich B. A., Lavrenteva Z. I. Head teacher’s adviser for moral education and interaction with children’s public organizations: Evaluating expectations and potential for improving the quality of moral education in Russian secondary schools. Science for Education Today, 2023, vol. 13, no. 6, pp. 7–36. DOI: http://dx.doi.org/10.15293/2658-6762.2306.01
References: 
  1. Mudrik A. V., Nikitskaya E. A. Education in the context of human socialization: A retrospective of the problem and pedagogical reality. Education. The Science. Scientific Personnel, 2021, no. 2, pp. 224–230. DOI: https://doi.org/10.24411/2073-3305-2021-2-224-230  URL: https://www.elibrary.ru/item.asp?id=46126369
  2. Ponce Ceballos S., García-Cabrero B., Islas Cervantes D., Martínez Soto Y., Serna Rodríguez A. From tutoring to mentoring. Reflections on the diversity of teaching functions. Páginas de Educación, 2018, vol. 11 (2), pp. 215. DOI: http://dx.doi.org/10.22235/pe.v11i2.1635
  3. Lavrenteva Z. I., Kochan N. V., Murzalinova A. Z., Romm T. A. Scientific and methodological support for preparing classroom teachers in modern education system: Evaluation of changes and opportunities. Science for Education Today, 2023, vol. 13, no. 4, pp. 77–99. DOI: http://dx.doi.org/10.15293/2658-6762.2304.04
  4. Pantazis V. E. The “Encounter” as an “Event of Truth” in education: An anthropological-pedagogical approach. Educational Theory, 2012, vol. 62 (6). DOI: https://doi.org/10.1111/edth.12002 URL: https://onlinelibrary.wiley.com/doi/10.1111/edth.12002
  5. Andrienko E. V. Anthropological approach realization in education as a factor of personality development in society under transformations. RUDN Journal of Philosophy, 2003, no. 2, pp. 125–137. URL: https://www.elibrary.ru/item.asp?id=13101114
  6. Buckley P., Lee P. The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 2021, vol. 22 (1), pp. 37–48. DOI: https://doi.org/10.1177/1469787418808988 
  7. Bochaver A. A., Zhilinskaya A. V., Khlomov K. D. The future prospects of modern adolescents in the life course perspective. Russian Education and Society, 2017, vol. 59 (5–6), pp. 217–230. DOI: https://doi.org/10.1080/10609393.2017.1408364  URL: https://www.elibrary.ru/item.asp?id=35536632
  8. Denessen E., Keller A., van den Bergh L., van den Broek P. Do teachers treat their students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Education Research International, 2020, vol. 2020, pp. 2471956. DOI: https://doi.org/10.1155/2020%2F2471956 URL: https://www.hindawi.com/journals/edri/2020/2471956/
  9. Tsang A. The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation. Active Learning in Higher Education, 2023, vol. 24 (2), pp. 125–138. DOI: https://doi.org/10.1177/1469787420945212

10. Villegas A. M., Lucas T. Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 2002, vol. 53 (1), pp. 20–32. DOI: https://doi.org/10.1177/0022487102053001003

11. Chen T., Liu L., Cui J., Chen X., Wang Y. Developmental trajectory of time perspective: From children to older adults. Psychology Chinese Journal, 2016, vol. 5 (4), pp. 245–255. DOI: https://doi.org/10.1002/pchj.140

12. Lillge D., Knowles A. Sticking points: Sites for developing capacity to enact socially just instruction. Teaching and Teacher Education, 2020, vol. 94, pp. 103098. DOI: https://doi.org/10.1016/j.tate.2020.103098

13. Freire S. F. de C. D., Branco A. U. Dynamics between self and culture in school: A dialogical and developmental perspective. Learning, Culture and Social Interaction, 2019, vol. 20, pp. 24–31. DOI: http://dx.doi.org/10.1016/j.lcsi.2017.10.004

14. Han J., Yin H., Boylan M. Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 2016, vol. 3 (1), pp. 1217819. DOI https://doi.org/10.1080/2331186X.2016.1217819

15. Shin M., Bolkan S. Intellectually stimulating students' intrinsic motivation: The mediating influence of student engagement, self-efficacy, and student academic support. Communication Education, 2021, vol. 70 (2), pp. 146–164. DOI: https://doi.org/10.1080/03634523.2020.1828959

16. Savchenkov A. V., Uvarina N. V. Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification. Science for Education Today, 2021, vol. 11, no. 2, pp. 55–79. DOI: http://dx.doi.org/10.15293/2658-6762.2102.03

17. Stepanov P. V. How to work with the purposes and the objectives of upbringing. Domestic and Foreign Pedagogy, 2020, vol. 2 (1), pp. 48–53. (In Russian) URL: https://www.elibrary.ru/item.asp?id=4292344

18. Guseltseva M. S., Asmolov A. G. A growing human in anthropological perspective: From deprivation of future images KTO the birth of freedom (on the occasion of the 90th birthday academician of the Russian academy of education D. I. Feldstein). World of Psychology, 2019, no. 4, pр. 11–24. (In Russian) URL: https://www.elibrary.ru/item.asp?id=44499230

19. Feldshtein D. I. Problems of the growing personality formation in the new historical stage of society development. Education and Science, 2013, no. 9, pр. 3–23. (In Russian) URL: https://elibrary.ru/item.asp?id=20794501

20. Abramova V. V., Romm T. A. Formation of professional subjective activity of future teachers in the field of upbringing. Socio-Political Studies, 2022, no. 2, pp. 139–151. (In Russian) DOI: https://doi.org/10.20323/2658-428X-2022-2-15-139-151 URL: https://elibrary.ru/teqrcj

21. Shustova I. Yu. Communiti in the development of subjectivity of modern student. Domestic and Foreign Pedagogy, 2019, vol. 2 (1), pp. 76–86. (In Russian) URL: https://elibrary.ru/item.asp?id=38497463

22. Bederkhanova V. P., Shustova I. Yu. Subjectivity of a student: Issues of self-education, self-development, interaction. Public Education, 2021, no. 4, pp. 131–138. (In Russian) URL: https://elibrary.ru/item.asp?id=46454820

23. Kislov A. G., Shcherbin M. D. Towards a pedagogical actualization of the concept of subjectivity. Values and Meanings, 2022, no. 1, pp. 28–42. (In Russian) URL: https://elibrary.ru/item.asp?id=48239203

24. Rüütmann T. Development of critical thinking and reflection. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, Springer, Cham., 2019, vol. 917. DOI: https://doi.org/10.1007/978-3-030-11935-5_85

25. Gushchina T. N. Socio-pedagogical support for the formation of the student's social competence: A technological aspect. Yaroslavl Pedagogical Bulletin, 2020, no. 5, pр. 8–16. (In Russian) DOI: https://doi.org/10.20323/1813-145X-2020-5-116-8-16 URL: https://elibrary.ru/item.asp?id=44456063

26. Doronina S. G. Studying the phenomenon of childhood philosophically: Problems and prospects. Society and Power, 2021, no. 1, pp. 127–137. (In Russian) DOI: https://doi.org/10.22394/1996-0522-2021-1-127-137  URL: https://elibrary.ru/item.asp?id=46216462

27. Zasmolina N. P. Pedagogical assistance as a type of socio-pedagogical activity. Kazan Pedagogical Journal, 2022, no. 4, pp. 90–99. (In Russian) DOI: https://doi.org/10.51379/KPJ.2022.154.4.010 URL: https://elibrary.ru/item.asp?id=49482911

28. Lavrentieva Z. I. Methodology of research on the activities of advisers to directors on education and interaction with children's public associations. Social Pedagogy, 2023, no. 2, pp. 5-13. (In Russian) URL: https://www.elibrary.ru/item.asp?id=54208341

29. Zyatyushkova N. A. “Childhood navigators”: results of the project implementation in 2021-2022 in the Vologda region. Source, 2022, no. 4, pp. 11-15. (In Russian) URL: https://www.elibrary.ru/item.asp?id=50054709  

30. Karpova K. A. “Childhood navigators” - the first steps in a new profession. Source, 2022, no. 2, pp. 25–26. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49101291

31. Gukalenko O. V., Bermus A. G., Pustovoitov V. N., Ryzhova O. S. The model of activity of the adviser to the head of an educational organization for education in Russia. Social Pedagogy in Russia, 2021, no. 6, pр. 8–13. (In Russian) URL: https://www.elibrary.ru/item.asp?id=47834851

32. Betilmerzaeva M. M., Muskhanova I. V. Strategic status of director’s counsellor for education in a modern school: The view of learners and their parents. Perspectives of Science and Education, 2023, no. 2, pp. 330–350. (In Russian) DOI: https://doi.org/10.32744/pse.2023.2.19 URL: https://www.elibrary.ru/item.asp?id=52657683

33. Stashkevich I. R., Krupinova E. O. Professional development system: The role of the advisor for education and interaction with children’s public associations in a professional educational organization. Professional Education in Russia and Abroad, 2023, no. 2, pp. 53–59. (In Russian) URL: https://elibrary.ru/item.asp?id=54178114

34. Kislyakov A. V., Shcherbakov A. V., Buranova S. V. Professionalism research of the director's advisers on education and interaction with children's public associations: Tools, diagnostics, study results. Scientific Support of Personnel Development Systems, 2023, no. 2, pp. 133–147. (In Russian) URL: https://elibrary.ru/item.asp?id=53923819

35. Skrypnikova Or. M. Current areas of activity of the adviser to the director for education and interaction with childrenʼs public associations. Journal of Pedagogical Innovations, 2023, no. 3, pp. 90–101. DOI: https://doi.org/10.15293/1812-9463.23.03.08 URL: https://elibrary.ru/item.asp?id=54645838 

36. Lavrentyeva O. A. Competence model of the activity of the adviser to the director for education and interaction with children's public associations. Socio-Political Studies, 2023, no. 3, pp. 110–124. (In Russian) URL: https://elibrary.ru/item.asp?id=54795259

37. Lavrentyeva Z. I. Professional competence of the adviser to the director of education and interaction with children's public associations. Military-Legal and Humanities Sciences of Siberia, 2023, no. 3, pp. 64–72. (In Russian) URL: https://elibrary.ru/item.asp?id=54644790

38. Pozdeeva S. I. Student activity or involvement: What should one prefer? Pedagogical Education in Russia, 2021, no. 4, pр. 8–13. (In Russian) DOI: https://doi.org/10.26170/2079-8717_2021_04_01  URL: https://elibrary.ru/item.asp?id=46547602

39. Bogdashin A. V., Solovyova T. O. Specifics of the interaction of advisers of the education directors with the parent community. Bulletin of the Omsk State Pedagogical University. Humanities Studies, 2023, no. 2, pp. 140–145. (In Russian) DOI: https://doi.org/10.36809/2309-9380-2023-39-140-145 URL: https://elibrary.ru/item.asp?id=54084937

40. Lavrentieva O. A. Socio-pedagogical technologies of interaction with childrenʼs public associations in the activities of the adviser on education. Bulletin of Pedagogical Innovations, 2023, no. 1, pp. 42–49. (In Russian) DOI: https://doi.org/10.15293/1812-9463.2301.05  URL: https://elibrary.ru/item.asp?id=50471495

41. Vasiliev A. D. Counselor vs Childhood navigator. Additional Education in Yakutia, 2022, no. 11, pp. 46–53. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49281837

42. Udachina T. V., Surmina I. V. The time of the first. Source, 2022, no. 2, pp. 22–24. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49101290

43. Petukhova N. S. First steps in something big. Source, 2022, no. 1, pp. 16–17. (In Russian) URL: https://www.elibrary.ru/item.asp?id=48211239  

44. Pyankova A. E. Advisor to the director on upbringing: work practice. Business. Education. The right, 2022, no. 4, pp. 500–504. (In Russian) DOI: https://doi.org/10.25683/VOLBI.2022.61.487  URL: https://www.elibrary.ru/item.asp?id=49818900

45. Bethlehemsky A. B. Destruction of the educational system in Russian schools. National Education, 2022, no. 1, pp. 28–42. (In Russian) URL: https://elibrary.ru/item.asp?id=48012641

Date of the publication 31.12.2023