Science for Education Today, 2021, vol. 11, no. 5, pp. 7–25
© Kharisova I. G., Makeeva T. V., Kazakova E. I., Tarkhanova I. Y., 2021
UDC: 
331.54:37+378

Identifying a value-based framework of teaching from the point of view of modern socio-professional teachers’ community

Kharisova I. G. 1 (Yaroslavl, Russian Federation), Makeeva T. V. 1 (Yaroslavl, Russian Federation), Kazakova E. I. 2 (Saint Petersburg, Russian Federation), Tarkhanova I. Y. 1 (Yaroslavl, Russian Federation)
1 Federal State Budgetary Educational Institution of Higher Education "Yaroslavl State Pedagogical University named after K. D. Ushinsky"
2 Federal State Budgetary Educational Institution of Higher Education "St. Petersburg State University"
Full text (Open Access) — Downloaded 893
Abstract: 

Introduction. The authors investigate the problem of discrepancy between regulations imposed by Federal state educational and professional standards and professional values and beliefs significant for modern educators. The aim of this article is to define and clarify value-based frameworks from the point of view of modern socio- professional teacher’ community.
Materials and Methods. Methodological basis of the present research is a system approach connected with the concept of systemogenesis of the activity, designed by academician V.D. Shadrikov. Adopting the systemogenesis approach to academic research, the authors employed methods of morphological and psychological analysis of teaching and the method of operationalization of existing educational and professional standards, regulating the requirements for the level of teacher education and teacher functions. Empirical data were collected via a questionnaire developed by the authors. In order to process the obtained data, the methods of initial descriptive statistics, correlation, systemic-structural and factor analysis were applied.
Results. The research findings show the most important instrumental values for teachers which are closely connected with value-based aims of such categories as ‘child’, ‘environment’ and ‘profession’. The analysis of empirical data highlighted such significant values as ‘profession’, ‘environment’, and ‘child’. The common structure of teachers’ instrumental values consists in significant quality-centered values, less important knowledge-centered values and the least important relationship-centered ones. Therefore, the authors have identified the predominance of external professional values for modern educators. It contradicts the educational standards which emphasize learner-centered approach and focus on fulfilling learners’ potential.
Conclusions. The study concludes that socio-professional community of modern teachers does not consider the child as the main priority of teaching. Instead, they emphasize the values of ‘profession’ and ‘environment’.

Keywords: 

Teaching; Educational practitioners (teaching staff); Socio-professional community; Professional standards; Educational standards; Systemogenesis of teaching; Value-based framework; Continuous professional development for teachers.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:47136056

For citation:
Kharisova I. G., Makeeva T. V., Kazakova E. I., Tarkhanova I. Y. Identifying a value-based framework of teaching from the point of view of modern socio-professional teachers’ community. Science for Education Today, 2021, vol. 11, no. 5, pp. 7–25. DOI: http://dx.doi.org/10.15293/2658-6762.2105.01
References: 
  1. Ansimova N. P., Tarkhanova I. Yu. Systemogenesis of pedagogical activity as a methodology for ensuring the continuity of the results of various levels of teacher training. Pedagogy, 2021, Vol. 85 (5), pp. 97–104. (In Russian) URL: https://www.elibrary.ru/item.asp?id=46140246
  2. Asadullin R. M., Frolov O. V. School teacher: The lost value of Russian education? Pedagogy, 2019, no. 3, pp. 87–92. (In Russian) URL: https://elibrary.ru/item.asp?id=37395524
  3. Volchik V., Posukhova O. Education reforms and precariatization of school teachers. Terra Economicus, 2017, vol. 15 (2), pp. 122–138. (In Russian) DOI: https://doi.org/10.23683/2073-6606-2017-15-2-122-138 URL: https://www.elibrary.ru/item.asp?id=29455389
  4. Kazakova E. I., Basyuk V. S., Vrublevskaya E. G. School children educational culture as a Russian pedagogical education development factor. Psychological and Pedagogical Research, 2019, vol. 11 (3), pp. 143–154. (In Russian) DOI: https://doi.org/10.17759/psyedu.2019110312 URL: https://elibrary.ru/item.asp?id=40805423
  5. Mitina L. M., Mitin G. V. Psychological analysis of the problem of marginalism, procrastination and learned helplessness as barriers to personal and professional development. Psychological Science and Education, 2020, vol. 25 (3), pp. 90–100. (In Russian) DOI: https://doi.org/10.17759/pse.2020250308 URL: https://elibrary.ru/item.asp?id=43159666
  6. Nurieva L. M., Kiselev S. G. Employment of graduates of pedagogical universities: Statistics vs mythology. Education and Science, 2020, vol. 22 (9), pp. 37–66. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2020-9-37-66 URL: https://elibrary.ru/item.asp?id=44192285
  7. Ashton J., Newman L. An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 2006, vol. 37 (6), pp. 825–840. DOI: https://doi.org/10.1111/j.1467-8535.2006.00662.x
  8. Atjonen P. Key pedagogical principles and their major obstacles as perceived by comprehensive school teachers. Teachers and Teaching, 2011, vol. 17 (3), pp. 273–288. DOI: https://doi.org/10.1080/13540602.2011.554698
  9. Daley B. J. Novice to Expert: An Exploration of How Professionals Learn. Adult Education Quarterly, 1999, vol. 49 (4), pp. 133–147. DOI: https://doi.org/10.1177%2F074171369904900401

10. Dang T. K. A. Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 2013, vol. 30, pp. 47–59. DOI: https://doi.org/10.1016/j.tate.2012.10.006

11. Gadušova Z., Hašková A., Szarszoi D. Teacher competences evaluation: Case-study. Science for Education Today, 2020, vol. 10 (3), pp. 164–178. DOI: https://doi.org/10.15293/2658-6762.2003.09

12. Ghanizadeh A., Ostad S. A. The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers. Sino-USEnglish Teaching, 2016, vol. 13 (11), pp. 831–841. DOI: https://doi:10.17265/1539-8072/2016.11.001

13. Han I. Conceptualisation of English teachers’ professional identity and comprehension of its dynamics. Teachers and Teaching, 2017, vol. 23 (5), pp. 549–569. DOI: https://doi.org/10.1080/13540602.2016.1206525

14. Lai T., Lin H. F. An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 2018, vol. 27 (4), pp. 445–458. DOI: https://doi.org/10.1080/1475939X.2018.1496137

15. Pillen M. T. Professional identity tensions of beginning teachers. Technische Universiteit Eindhoven. 2013. 178 p. DOI: https://doi.org/10.6100/IR758172

16. Sachs J. Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 2001, vol. 16 (2), pp. 149–161. DOI: https://doi.org/10.1080/02680930116819

17. Sanderse W. The meaning of role modelling in moral and character education. Journal of Moral Education, 2012, vol. 42 (1), pp. 28–42. DOI: https://doi.org/10.1080/03057240.2012.690727

18. Schultz K., Ravitch S. M. Narratives of learning to teach: Taking on professional identities. Journal of Teacher Education, 2013, vol. 64 (1), pp. 35–46. DOI: https://doi.org/10.1177%2F0022487112458801

19. Timoštšuk I., Ugaste A. The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 2012, vol. 35 (4), pp. 421–433. DOI: https://doi.org/10.1080/02619768.2012.662637

20. Vaitzman Ben-David H., Berkovich I. Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment. Teachers and Teaching, 2010, vol. 3 (4), pp. 1–16. DOI: https://doi.org/10.1080/13540602.2021.1946035

21. Veugelers W., Vedder P. Values in Teaching. Teachers and Teaching, 2003, vol. 9 (4), pp. 377–389. DOI: https://doi.org/10.1080/1354060032000097262

22. Wang H., Hall N. C. When “I care” is not enough: An interactional analysis of teacher values, value congruence, and well-being. Teaching and Teacher Education, 2019, vol. 86, pp. 102906. DOI: https://doi.org/10.1016/j.tate.2019.102906

23. Weiner J. M., Torres A. C. Different location or different map? Investigating charter school teachers’ professional identities. Teaching and Teacher Education, 2016, vol. 53, pp. 75–86. DOI: http://dx.doi.org/10.1016/j.tate.2015.11.006

24. Weran Y. I. T., Kuswandono P. Teacher identity as a root of teacher selves: Professional identity vs personal identity. Journal of English Educational Study (JEES), 2021, vol. 4 (1), pp. 49–58. DOI: https://doi.org/10.31932/jees.v4i1.946 

25. Windl E., Dammerer J. Teacher training in Austria with special consideration of mentoring in the induction phase. Education and Self Development, 2019, vol. 14 (3), pp. 40–47. DOI: https://doi.org/10.26907/esd14.3.05

Date of the publication 31.10.2021