Science for Education Today, 2023, vol. 13, no. 4, pp. 77–99
© Lavrenteva Z. I., Kochan N. V., Murzalinova A. Z., Romm T. A., 2023
UDC: 
37.01+371+316.6

Scientific and methodological support for preparing classroom teachers in modern education system: Evaluation of changes and opportunities

Lavrenteva Z. I. 1 (Novosibirsk, Russian Federation), Kochan N. V. 2 (Novosibirsk, Russian Federation), Murzalinova A. Z. 3 (Petropavlovsk, Republic of Kazakhstan), Romm T. A. 4 (Novosibirsk, Russian Federation)
1 Doctor of Pedagogical Sciences, Associate Professor, Professor, Pedagogy and Psychology Department, Institute of History, Humanitarian and Social Education
2 Novosibirsk State Pedagogical University
3 M. Kozybaev North Kazakhstan University
4 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Full text (Open Access) — Downloaded 294
Abstract: 

Introduction. The authors investigate the current trends in scientific and methodological support of preparing future teachers for moral education activities. The aim of the article is to identify changes in the leading characteristics of scientific and methodological support of classroom teachers’ preparation in modern conditions and to determine its prospects in the context of higher education transformation.
Materials and Methods. The study is theoretical in nature, includes the analysis and generalization of theoretical approaches to scientific and methodological support of university teachers and empirical data obtained in the course of a comprehensive study of the content, forms and methods of preparing future teachers for conducting moral educational activities. The study is based on the following methodological approaches: psychological and educational support, scientific and methodological support, and the concept of involvement, allowing to reveal the successful areas and the main difficulties in scientific and methodological support of classroom teachers' training in academic and extracurricular activities, and to identify the prospects of scientific and methodological support in the context of the transformation of higher education.
Results. The paper identifies the main areas of support: scientific and methodological support, student extracurricular involvement, research projects on classroom management problems, targeted information and methodological support. The study reveals the contradictions between teachers’ satisfaction with existing scientific and methodological support and dissatisfaction of students and heads of educational settings with the quality of classroom teachers’ preparation in modern schools. The authors identify the characteristic features of improving the quality of classroom management in modern schools.
Conclusions. The study has shown the socio-pedagogical and professional significance of scientific and methodological support of classroom teachers' preparation in higher educational institutions that provide teacher education programmes. New methodological approaches to understanding the role and place of scientific and methodological support in higher education institution, innovative, network and interactive formats of training, and creating educational open professional-oriented environment serve as resources of scientific and methodological support of classroom teachers’ preparation.

Keywords: 

Modern education system; Training of future teachers; Moral education; Scientific and Methodological Support; Classroom Management; Involvement

For citation:
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
References: 
  1. Andrienko E. V., Popova O. S., Romm T. A. Class tutoring in Russian schools as a part of social education: The analysis of educational studies. Science for Education Today, 2022, vol. 12 (4), pp. 73–91. (In Russian) DOI: http://dx.doi.org/10.15293/2658-6762.2204.04  URL: https://elibrary.ru/item.asp?id=49425110
  2. Kharlanova E. M., Roslyakova S. V., Sivrikova N. V., Pashko T. G., Sokolova N. A. Studying students’ opinions as a stage of designing proactive preparation for providing moral education. Science for Education Today, 2021, vol. 11 (4), pp. 46–63. (In Russian) DOI: http://dx.doi.org/10.15293/2658-6762.2104.03  URL: https://www.elibrary.ru/item.asp?id=46513825
  3. Bordonskaya L. A., Igumnova E. A., Levdanskaya Yu. Yu., Popova N. N., Serebryakova S. S. Research of the opinion of future teachers on educational activity in modern socio-cultural conditions. Modern Problems of Science and Education, 2022, no. 5, pp. 59. (In Russian) DOI: http://dx.doi.org/10.17513/spno.32149  URL: https://www.elibrary.ru/item.asp?id=49767199
  4. Kuvyrtalova M. A. Traditions and innovations in the practical training of the future teacher as an organizer of the educational environment. Bulletin of Naberezhnye Chelny State Pedagogical University, 2021, no S2-1, pp. 214–218. (In Russian) URL: https://www.elibrary.ru/item.asp?id=46463338
  5. Mironova A. N. Mastering of subject-oriented technologies by undergraduate students. Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2022, vol. 28 (4), pp. 83–88. (In Russian) DOI: http://dx.doi.org/10.34216/2073-1426-2022-28-4-83-88  URL: https://www.elibrary.ru/item.asp?id=50421925
  6. Kurteeva O. V. Technology of formation of future pedagogue’s commitment to designing the educational project content. Prospects of Science and Education, 2021, no. 2, pp. 176–186. (In Russian) DOI: http://dx.doi.org/10.32744/pse.2021.2.12  URL: https://www.elibrary.ru/item.asp?id=45804539
  7. Abramova V. V., Romm T. A. Formation of professional subjective activity of future teachers in the field of upbringing. Socio-Political Research, 2022, no. 2, pp. 139–151. (In Russian) DOI: http://dx.doi.org/10.20323/2658-428X-2022-2-15-139-151  URL: https://www.elibrary.ru/item.asp?id=49232044
  8. 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 
  9. Efimova G. Z., Zyuban E. V., Kicherova M. N., Muslimova E. O. Paradoxes of students’ non-formal education. Integration of Education, 2019, no. 2, pp. 303–321. (In Russian) DOI: https://doi.org/10.15507/1991-9468.095.023.201902.303-321 URL: https://elibrary.ru/item.asp?id=37820734

10. Koreshnikova Yu. N., Frоumin I. D. Teachers’ professional skills as a factor in the development of students’ critical thinking. Psychological Science and Education, 2020, vol. 25 (6), pp. 88–103. (In Russian) DOI: https://doi.org/10.17759/pse.2020250608  URL: https://elibrary.ru/item.asp?id=44469087  

11. Pithers R., Soden R. Critical thinking in education: A review. Educational Research, 2000, vol. 42 (3), pp. 237–249. DOI: https://doi.org/10.1080/001318800440579    

12. 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

13. Darling-Hammond L., Hyler M. E., Gardner M. Effective Teacher Professional Development. Research Brief, Palo Alto, CA: Learning Policy Institute, 2017, 76 p. URL: https://learningpolicyinstitute.org/product/effective-teacher-professional-development-brief

14. Globa A. Hybrid model for tutorial Engagement. Educational Studies Moscow, 2022, no 3, pp. 7–35. (In Russian) DOI: https://doi.org/10.17323/1814-9545-2022-3-7-35  URL: https://elibrary.ru/item.asp?id=49593231

15. Selivanova N. L., Stepanov P. Preparation of a future teacher as a social and moral educator: A theoretical underpinning. Education and Self-development, 2018, vol. 13 (2), pp. 45–52. (In Russian) DOI: http://dx.doi.org/10.26907/esd13.2.07 URL: https://elibrary.ru/item.asp?id=36335288 

16. Shakurova M. V. Influence of "illusory causality" on quality of preparation of the future teachers to educational activity. Domestic and Foreign Pedagogy, 2019, vol. 2 (1), pp. 62–75. (In Russian) URL: https://www.elibrary.ru/item.asp?id=38497462

17. Samoderzhenkov A. N., Kardanova E. Yu., Satova A. K., Orel E. A., Kulikova A. A., Mombiyeva G. A., Kazakhbaeva G. I., Duisenbayeva A. O. Measuring teacher students ’ psychological readiness for professional life. Educational Studies Moscow, 2021, no 3, pp. 114–137. (In Russian) DOI: https://doi.org/10.17323/1814-9545-2021-3-114-137 URL: https://elibrary.ru/item.asp?id=46598601

18. Senatorova K. P. The concept of “support” as a pedagogical category. News of Saratov University. A new series. Series: Educational Acmeology. Developmental Psychology, 2020, vol. 9 (3), рр. 289–295. (In Russian) DOI: https://doi.org/10.18500/2304-9790-2020-9-3-289-295 URL: https://elibrary.ru/item.asp?id=44069385

19. Aleksandrova Е. А. Scientific and methodological support of teachers. Yaroslavl Pedagogical Bulletin, 2020, no. 6, pp. 14–21. (In Russian) DOI: https://doi.org/10.20323/1813-145X-2020-6-117-14-21   URL: https://elibrary.ru/item.asp?id=44652105

20. Adolf V. A., Kondratyuk A. I., Kondratyuk T. A., Zaitseva M. S. Organizational and methodological support of mentoring in the professional training of future teachers. National Education, 2022, no. 3, pp. 115–120. (In Russian) DOI: https://doi.org/10.52422/01306928_2022_3_115 URL: https://elibrary.ru/item.asp?id=48685836 

21. Shcheglova I. A. An student engagement in extracurricular activities facilitate the development of their soft skills? Monitoring of Public Opinion: Economic and Social Changes, 2019, no. 6, pp. 111–121. DOI: https://doi.org/10.14515/monitoring.2019.6.07 URL: https://elibrary.ru/item.asp?id=41870052

22. Murzalinova A. Zh., Bulatbaeva K. N., Almagambetova L. S., Imanov A. K. Continuous professional development of teachers in the context of a shift in the educational paradigm. Siberian Pedagogical Journal, 2023, no. 1, pp. 49–60. (In Russian) DOI: https://doi.org/10.15293/1813-4718.2301.05  URL: https://elibrary.ru/item.asp?id=50348048

23. Veidt V. P. Scientific and methodological support of the teacher: Content and directions of activity. Kaliningradskij Vestnik Obrazovaniya, 2022, no. 3, рр. 14–24. (In Russian)  URL: https://elibrary.ru/item.asp?id=49521555

24. Rud N. N. Scientific and methodological support of the educational institution for the organization of educational process. Education Management: Theory and Practice, 2013, no. 3, pp. 68–81. (In Russian) URL:  https://www.elibrary.ru/item.asp?id=20299948

25. Sopin V. I. Scientific, organizational and methodical support of additional vocational education. Man and Education, 2014, no. 4, pp. 43–48. (In Russian) URL: https://www.elibrary.ru/item.asp?id=22970359

26. Kozyrev V. A., Radionova N. F., Tryapitsyna A. P. Scientific support for the development of pedagogical education in Russia. Bulletin of the Herzen University, 2007, no. 2, pp. 34–37. (In Russian) URL:  https://www.elibrary.ru/item.asp?id=16496277

27. Kuh G. D. The National Survey of Student Engagement: Conceptual and empirical foundations. In: R. M. Gonyea & G. D. Kuh (Eds.). Using NSSE in institutional research. New Directions for Institutional Research, 2009, pp. 5–20. DOI: https://doi.org/10.1002/ir.283 

28. Astin A. W. Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 1984, no. 40, pp. 518–529. URL: https://www.middlesex.mass.edu/ace/downloads/astininv.pdf 

29. McCormick A. C., Kinzie J., Gonyea R. M. Student engagement: Bridging research and practice to improve the quality of undergraduate education. Higher education: Handbook of theory and research / Paulsen M. B. Dordrecht: Springer, 2013, pp. 47–92. DOI: https://doi.org/10.1007/978-94-007-5836-0_2

30. Shustova I. Yu. A co-existence approach to character building at school. Tomsk State University Journal, 2019, no. 438, pp. 186–193. (In Russian) DOI: https://doi.org/10.17223/15617793/438/25  URL: https://elibrary.ru/item.asp?id=37182738 

31. Silva J., Corse S. Envisioning and enacting class mobility: The routine constructions of the agentic self. American Journal of Cultural Sociology, 2018, vol. 6 (2), pp. 231–265. DOI: https://doi.org/10.1057/s41290-017-0026-x     

32. Zeer E. F., Sychenko Y. A. Actual problems of the professionology of education (based on the materials of the networking “professionology: Projection into the future”). Professional Education and the Labor Market, 2021, no. 3, pp. 112–122. (In Russian) DOI: https://doi.org/10.52944/PORT.2021.46.3.011  URL: https://elibrary.ru/item.asp?id=46617280

Date of the publication 31.08.2023