Developing Teacher Competences: Key Issues and Values

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Ilshat Gafurov (Editor)
Kazan Federal University, Kazan, Russia

Aydar Kalimullin (Editor)
Kazan Federal University, Director of the Institute of Psychology and Education, Kazan, Russia

Roza Valeeva (Editor)
Kazan Federal University, Head of Pedagogy Department, Institute of Psychology and Education, Kazan, Russia

Nick Rushby (Editor)
Deputy Editor, Education and Self Development Journal

Series: Education in a Competitive and Globalizing World

This special edition presents a snapshot from around the world of the current state of the research devoted to the issues of professional development of teachers. Teachers’ professional and pedagogical activity is significantly changing today. In many respects, these changes are explained by a new understanding of the purpose and result of education, which is formulated in the documents of educational reform in Russia and in the world, in the context of achieving a new quality of mass education. The question that becomes extremely important is: “How exactly should the teacher’s professional and pedagogical activity change in order to provide a new quality of education meeting the “challenges of the time?”. These issues are described in the works of the leading Russian and foreign researchers in the field of teacher education who participated in the Fifth International Forum on Teacher Education held on 29-31 May, 2019 in Kazan Federal University (IFTE-2019) (http://ifte.kpfu.ru/en/home-page/).

Researchers share their views and research results on the issues of modernization and development of the content of teacher education. They discuss questions related to values and priorities within the field of modern teacher education, to modernization processes and contents of teacher education including the requirements of a competency-based approach. Key issues of teachers’ professional development within this and other essential topics related to teacher education are also touched upon in 16 papers included into this book.

The authors of the papers issue represent a variety of positions and address a number of the questions raised in the high quality debate. The evidence they present emanates from different nations and different universities.

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Table of Contents

Preface

Chapter 1. Future Schoolteachers’ Preconceptions and Their Transformation: Training Program Impact on Epistemological Beliefs
(Timirkhan B. Alishev, Johannes Dammerer and Oksana V. Polyakova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia, and others)

Chapter 2. Creative Competence of Future Teachers
(Dinar V. Ivanov, Valeriya A. Stepashkina and Vera K. Vlasova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 3. Emotional Intelligence and Tolerance for Uncertainty in Future Teachers
(Aida F. Minullina and Kseniya V. Pyrkova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 4. Teachers and Lifelong Learning
(Viara T. Gyurova, Faculty of Pedagogy, Sofia University St. Kliment Ohridski, Sofia, Bulgaria)

Chapter 5. Professional and Pedagogical Self-Development of Master’s Students, Future Teachers of Vocational and Higher Education Institutions
(Elena V. Asafova and Oksana V. Vashetina, 1Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 6. Competence of Preschool Educators in Regard to Children with Mental Retardation in the Context of Inclusion
(Gulnara V. Valiullina and Natalia Y. Boryakova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia, and others)

Chapter 7. The Formation of Professional Competencies of Future Math Teachers in the Context of Inclusive Education
(Elena R. Sadykova, Ilnar F. Yarullin, Olga V. Razumova and Ramis R. Nasibullov, N. I. Lobachevsky Institute of Mathematics and Mechanics, Kazan Federal University, Kazan, Russia, and others)

Chapter 8. Simulation-Based Technologies in Teacher Education, Using Foresight Sessions as an Example
(Leysan R. Kayumova and Venera G. Zakirova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 9. Modification of Practical Training Programs in Pedagogical Master Courses: In Pursuit of Professional Development
(Tatiana A. Baklashova, Elena G. Skobeltsyna and Elena M. Galishnikova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 10. Assessing Student Teachers’ Ability to Design and Conduct Classes
(Inna I. Golovanova, Nadezhda V. Telegina and Olga I. Donetskaya, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 11. Master’s Portfolio in Education: A Fresh View on the Process of Designing and Implementation
(Regina G. Sakhieva, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 12. Psychological Well-Being of Novice Teachers
(Rezeda M. Khusainova, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 13. Risks of Early Emotional Burnout in Young Teachers: Causes and Prevention
(Lera A. Kamalova and Galina P. Zhirkovа, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia, and others)

Chapter 14. Professional Maintenance of Wellbeing Activities for Novice Teachers: Theoretical and Methodical Considerations
(Natalia L. Selivanova, Institute for Strategy of Education Development, Russian Academy of Education, Moscow, Russia)

Chapter 15. Developing an Effective Support System for Novice Teachers in Modern Schools
(Anvar N. Khuziakhmetov, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Chapter 16. The Teacher’s Role in the Student’s Adaptation Process with Changing School Environments
(Anvar N. Khuziakhmetov, Institute of Psychology and Education, Kazan Federal University, Kazan, Russia)

Index

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