Table of Contents

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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Reviews

“Ilshat Gafurov, Aydar Kalimullin, Roza Valeeva, and Nick Rushby’s edited collection Developing Teacher Competences: Key Issues and Values includes various research works around better understanding the public education sector in the Russian Federation (Rossiyskaya Federatsiya) in a time of reform…This book offers a sense of the teacher’s need to subsume the self (and self-interests) to the child and the profession, to a degree that may be somewhat foreign in the U.S. Universally, teaching is a giving profession, but the well-being of the teacher is important, too, for the system to work. These works differentiate between “foreign” research and the implied “domestic,” which is an interesting differentiation given the international aspects of education (and research that suggests skepticism of the ideas not developed locally, wherever “local” may be)…READ MORE” – Shalin Hai-Jew for C2C Digital Magazine (Spring/Summer 2021), Instructional Designer/Researcher, Kansas State University