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European Proceedings of Social and Behavioural Sciences EpSBS www.europeanproceedings.com e-ISSN: 2357-1330 DOI: 10.15405/epsbs.2020.08.02.29 PEHPP 2019 Pedagogical Education: History, Present Time, Perspectives IDEAS OF CONTINUOUS EDUCATION FORRURAL TEACHERS IN THE HISTORY OF RUSSIAN EDUCATION R. M. Sherayzina (а), M. V. Alexandrova (b), Z. B. Eflova (c)* *Corresponding author (a) Yaroslav-the-Wise Novgorod State University, Veliky Novgorod, Russia, [email protected] (b)Yaroslav-the-Wise Novgorod State University, Veliky Novgorod, Russia, [email protected] (c) Petrozavodsk State University, Republic of Karelia, Russia, [email protected] Abstract The article presents the results of a historical and pedagogical analysis of the theory and practice of preparing teachers for work in the specific conditions of a rural educational organization (rural school). The need for targeted vocational training and education of rural (public) teachers was indicated by K.D. Ushinsky and many other progressive figures in the education of Russiain XIX - early XX centuries. It is they who own the most important provisions and the first practices of vocational training and additional professional education for teachers of the domestic rural school. The professional pedagogical activity of a rural teacher has its significant specific features. At the same time, it is influenced by the current trends in the development of society and education as an institution that determines the future of this society, and should appropriately reflect these new developments. Such trends include ideas about the continuity of teacher education, the origins of which we can observe in reflections on the rural teacher among those who laid the foundations of Russian pedagogical science. The article discusses the theoretical provisions and practical recommendations set forth in the works of Russian scholars of the past, which, from the point of view of the authors, are relevant at present and in the future. The paper traces the sources of systemic approach, consistency and continuity, diversification and variability of continuing teacher education. The authors suggest strategic and tactical directions for promoting these ideas in the practice of preparing rural teachers. 2357-1330 © 2020 Published by European Publisher. Keywords: Continuing pedagogical education, history of pedagogy and education, rural school, rural teacher. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. https://doi.org/10.15405/epsbs.2020.08.02.29 Corresponding Author: Z. B. Eflova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 1. Introduction Globalization of education, the desire of progressive countries to create a single world educational space as a territory of great and equal educational opportunities (Delors, 1998), many other modern trends in education have a history, hence it is advisable to precede and accompany innovations with a review and reassessment of previous ideas (Boguslavskii & Lelchitskii, 2016). Researchers' turning to the past, in our opinion, is an obvious necessity at every stage of the development of society (Brower, 1970), but especially during the time of profound cardinal transformations. The 21st century belongs to such periods, which began with the widespread and diverse modernization of the domestic education system at all its levels. The results of scientific studies confirm that the multiple originality of the educational situation in the countryside and the functioning of the rural school are directly projected onto the professional activities of the rural teacher - it determines the multifunctionality of his work, a high level of social responsibility and increased requirements for professional and personal qualities. Hence the need for special vocational guidance, targeted training, additional education and self-education of rural teachers. The implementation of this approach at different (all) stages and levels of the modern system of continuous pedagogical education is urgent and problematic. On the one hand, domestic pedagogical science and educational practice have significant theoretical, (including historical and pedagogical) research and rich experience in vocational guidance, training, support of professional development, advanced training and self-education of rural teachers. On the other hand, at present, there is a need to rethink the pedagogical heritage in contexts relevant to modern trends, in particular, continuing education as an educational trend of the 21st century (according to I.A. Kolesnikova, a phenomenal trend) (Kolesnikova, 2013). The term "lifelong education", which has many meanings, is now being established in the domestic scholarship and education system. Here, continuity is understood to mean a property of the system of teacher education that ensures the ongoing, progressive nature of the promotion of the rural teacher in professional activity - from the beginning to the end of their teaching career - with the possibility of moving up, down, and across their professional ladder and building a career in the profession. The continuity of the professional formation and development of a rural school teacher is determined by the diversification and variability of teacher education. Itis manifested in the continuity of the goals, content, methods and forms of teacher education, in the representation and sequence of its stages, or steps (pre-professional, professional, post-professional) and types (formal, non-formal and informal). The signs and conditions of continuity are integrity, consistency, openness of education and others. 2. Problem Statement Analyzing the theoretical work and the experience of training teachers for a rural school in the view of continuity, it is advisable to notice and record: . signs and sources, as well as conditions for continuing education in accordance with a modern interpretation; . ways and means of implementing lifelong education in correlation with new social guidelines and achievements of pedagogical science; 228 https://doi.org/10.15405/epsbs.2020.08.02.29 Corresponding Author: Z. B. Eflova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 . proposals, both implemented in educational practice of the corresponding historical period, and expressed at the level of ideas and / or recommendations; particularly promising for implementation in modern circumstances. 3. Research Questions The study of scholarly works and pedagogical experience is built in the logic of finding answers to the following questions: . What aspects of continuity have emerged in the history of national education? . How are they reflected in pedagogical science in relation to: goals, content, methods, forms and means of training a rural school teacher; representation at the stages (pre-professional, professional, post-professional), and in the types of (formal, non-formal, informal) continuing education of rural teachers? 4. Purpose of the Study The purpose of this study is to identify the ideas of continuity in the professional training of a rural school teacher formulated in the writings of the leading representatives of Russian pedagogical science and practice in the XIX and early XX centuries. 5. Research Methods The methodological basis of the study includes philosophical and pedagogical ideas, such as: a concrete historical approach to the phenomena being studied; the unity of the historical and logical in the assessment of phenomena; the active role of a person in cognizing and transforming social reality; the provisions on the cultural and historical conditionality and social determination of education. These ideas and provisions present and concretize: . historical and pedagogical approach /method and comparative method; . systemic approach; . sociocultural and environmental approaches; . documentary and biographical methods. 6. Findings The history of Russian education and the domestic rural school, which is the primary link in the system, is an illustration of complexity and inconsistency, discreteness and instability, the constant change of directions and the nature of development - from progressive to regressive, and vice versa. The formation of the mass stratum of the population - the peasantry, until the middle of the XIX century was not included in the sphere of state concern, moreover, it was not encouraged by the authorities, and all kinds of obstacles were posed to it (Rumyantseva, Matveenko, Tretiyakova, & Yurova, 2018). In the late XVIII - early XIX centuries the idea of the need for targeted training of a public teacher, which was understood, first of all, 229 https://doi.org/10.15405/epsbs.2020.08.02.29 Corresponding Author: Z. B. Eflova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 as a rural teacher, is emerging in Russia. The development of its main provisions took place in the bosom of the domestic social and pedagogical movement from the middle of the XIX century (Kmeťa & Bel, 2017). In the essay “The project of teacher's seminaries” Ushinsky (1861) states the following fact: “The most significant shortcoming in the work of Russian public education is the lack of good mentors who are specially (emphasized