Conference
Study of the Professional Standard Assessment by Young Teachers.
| Τίτλος: | Study of the Professional Standard Assessment by Young Teachers. |
|---|---|
| Συγγραφείς: | Rybakova, Lyaysan A., Parfilova, Gulfiia G. |
| Πηγή: | ARPHA Proceedings; 2019, p535-545, 11p |
| Θεματικοί όροι: | Professional standards, Teacher training, Teacher development, Professional education, Personality |
| Περίληψη: | Professional standard of a teacher is a document that takes into account all the requirements for teacher's personality and professional competence. From now on teacher's qualification level will be assigned in accordance with this regulatory act. It should also be considered when recruiting a teacher and in drafting his job description. This document details all the knowledge and skills that teachers should possess, and also specifies labor activities depending on the direction of work (teacher in a preschool institution, primary school teacher, subject school teacher, etc.). It is expected that due to the introduction of a professional standard, top-ranking specialists who can work with various categories of children (gifted, disabled, orphans, migrants, etc.) and effectively interact with other specialists (special education teachers, psychologists, social educators and etc.) will form the basis of Russian educational system. This study was conducted in the context of a cross-cultural research of professional teaching standards: on the understanding of professional standards by teachers in five countries. Participating countries: Scotland, Portugal, Russia (1st stage), Canada and Australia (2nd stage). The purpose of the study is to analyze the features of teacher's professional standard assessment by young teachers, and empirically compare the features of teacher's professional standard assessment by young teachers and by experienced ones. The study involved 258 teachers of educational institutions, among them - 35 men and 193 women. The age of the subjects is from 24 to 54 years. The experience of pedagogical activity varies from 3 to 35 years. The data obtained allow us to state that the majority of young teachers believe that professional standards are useful for evaluation teachers' work; professional standards state a constructive policy aimed at improving learning; professional standards are a suitable tool to support professional development of teachers. At the same time, young educators note that professional standards entail bureaucratic control over teachers, and that professional standards are the way to increase teacher accountability. In general, young teachers have a positive attitude to professional standards, however, there is a fear of increasing the bureaucratic pressure on them. [ABSTRACT FROM AUTHOR] |
| Copyright of ARPHA Proceedings is the property of Pensoft Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Study of the Professional Standard Assessment by Young Teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rybakova%2C+Lyaysan+A%2E%22">Rybakova, Lyaysan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Parfilova%2C+Gulfiia+G%2E%22">Parfilova, Gulfiia G.</searchLink> – Name: TitleSource Label: Source Group: Src Data: ARPHA Proceedings; 2019, p535-545, 11p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Professional+standards%22">Professional standards</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Professional standard of a teacher is a document that takes into account all the requirements for teacher's personality and professional competence. From now on teacher's qualification level will be assigned in accordance with this regulatory act. It should also be considered when recruiting a teacher and in drafting his job description. This document details all the knowledge and skills that teachers should possess, and also specifies labor activities depending on the direction of work (teacher in a preschool institution, primary school teacher, subject school teacher, etc.). It is expected that due to the introduction of a professional standard, top-ranking specialists who can work with various categories of children (gifted, disabled, orphans, migrants, etc.) and effectively interact with other specialists (special education teachers, psychologists, social educators and etc.) will form the basis of Russian educational system. This study was conducted in the context of a cross-cultural research of professional teaching standards: on the understanding of professional standards by teachers in five countries. Participating countries: Scotland, Portugal, Russia (1st stage), Canada and Australia (2nd stage). The purpose of the study is to analyze the features of teacher's professional standard assessment by young teachers, and empirically compare the features of teacher's professional standard assessment by young teachers and by experienced ones. The study involved 258 teachers of educational institutions, among them - 35 men and 193 women. The age of the subjects is from 24 to 54 years. The experience of pedagogical activity varies from 3 to 35 years. The data obtained allow us to state that the majority of young teachers believe that professional standards are useful for evaluation teachers' work; professional standards state a constructive policy aimed at improving learning; professional standards are a suitable tool to support professional development of teachers. At the same time, young educators note that professional standards entail bureaucratic control over teachers, and that professional standards are the way to increase teacher accountability. In general, young teachers have a positive attitude to professional standards, however, there is a fear of increasing the bureaucratic pressure on them. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of ARPHA Proceedings is the property of Pensoft Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3897/ap.1.e0507 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 535 Subjects: – SubjectFull: Professional standards Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Professional education Type: general – SubjectFull: Personality Type: general Titles: – TitleFull: Study of the Professional Standard Assessment by Young Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rybakova, Lyaysan A. – PersonEntity: Name: NameFull: Parfilova, Gulfiia G. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Titles: – TitleFull: ARPHA Proceedings Type: main |
| ResultId | 1 |