Formation of the zemstvo’s teaching intelligence in Laishevsky district of Kazan province

2020 ◽  
pp. 7-20
Author(s):  
Elena Mironova
Keyword(s):  
Secondary Education ◽  
Primary Schools ◽  
Professional Training ◽  
Experienced Teachers ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Training And Education ◽  
Social Stratum ◽  
Level Of Education ◽  
Working And Living Conditions

The article is devoted to the formation of the Zemstvo’s pedagogical intelligentsia in Laishevsky district of Kazan province. Based on sources of personal origin and records of County self-government bodies, a comprehensive analysis of the personnel composition of Zemstvo’s primary schools was conducted. The author established the number of teachers, sources of their replenishment, the level of education, and also considered the socioeconomic situation of teachers. The teaching staff included law teachers, secular teachers, and assistants. Some former priests-teachers of Church schools also joined the work of Zemstvo’s educational institutions as experienced teachers. The available materials clearly show the evolution of the educational level of teachers in favor of specialists with secondary education. As a result, thanks to the Zemstvo’s school, a new social stratum of rural intelligentsia formed in the district, including people with secondary education. Measures taken by the Zemstvo’s to improve the working and living conditions of teachers are also shown. The principle of determining the amount of salary based on the number of students contradicted the principle of assigning salaries depending on the professional training and education of the teacher. It is concluded that despite the support of experienced and responsible teachers, the profession of a Zemstvo’s teacher remained unattractive, but at the same time women became teachers, which corresponded to the emancipation movement that was gaining momentum at that time.

Legal Education in Russia: Past, Present, Future

2017 ◽  
Author(s):  
Иван Иванников ◽  
Ivan Ivannikov
Keyword(s):  
Legal Education ◽  
Poor Quality ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Teaching Staff ◽  
Level Of Education ◽  
The Russian Federation ◽  
The Russian Empire ◽  
State Educational

The article actualizes the question of the quality of legal education in modern Russia, its relationship with the security of society and the state. Unlike the Russian Empire and the USSR, the quality of legal education in the Russian Federation is low. Three main problems of poor quality of education were noted: 1) to obtain a unified master's legal education without a basic bachelor's legal education, that is, people who do not have a first level are admitted to the second level of education; 2) a large number of non-core universities and non-state educational institutions that train lawyers in the absence of the required number of qualified teaching staff: 3) paid education in the specialties on which the life and destiny of a person depends, first of all, medicine and jurisprudence. The author also opposes the practice of providing certificates of non-conviction from the bodies of the Ministry of Internal Affairs. The prohibition to engage in any activity can be fixed only in the law and only by a court decision.

scholarly journals The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries

2020 ◽  
pp. 213-219
Author(s):  
Dmitry S. Molokov ◽  
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
19Th Century ◽  
Professional Training ◽  
Low Cost ◽  
Teaching Staff ◽  
Public And Private ◽  
Primary And Secondary Education ◽  
The 19Th Century ◽  
Russian Education

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

scholarly journals Anti-mobbing Technology in the Conditions of an Educational Institution in Ukraine

2021 ◽  
Vol 12 (3) ◽  
pp. 343-362
Author(s):  
Marianna Shvardak ◽  
Oleksandr Halus ◽  
Oksana Popovych ◽  
Victoria Ivanova ◽  
Tetiana Molnar
Keyword(s):  
Secondary Education ◽  
Correlation Analysis ◽  
Empirical Study ◽  
Social Isolation ◽  
Educational Institution ◽  
Statistical Characteristics ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Randomized Experiment ◽  
The Status

The article reveals the essence of the concept "mobbing" and its classification in the context of pedagogical management. An empirical study has been conducted to identify the presence, frequency, causes, features of manifestations and consequences of mobbing processes in the teaching staff of general secondary education in Ukraine. Methods of randomized experiment, correlation analysis, scaling and ranking were used to process the research results. The results of the correlation analysis revealed causal relationships between some causes, manifestations, consequences of mobbing and certain statistical characteristics. The results of the empirical study prove the presence and prevalence of cases of mobbing in the teaching staff of secondary schools in Ukraine. The results of the study allow us to conclude that in general secondary education institutions, depending on the status of the persons involved, all three types of mobbing are implemented. Vertical prevails - 41.5%. Horizontal - 27.7% of respondents, mixed - 11.8%. 19% of respondents did not face mobbing. Depending on the specifics of harassment, there are different variations of mobbing processes, which sometimes overlap in their manifestations. Bosing prevails - 41.5%. 27.7% indicated bullying, social isolation - 15.8%, staffing - 14.7%, sandwich mobbing - 11.8%, gaslighting - 8.4%, outing - 7.7%, ageism - 6.8%, stalking - 5.9%, cyber mobbing - 4.7%. Also, based on the results of the survey, we can conclude that in educational institutions there are manifestations of obstruction - 3.1% of respondents. The general bases of anti-mobbing technology have been developed - a system of measures of the head and pedagogical workers to prevent, detect and combat harassment, moral pressure, psychological terror in an educational institution.

scholarly journals Modern approaches to professional development of teachers of higher educational institutions

2020 ◽  
pp. 132-138
Author(s):  
Natalia V. Korepanova ◽  
Natalya V. Shuvalova
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Current System ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Higher Educational Institutions ◽  
Higher Educational

Professional development is one of the types of professional training for University teachers to develop their level of theoretical knowledge and competencies, improve practical skills and abilities that increase in accordance with the requirements of state educational standards for the quality of education in higher education institutions. This article attempts to review and analyze the current system of professional development in Russia, various approaches to its organization, technologies and forms. The combination of professional knowledge and information and communication technical skills is extremely important today for the professional and personal development of staff of higher educational institutions and improving the quality of training of students. Despite serious theoretical justification and diverse experience of professional development of teaching staff in universities, the current system, as practice has shown, is far behind the requirements of the time and needs urgent improvement, both in the content of courses of disciplines and in their practical implementation.

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