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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

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Designing a Model of Professional Development for Teachers Working in Unfavourable Social Conditions with Children at Risk of Educational Failure: Empirical Basis and Key Components

Bysik N.V., analyst of Center of Social and Economic School Development, Institute of Education, Institute of Education, Higher School of Economics, Moscow, Russia, nbysik@hse.ru
Kosaretsky S.G., Ph.D. in Psychology, Director of the Center of Social and Economic School Development, Institute of Education, Higher School of Economics, Moscow, Russia, skosaretski@hse.ru
Pinskaya M.A., Ph.D. in Education, Leading Research Fellow at Center of Social and Economic School Development, Institute of Education, Higher School of Economics, Moscow, Russia, -pinskaya@yandex.ru
Abstract
The paper discusses results of a research on Russian teachers working in difficult social contexts (remote, back country regions, deprived town areas) with children at risk of educational failure.This research aimed to explore the existing practices of professional development for such teachers and its conclusions have formed the basis for developing a new model of professional development which implies the following features: continuity, individualisation, connection with the school’s general task of raising the quality of education, special training in teaching different groups of children.The model represents professional development as the individualised cyclic process which leads to refusal of routine and transition to modern practices of working with pupils with risks of low educational performance.The outcomes of this research may be of interest to education managers, advanced training specialists and can be applied within the national system of professional growth for teachers.

Keywords: professional development, schools functioning in unfavourable social conditions, students with risks of low education performance, effective school, professional communities of teaching

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2018230509

Funding

This work was supported by the State Contract 08 #78.11.00.52 dated November 9, 2017 “Research and methodological support of professional growth in teachers working in schools with low educational performance, in unfavorable social conditions: helping teachers use new learning technologies in educating students with difficulties (learning and behavioural; with low motivation; with Russian as a foreign language)”.

Acknowledgements

The authors are grateful to R.V.Zvyagintsev, student of the Institute of Education of the National Research University Higher School of Economics, for his assistance in collecting and analysing the research data.

For Reference

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