Psychological Science and Education
2018. Vol. 23, no. 5, 87–101
doi:10.17759/pse.2018230509
ISSN: 1814-2052 / 2311-7273 (online)
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
Abstract
General Information
Keywords: professional development, schools functioning in unfavourable social conditions, students with risks of low education performance, effective school, professional communities of teaching
Journal rubric: Educational Psychology
DOI: https://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 citation: Bysik N.V., Kosaretsky S.G., Pinskaya M.A. 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. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 5, pp. 87–101. DOI: 10.17759/pse.2018230509. (In Russ., аbstr. in Engl.)
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