Prelims

Half Title Page

Continuous Teacher Education in Russia

Endorsements

This book is an outstanding contribution to the global literature on teacher education. It is the most comprehensive and thorough account of the origins, development and direction of travel of teacher education in Russia. With its emphasis on the continuous nature of teacher learning and support it offers a model for scholars, policymakers and practitioners around the world to consider and to learn from. Aydar Kalimullin and Roza Valeeva are to be congratulated for drawing together such a range of work with their colleagues at Kazan Federal University. The book provides evidence of why and how KFU has become such a leading provider of teacher education not only in Russia, but with influence in many other countries.

— Ian Menter ,Emeritus Professor of Teacher Education, University of Oxford, UK

This book thoroughly looks at continuing teacher education in Russia and draws on historical developments, theoretical foundations and practical complexities that shape the landscape of teacher preparation and advancement within the broader context of the educational sector. In nine carefully crafted chapters, the reader embarks on a journey through time from the beginnings of teacher education in the 18th century to the contemporary challenges and future possibilities shaping today’s teaching landscape. Each chapter is a beacon of knowledge, focusing on a specific aspect of teacher education through rigorous scholarship and depth of experience.

Collectively, these chapters offer a symphony of knowledge, each contributing a unique melody to the overarching narrative of continuous teacher education in Russia. As such, the book stands as a testament to the enduring commitment of educators and policymakers to foster excellence in teaching, nurture a culture of lifelong learning and embrace the rich diversity that defines the Russian educational landscape. It provides a valuable resource for understanding the historical evolution, current state and future prospects of teacher education in Russia while also offering insights and recommendations for enhancing the quality and relevance of teacher training programs. With its scholarly depth, empirical richness and visionary outlook, this book is not merely a scholarly endeavour but a guiding light for educators, policymakers and researchers alike, paving the way for a brighter future in teacher education.

Thus, it is with great enthusiasm and conviction that I endorse this remarkable book for publication, confident in its potential to inspire, educate and empower generations of educators in Russia and beyond.

— Dr Manpreet Kaur Principal Partap College of Education Ludhiana Punjab

Title Page

Continuous Teacher Education in Russia: History, Current Practices and Future Directions

Edited By

Roza A. Valeeva

Kazan Federal University, Russia

And

Aydar M. Kalimullin

Kazan Federal University, Russia

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial matter and selection © 2024 Roza A. Valeeva and Aydar M. Kalimullin.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83753-853-9 (Print)

ISBN: 978-1-83753-852-2 (Online)

ISBN: 978-1-83753-854-6 (Epub)

About the Editors

Roza A. Valeeva is a Professor, D.Sc. of Pedagogic Sciences, Head of Pedagogy Department in the Institute of Psychology and Education, Kazan Federal University. Chairman of the Dissertation Council KFU.058.1 in Kazan Federal University. She is an expert of the Federal Educational and Methodological Association on Teacher Education. President of Janusz Korczak Society in Russia, Secretary General of the International Korczak Association (IKA). National representative in the International Study Association on Teachers and Teaching (ISATT), Editor in Chief of the Education and Self Development journal. Her main research interests lie in the sphere of teacher education. Professor Valeeva was a research team member and co-author of the following works: Teacher education in Russia. In Oxford Research Encyclopedia of Education (Oxford University Press, 2019), Knowledge, Policy and Practice in Teacher Education: A Cross-National Study (Bloomsbury, 2019), Teacher Education in Russia (Routledge, 2021), Teacher Induction and Mentoring (Palgrave Macmillan, 2021), the Palgrave Handbook of Teacher Education Research (Palgrave Macmillan, 2022) and the Palgrave Handbook of Teacher Education in Central and Eastern Europe (Palgrave Macmillan, 2023).

Aydar M. Kalimullin is a Professor, Director of the Institute of Education and Psychology at Kazan Federal University. His professional career has always been focused on teacher education. He worked his way up from a lecturer to a professor and a rector of pedagogical university. In 2020–2022, he worked as an expert of the National Scientific Council of the Republic of Kazakhstan. At present, he is an expert of the Russian Academy of Sciences and a Visiting Professor of Samarkand State University in the Republic of Uzbekistan. His main research interests lie in the educational policy and practice of teacher training in Russia and the CIS countries. Professor Kalimullin was a research team member and co-author of the following works: Teacher Education in Russia. In Oxford Research Encyclopedia of Education (Oxford University Press, 2019), Knowledge, Policy and Practice in Teacher Education: A Cross-National Study (Bloomsbury, 2019), Teacher Education in Russia (Routledge, 2021) and the Palgrave Handbook of Teacher Education in Central and Eastern Europe (Palgrave Macmillan, 2023).

About the Contributors

Tatiana Baklashova is a Doctor of Pedagogical Sciences, an Associate Professor. She has been working in the field of education for more than 25 years, having started her professional career as a teacher of English at school. Further professional development of the author continued at the Department of Foreign Languages as well as at the Department of Higher School Pedagogy at Kazan Federal University. Dr Tatiana Baklashova has experience in leading international activities in higher education and organising major educational conference venues. She has published more than 100 journal articles and books. Since 2016, Dr Tatiana Baklashova has been developing a new model of school–university partnership implemented at Kazan Federal University. She is known in the scientific world as a scientist-comparativist, dealing with the problem of teacher education, methodology of learning by doing at school and university.

Valeryan Gabdulkhakov is a Professor, Doctor of Pedagogical Sciences in multicultural education with 45 years of experience in the field. He began his career as a teacher of Russian language and literature. Currently, he is a professor at Kazan Federal University and head of scientific and educational center for pedagogical research. He has also led departments of intercultural communications and preschool education at universities and institutes. He has worked as a vice-rector of an educational development institute, deputy director for research at the Institute of Psychology and Education at Kazan Federal University. Dr Gabdulkhakov has published over 900 journal articles and books. Since 2007, he has been developing the theory and methodology of multicultural education. In the academic world, he is known as the leader of scientific school of multicultural education, expert of the Russian Academy of Sciences, expert of the Russian Science Foundation, associate member of the Academy of Sciences of the Republic of Tatarstan.

Almaz Galimov is a Professor, Doctor of Pedagogical Sciences. He worked in the field of higher education for 25 years. Over the years, he headed the Department of Pedagogy and Psychology, headed the Department of Informatization and worked as a Vice-Rector for educational activities at various universities in Kazan. Currently, he heads the Department of Methodology of Teaching and Education and is the Deputy Director of the Institute of Psychology and Education at Kazan Federal University. Dr Galimov is the author of more than 80 scientific articles and books. His main research interests are management of higher education development. He is a member of the working group of the Federal Educational and Methodological Association for the modernisation of teacher training programs in Russia.

Gasanguseyn Ibragimov is a Doctor of Education and a Professor of the Department of Higher School Pedagogy at the Institute of Psychology and Education of Kazan Federal University. The main directions of his scientific research are related to the development of methodological and didactic foundations of secondary vocational and higher education. He is the author of an original historical and didactic concept and theory of development of forms of educational organisation. The theory and technology of concentrated training as a new direction in the theory of vocational education and the practice of training specialists has been developed and substantiated. In recent years, his scientific interests have been related to research in the field of pedagogy, methodology and learning theory in higher education. He has more than 600 published scientific works in international and Russian journals. He is the creator and director of a large scientific and pedagogical school. Under his leadership, 6 doctoral and 39 candidate dissertations in the field of pedagogy were defended. His consultations are widely used by researchers and teachers of higher and secondary vocational schools, with whom he generously shares his ideas and experience.

Liliia Latypova has a PhD in Pedagogy, Associate Professor, Department of Foreign Languages and Professional Communication, Institute of Management, Economics and Finance, Kazan Federal University. She has research and professional experience in English for Academic Purposes (EAP), Academic Communication, Academic Writing, History of Pedagogy and Education, John Dewey's Philosophy of Education, ESL teaching, Teaching English to University students, Innovations in Education, Critical Thinking, Lifelong Learning (LLL) and English as a method of instruction (EMI). She is a Teacher of English at the Educational Centre for Professional Communication Training of Students and Specialists for Economics, Business and Finance ‘Interpreter in the sphere of professional communication’ Programme, Kazan Federal University.

Alfiya Masalimova is a Doctor of Education, Professor, Head of the Department of Higher School Pedagogy at the Institute of Psychology and Education of Kazan Federal University. Her research interests are connected with the problems of teacher education, adult education, vocational education and training, educational technologies, mentoring and tutoring. She has more than 200 published scientific works in international and Russian journals. Alfiya Masalimova is a member of the editorial board of several international journals such as Russian Psychological Journal (Russia), Education and Self Development (Russia), International Journal of Educational Methodology (Turkey), etc. She is also a member of Russian Federation dissertation councils in Higher School of Economics (Moscow), in Kazan Federal University (Kazan city) and in South Federal University (Rostov-on-Done city).

Regina Sakhieva is a Candidate of Pedagogical Sciences, Associate Professor of the Department of Higher School Pedagogy at the Institute of Psychology and Education of Kazan Federal University and Head of the Research Laboratory of Pedagogical Education Development. Associate Professor Sakhieva has a total teaching experience of 34 years. She started her pedagogical activity as a School Teacher and later became a Deputy Director for educational work. She then worked as a Senior Researcher at the Institute of Pedagogy and Psychology of Vocational Education of the Russian Academy of Education and headed the Department of Pedagogy and Pedagogical Psychology at the university. She took part in the fulfilment of state contracts for the development of teacher education. Sakhieva Regina carries out substantive, scientific, methodological and organisational modernisation of teacher training and develops curricula for pedagogical master's programmes and internship plans for university teaching staff. She has more than 100 scientific publications.

Oksana Vashetina has a PhD in Education, Associate Professor at the Department of Higher Education Pedagogy in the Institute of Psychology and Education, Kazan Federal University. Her main research interests lie in the sphere of teacher education, namely history of teacher education, readiness to professional development and self-development and also inclusive education environment.

Vera Vlasova is a Professor, Doctor of Pedagogical Sciences. She has been working in the field of education for about 40 years, having started her teaching career at a teacher training college and worked there for more than 20 years. She continued her professional career as a Professor and Supervisor at the Pedagogical University, Department of Primary Education. She has experience in administrative work as a Deputy Director for educational activities. Professor Vlasova's research interests are focused in the field of educational logistics and the possibilities of the information environment in the process of training future teachers, with an emphasis on designing the content of pedagogical education and researching the professional deficits of teachers in the conditions of digitalisation of society as a whole. Dr Vlasova has about 100 publications, including journal articles, textbooks and monographs. Since 2011, she has been involved in testing a new model of teacher education in Russia, implemented at Kazan Federal University.

Olga Yashina is a Candidate of Pedagogical Sciences in bilingual education. She has been working in education for 27 years starting her professional career as a teacher of English at Kazan National Research Technical University and continuing at Kazan Federal University and Moscow University for the Humanities. Currently, she is an Associate professor at Moscow Institute of Physics and Technology, teaching English for Specific Purposes and English for Academic Purposes for undergraduate and PhD students. Dr Yashina has published about 30 journal articles on current problems in foreign language education and methodology of multicultural education. Dr Olga Yashina is an active member of the IESPTA (International ESP Teachers Association), NATE Russia (National Association of Teachers of English), and UTR (Union of Translators of Russia).

Venera Zakirova is a Professor, Doctor of Pedagogical Sciences. She has been working in the field of education for about 40 years, having started her teaching career in a comprehensive school and then in a pedagogical institute. She continued her professional career as Head of Department, Dean of the Faculty of Preschool and Elementary Education, Vice-Rector for Educational Work, Professor and Supervisor at the Pedagogical University. Professor Zakirova's research interests are in the field of ethnopedagogy, traditional pedagogical culture of the family, training of primary school teachers, with a focus on designing the content of training for future primary school teachers. Dr Zakirova has about 200 publications, including journal articles, textbooks and monographs. Since 2011, she has been involved in approbation of a new model of teacher education in Russia, implemented at Kazan Federal University.

Foreword

The title chosen by the authors – Continuous Teacher Education in Russia – well illustrates the scope of this important book. As the contributors point out, in recent years, developments in the country have been substantial. The overall guiding framework, which has been in existence since the 1970s, has been associated with the OECD's notion of ‘lifelong learning’. Thus, teacher education in Russia is conceptualised to be not only about pre-service professional preparation but also about ensuring that there is continued updating of teachers' academic and professional knowledge and skills. In opening up new perspectives for the English-speaking reader, the book is also timely as it opens up new perspectives notwithstanding the reality that the world is getting ever smaller with globalisation and transnational knowledge circulation taking place like never before thanks to much travelling and the use of ICT.

Four aspects of the book are particularly valuable. First, the topics covered range widely. Thus, while the work is not part of series Emerald Studies in Teacher Preparation in National and Global Contexts, it is certainly an excellent companion to the associated volumes. Secondly, the authors are able to draw on their close knowledge of Russian history, culture and contemporary developments in providing an outstanding context to their exposition. On that, they look at the past not for its own sake but so that it can help them raise key issues central to current debates about teacher education. Thirdly, the authors make use of a wealth of sources, many of them hitherto little used by scholars located in Western Europe and North America. Finally, the authors, due to their extensive work with fellow academics located in China, the United States, Great Britain, Germany and many other countries, have produced a work that allows one to engage in cross-cultural and cross-national comparison and contrast on teacher education in Russia.

Overall, this is a stimulating, very scholarly and thought-provoking book and should be widely read and quoted. For my own part, it is a work that reinforces my own long-standing view of the importance of considering the historical antecedents of contemporary developments in education if we are to understand the current situation properly. It also reinforces my growing appreciation of the view that people from across nations need to listen to one another so that they can move from what are sometimes parochial positions to a space where exchanges of these positions are valued.

Professor Emeritus Tom O'Donoghue

The University of Western Australia