Academic fundamentals

, 215

Academy of Pedagogical Sciences of USSR

, 12

Adaptation

, 34, 143–144

Additional professional education (APE)

, 182, 227–228

as basis for continuous professional development of teachers

, 182–185

goals and objectives

, 182–185

innovative technologies of educators’ training in professional development system

, 193–196

quality assessment systems for

, 196–197

trends in development of system of teachers’ professional development in modern Russia

, 186–192

Additional professional programme (APP)

, 185

structure and content

, 185

Adjustment

, 139–140

Advanced training

, 183

of continuous teacher education

, 1

Aleksandrovskaya

, 10–11

American Educational Researchers Associations (AERA)

, 2

Anthropocentric concept

, 211

Anthropocentrism

, 211–212

Applicant as form of dissertation preparation

, 170–171

Association for Teacher Education in Europe (ATEE)

, 2

Augmented reality (AR)

, 78

Bachelor's degree curricula

, 107

Bachelor's programme

with one profile

, 107

with two profiles

, 107

Baltic Federal University

, 224

Basic professional educational programmes of higher education

, 156

Basic professional of continuous teacher education

, 1

Bilingual personality development

, 204

Bilingualism in National Education of Russian Subjects

prevalence of different types of bilingualism in educational institutions

, 209

types of

, 207–209

Bologna Declaration

, 4

principles

, 226

Bolsheviks

, 18

British Educational Researchers Associations (BERA)

, 2

Candidate of Chemical Sciences

, 155

Candidate of Pedagogical Sciences

, 155

Candidate of Science

, 155

Case studies

, 49

Central Depot of Educational Institutions

, 21

Changeability

, 181

Charter of Educational Institutions Subordinate to Universities

, 14

Charter of Public Schools

, 17

Client-oriented model of additional professional education of teachers

, 188

Commonwealth of Independent States (CIS)

, 5

Communicative and digital module

, 128

Communicative function of pre-vocational teacher education

, 47

Communist ideology

, 18

Competence approach

, 77, 109

Competency model

of teacher education programmes

, 109

for teacher training

, 109–120

Compulsory part of educational programme

, 79

Concept of Multicultural Education Development in the Russian Federation

, 204–205

Concept of Teacher Training for the Education System until 2030

, 131–132

Content features

, 77

Continuity of pedagogical education in theory and practice of teacher training

, 83

Continuity of teacher education

, 35, 69

Continuous education

, 1

Continuous pedagogical education

, 223, 226–227

in Russia

, 228–229

Continuous teacher education

, 10, 32

essential characteristics

, 35–36

historical development of pre-professional teacher education in Russia

, 10–13

history of secondary vocational teacher education

, 14–17

lifelong learning in Russian research perspective

, 33–35

postgraduate teacher education

, 24–27

in Russia

, 10

Russian system of professional development of pedagogical staff

, 20–24

structure of system

, 36–38

university teacher education historical development in Russia

, 17–20

‘Core of Higher Teacher Education’, The

, 120, 230–231

Core of Secondary Professional Teacher Education

, 89

Corrective function of prevocational education

, 47

Council for Mutual Economic Assistance

, 3–4

Credit unit

, 79

Criteria for evidence of dissertation research

, 173

Cross-border problems

, 59

Cross-cutting professional competences of pedagogical bachelor degree and indicators of achievement

, 121–123

Current problems of higher teacher education

, 131–133

Defence of thesis on pedagogy

, 173–175

Democratism principle

, 36

Design of conjugate curricula

, 77

Development

, 26–27

Digital educational environment

, 88

Digital transformation of additional professional education of teachers

, 189–191

Digitalisation

, 191

of education

, 227–228

Directions of strategic development

, 89–90

Dissertant (а dissertation author)

, 156

Dissertation

, 155

Dissertation council

, 156, 174

Dissertation defence

, 160

Distance learning

, 190

Doctor of Chemical Sciences

, 155

Doctor of Pedagogical Sciences

, 155

Doctor of Science

, 155

Doctoral studies

, 175–176

Doctoral training

, 225–226

Edu Tech Centre

, 190

Education

, 32

development

, 184

forms of

, 103–105

system

, 221

“Education and Pedagogical Sciences”

, 105

Educational activities module

, 128–129

Educational function of pre-vocational teacher education

, 46–47

Educational institutions

, 77, 213

Educational organisations

, 71–72

Educational practice

, 32, 192

Educational process

, 208, 227–228, 230

Educational programmes

, 68

Educational standards

, 79

Educational-research and project activity module

, 129

Educators

, 16

Elimination of illiteracy

, 18

Empress Maria Institutions

, 11

Ethnocultural content

, 212

Ethnocultural education

, 211, 215

Ethnocultural environment

directions for preparing teachers to work in ethnocultural environment

, 212–214

evolution of content and methods of ethnocultural teacher training at Russian universities

, 209–212

features of National Education in Tatarstan

, 206–207

multi-ethnic structure of Russia

, 202–204

state policy of ethnocultural education in practical activities of universities

, 204–206

trends and prospects for development of system of ethnocultural teacher training at Russian Universities

, 214–216

types of bilingualism in National Education of Russian Subjects

, 207–209

Ethnocultural pedagogical education

, 210

Ethnocultural training

, 209, 215–216

Ethnopolitical strategy of Russian Government

, 205

Evening form of education

, 104

Examinations

, 170

Exemplar lessons

, 16

Exemplary Basic Educational Programmes

, 230

Experimental demonstration schools

, 12

Extra-mural education

, 22

Federal Law “On Education in the Russian Federation”

, 98–99

Federal State Educational Programmes

, 223–224

Federal State Educational Standard (FSES)

, 77, 83, 158, 205, 224, 231

Federal State Educational Standards of Higher Education

, 98–99

Federal State Educational Standards of higher pedagogical education

, 105–109

Federal State General Education Standard, The (FGOS)

, 212

Federal State Requirements

, 161

Federal State Standard for Higher Qualification Training

, 165

Forms of education

, 103–105

Full-fledged Tatar schools

, 206

Full-time study

, 103–104

General education

, 3, 12

General professional competences and indicators of achievement

, 112–115

Globalisation

, 32, 220–221

Goals and objectives

, 182–185

Government of the Russian Federation

, 217

Gymnasiums

, 11–12, 37

Health-promoting module

, 128

Higher Attestation Commission

, 156

Higher education institutions

, 101, 227

Higher professional teacher education

competency-based model of educational programmes for teacher training

, 109–120

current problems and prospects of higher teacher education

, 131–133

Federal State Educational Standards of higher pedagogical education

, 105–109

forms of education

, 103–105

legal foundations and principles

, 97–100

modules of teacher education curriculum

, 120–129

organisation of practice of future teachers

, 129–131

system

, 100–103

Higher School of Economics

, 2

Higher teacher education

, 223–224

Highly qualified personnel

, 154

Highly qualified teaching staff

admission and organisation of training of postgraduate students

, 166–175

changes in nomenclature of scientific specialties

, 156

doctoral studies

, 175–176

general characteristics of postgraduate programmes in Russia

, 161–166

peculiarities of system of higher education in Russia

, 155–156

postgraduate studies

, 156–161

training of

, 154

History

, 10

Horizontal integration principle

, 36

‘Immersion’ model

, 194–195

Incentive function

, 46

Incomplete secondary education

, 16

Induction

, 139–140

Industrial internship

, 129

Industrial practice

, 81–82

Information and Communication Technologies (ICT)

, 56–57

Initial teacher education

, 38

Innovations

, 58–59

Innovative technologies of educators’ training in professional development system

, 193–196

Institute of National Education (INE)

, 19

Institute of Philology and Intercultural Communication, The

, 212

Institutes for Education Development

, 227

Integration of ethnocultural education

, 215–216

Interactive learning process

, 190

Interference

, 210–211

Internship

, 183

Job qualification

, 34

Kazan Federal University (KFU)

, 2, 58, 131, 184, 206, 227

Language

, 209–210

environment

, 213

Law of the Republic of Tatarstan

, 205

Law on Education of the Russian Federation, The

, 226–227

Learning

, 211

Learning society

, 1

Levels of higher education

, 98

Liberalisation of educational policy

, 227

Life qualification

, 34

‘Lifelong education’ paradigm

, 1, 33

Lifelong learning

, 32, 68

in Russian research perspective

, 33–35

Linguistic personality

, 208

Linguistic phenomena

, 210–211

Linguocentric concept

, 209

List of Current Topics of Dissertation Research in Education Sciences

, 172–173

Literacy schools

, 15

Logocentric concept

, 211

Management

, 23

Marxist–Leninist theory

, 23

Master’s students

, 130–131

Master's degree curriculum

, 108

Master's programme

, 109

Meta-subject results

, 50

Methodological support

, 60, 187

Middle Volga Region

, 203

Migrants complement National Composition of Russia

, 203

Ministry of Education

, 206

Ministry of Education and Science of the Republic of Tatarstan

, 212

Ministry of Education of Russian Federation

, 45, 52

Mixed bilingualism

, 208–209

Mixed personality type

, 208

Models of development of secondary professional pedagogical education

, 71

Modern civilisation

, 228

Modern educational systems

, 219

Modern secondary professional teacher education, content of

, 77–82

Modernisation

, 1–2

of Russian qualifications system

, 68

of secondary professional teacher education

, 83–89

‘Modular’ model

, 194–195

Module

, 79

Modules of teacher education curriculum (bachelor's degree)

, 120–129

Moscow City Pedagogical University

, 192

Moscow Pedagogical State University

, 224

Moscow State Pedagogical Institute

, 13

Moscow State Regional University

, 188

Moscow State University

, 2

Motivational function

, 46

Multi-ethnic structure of Russia

, 202–204

middle Volga region and North Caucasus

, 203

migrants complement National Composition of Russia

, 203

Multicultural education

, 229

Multicultural environment

, 203

Multiculturalism in Russia

, 204

Multilingualism

, 202, 228–229

Narkompros

, 25

National Composition of Russia, Migrants complement

, 203

National cultural code

, 212

National education

, 202

features of national education in Tatarstan

, 206–207

types of bilingualism in

, 207–209

National educational institutions of Russia

, 210

National languages

, 210

National programmes

, 214–215

Native language

, 210–211

Native speakers

, 207–208

Network paradigm

, 58–59

Nikolaevskaya

, 10–11

Nomenclature of scientific specialties

, 156

North Caucasus

, 203

Novice teachers

, 139–140

induction and adaptation

, 141–143

legal and regulatory support for adaptation of young teachers in school

, 143–144

Russian practice of induction and mentoring young teachers

, 144–148

Novosibirsk State Technical University (NSTU)

, 193

October Revolution

, 18

Open pedagogical classes

, 60

Open Teacher Education School Programmes

, 60

Organisational management

, 139–140

Part of the educational programme formed by the participants of educational relations

, 106

Part-time form of education

, 104

Pedagogical casuistry

, 48

Pedagogical classes

, 11–13, 43–44, 58

in modern system of continuous teacher education

, 45

in Russia

, 49

Pedagogical councils

, 20

Pedagogical courses

, 21

Pedagogical education

, 68, 205–207, 212

Pedagogical institutes

, 19–20

Pedagogical internship

, 129

Pedagogical knowledge

, 49

Pedagogical pre-vocational teacher education cluster

, 61

Pedagogy

, 4–5

requirements for content and topics of postgraduate theses in

, 172–173

requirements for formatting of PhD theses in

, 171–172

People's Commissariat of Education

, 24–25

Personal aspect of continuous teacher education system

, 38

Personal results

, 50

Personalisation of additional professional education programmes

, 186–189

PISA International Programme for the Assessment of Educational Achievement of Students

, 76

Post-war period of pedagogical classes development

, 12

Postgraduate education

, 25

Postgraduate of continuous teacher education

, 1

Postgraduate programmes in Russia, general characteristics of

, 161–166

Postgraduate school, algorithm of admission to

, 166–168

Postgraduate students

admission and organisation of training of

, 166–175

procedure for certification of

, 169–170

Postgraduate studies

, 154, 156, 161

peculiarities of organisation of academic classes and practices in

, 168–169

Postgraduate teacher education

, 24–27

opening and development of postgraduate schools in pedagogy

, 26–27

postgraduate school as system for training scientific and pedagogical personnel in USSR

, 24–26

Postgraduate training

, 225–226

Practice base

, 50

Practice-oriented approach

, 47–48

Practice-oriented learning for teaching teams

, 191–192

Practice-oriented training

, 75

Pre-professional of continuous teacher education

, 1

Pre-professional pedagogical education

, 222

Pre-professional teacher education in Russia, historical development of

, 10–13

‘Pre-university’ education

, 223

Pre-vocational teacher education

, 43–44, 60

methodology of pre-vocational teacher training in Russia

, 45–52

models of specialised psycho-pedagogical classes

, 57–63

Russian concept of specialised psychological and pedagogical classes

, 52–57

Preliminary Rules of Public Education

, 14

Primary school

, 16

Primary school teachers

, 16

Principles of higher pedagogical education

, 99–100

Problem-developing learning

, 211

Professional adaptation

, 143

Professional competencies

, 120, 158

Professional development

, 181

programmes

, 184

Professional education

, 68

Professional educational organisations

, 72

Professional identity

, 45

Professional portfolio

, 57

Professional retraining

, 183–184

Professional standards

, 98–99

Professionalism

, 141

Professionals

, 44

Programmes

, 140

Promising directions for development of higher pedagogical education

, 132–133

Prussian model

, 3–4

Psycho-pedagogical education

, 105

Psychological and pedagogical module

, 128

Psychological knowledge

, 49

Psychology

, 139–140

Public education

, 12

Quality assessment systems for additional professional education

, 196–197

Recommended professional competences of pedagogical bachelor's degree and indicators of achievement

, 120

Reduced contingent of students

, 101

Reforms of teacher education in Russia

, 5–6

Regionalisation

, 220–221

Regionalisation of ethnocultural education

, 216

Relevance principle

, 36

Religious instruction

, 15

Research work

, 129

Resolution

, 83

Rural educational institutions

, 207

Russia

general characteristics of postgraduate programmes in

, 161–166

methodology of pre-vocational teacher training in

, 45–52

migrants complement National Composition of

, 203

multi-ethnic structure of

, 202–204

peculiarities of system of higher education in

, 155–156

teacher education

, 6–7

Russia Anxiety, The (Smith)

, 5

Russian Academy of Education

, 173

Russian concept of specialised psychological and pedagogical classes

, 52–57

Russian education system

, 1

Russian educational institutions

, 207

Russian Federation

, 68, 119, 202, 205, 231

Russian Ministry of Education

, 68

Russian national culture

, 206

Russian national identity

, 209

Russian normative legal acts

, 225–226

Russian pedagogical education

, 205

Russian pedagogical science

, 221

Russian pedagogy

, 230

Russian practice of induction and mentoring young teachers

, 144–148

Russian secondary professional pedagogical education

, 73

Russian Soviet Federated Socialist Republic (RSFSR)

, 19

Russian State Pedagogical University in name of A.I. Herzen

, 101–103

Russian system

of professional development of pedagogical staff

, 20–24

of teacher education

, 220

Russian teacher training system

, 96–97

Russian Universities

evolution of content and methods of ethnocultural teacher training at

, 209–212

trends and prospects for development of system of ethnocultural teacher training at

, 214–216

School of excellence

, 146–147

School principals

, 147

School reforms

, 15

School-university partnership

, 45, 59

Science of the Republic of Tatarstan

, 206

Scientific specialties, changes in nomenclature of

, 156

Scientific supervision

, 62

‘Second-grade’ teacher schools

, 15

Secondary professional education (SPE)

, 77

Secondary Professional Pedagogical Education (SPPE)

, 70

Secondary professional teacher education (SPTE) (see also Additional professional education (APE))

, 67–68, 75

content of modern secondary professional teacher education

, 77–82

general characteristics of current system of secondary vocational teacher education in Russia

, 69–76

modernisation in context of transformation of Russian Society

, 83–89

Secondary teacher education

, 15

Secondary vocational education (SVE)

, 38, 68, 85, 223

Secondary vocational teacher education

general characteristics of current system of

, 69–76

history of

, 14–17

Self-designing competence-oriented individual educational programs

, 187

Self-determination of schoolchildren

, 13

Self-development

, 13

Self-education

, 147

Self-knowledge

, 13

Situational tasks

, 49

Smart technologies

, 189–190

Smolny Institute of Noble Maidens

, 10–11

Social and Humanitarian Module

, 120

Social functions

, 74–75

Sociology

, 139–140

Soviet model of teacher training

, 3–4, 6

Soviet pedagogical university

, 18

Soviet school

, 12

Special (defectological) education

, 105

Special pedagogical classes

, 16

Specialised pedagogical universities

, 100–101

Specialised psycho-pedagogical classes, models of

, 57–63

Specialist curriculum

, 108

Specialty level programme

, 105–106

SPTE Core

, 78

St. Petersburg Main Public School

, 14

St. Petersburg University

, 17–18

State policy of ethnocultural education in practical activities of universities

, 204–206

Status aspect

, 37

Structural and functional characteristics

, 32

Structure and content

, 185

Students

, 207–208

Subject results

, 51

Subject-methodic module

, 129

Subject-oriented approach

, 47

Subject-oriented educational process

, 32

Subordinate personality type

, 207

SuperJob

, 76

Supervisor

, 168

Sverdlovsk Oblast

, 61

Systemic feedback

, 187

Tatar language

, 213

Tatar schools

, 206

Tatarstan, features of National Education in

, 206–207

Teacher courses

, 15

Teacher education

, 95–96, 221–222

modules of teacher education curriculum

, 120–129

in Russia

, 1, 229

school programmes of integrated structure

, 60

with two training profiles

, 105

Teacher institutes

, 19

Teacher pre-vocational education

, 50

Teacher training

colleges

, 17–18

institutes

, 18

programmes

, 101

in Russia

, 202

system

, 205

Teachers' institutes

, 14

Teachers' seminaries

, 14

Teachers to work in ethnocultural environment, directions for preparing

, 212–214

Teaching internship

, 16

Teaching methods

, 210

Teaching profession

, 43–44

Technological internship

, 129

Technology of blended learning

, 193–194

Technology of concentrated learning

, 194–196

Technology of contextual learning

, 195

Technology of problem-modular learning

, 195

Textbooks

, 214–215

Theological educational institutions

, 14

Thesis supervisor

, 168

Times Higher Education (THE)

, 2

Tomsk State Pedagogical University

, 60

Training colleges

, 17–18

Training programme

, 12

Transformations and reforms

, 86

Transposition

, 210–211

Trends

, 10

Types of bilingualism

, 207–209

Unified educational space

, 88

Unified State Exam (USE)

, 212–213

Union of Soviet Socialist Republics (USSR)

, 6, 229

Universal competences and indicators of achievement

, 109–112

Universities, state policy of ethnocultural education in practical activities of

, 204–206

University teacher education historical development in Russia

, 17–20

Upbringing educational function

, 47

Urban educational institutions

, 207

Ushinsky reform

, 11

Vernacular globalisation

, 5

Virtual reality (VR)

, 78

Vocational guidance system

, 43–44

Vocational pedagogical education

, 23

Vocational training by sector

, 105

Vocationalisation

, 44

World Educational Researchers Associations (WERA)

, 2

Young specialists

, 142, 146

Young teachers

, 139–140

legal and regulatory support for adaptation of

, 143–144