Integrated Approach To Teacher Education: Comparative Study Results In Russia, Ukraine, China
Year: 2018
Type: conference-paper
Study design: Observational Study
Abstract: An important condition for a teacher’s successful professional activity is the use of an integrative approach. This approach presupposes: (1) expanding the lesson’s content including information from related fields of knowledge in order to form a multidimensional world picture, (2) creating educational situations that require solving real life problems on the basis of contextual application of knowledge and skills, (3) the variable use of modern pedagogical tools. A comparative study was conducted in Russia, Ukraine and China (in 2015-2017) to determine the readiness of teachers to use an integrative approach in educational practice. It involves readiness assessment of geography teachers for integrative approach introduction in studying sustainable development problems, as well as the arising difficulties analysis and the ways to overcome them. The study included questionnaires and interviews with teachers, expert opinions, databases and analytical notes for the three countries. 537 respondents (school and college teachers, University professors, specialists in the field of retraining), including 192 from Russia, 144 from Ukraine and 237 from China took part in the research. The study results indicate that teachers from the three countries share common difficulties and express similar views on the need to improve their preparation for using an integrative approach. It is noted that a serious disadvantage of modern pedagogical education is the lack of special reference and information resources, elective courses, professional communication environment which help the teacher to develop and implement into educational practice the assignments for studying the realities of modern life using knowledge from different scientific fields.
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2890600601