Pedagogical education system Career guidance and pre-professional training through a system of pedagogical classes, original career guidance camps, holding olympiads in pedagogy and psychology, open days of vocational educational institutions, inviting high school students to participate in events at Kostroma State University as part of extracurricular activities, student participation in career guidance work at school. Training of teachers in institutions of secondary vocational education (OGBPOU "Sharya Pedagogical College of the Kostroma Region", OGBPOU "Galich Pedagogical College of the Kostroma Region"). Training of teachers in pedagogical specialties and through additional higher professional education in classical university specialties at the Kostroma State University named after N.A. Nekrasova". Advanced training of teachers and professional retraining (OGBOU DPO "Kostroma Regional Institute for Educational Development", FGBOUVPO "Kostroma State University named after N.A. Nekrasov"). Postgraduate pedagogical education in postgraduate and doctoral studies" Federal State Budgetary Educational Institution of Higher Professional Education "Kostroma State University named after N.A. Nekrasova".

Problems Low motivation for teaching professions The existing system of targeted contracts for the training of teachers is working poorly. It is difficult for students to adapt to the requirements imposed at the initial stage of vocational education. There are problems in vocational education (transition to the Federal State Educational Standard, insufficient implementation of the activity approach...) The system of attracting, retaining, professional support and support for young teachers. There is no systematic interaction between interested organizations in quality teacher education. There is no reasonable forecast of the needs for teaching staff in the region. There is no serious analysis of ongoing programs and projects related to teacher education.

Key stakeholders: the state, which carries out legal regulation of the activities of general, vocational and additional education systems and the state order for the training of specialists; regional and municipal executive authorities that carry out legal and organizational regulation of the activities of general, vocational and additional education systems at the regional and municipal levels and form a regional (municipal) order for the training of specialists; institutions of the social and educational sphere, acting as employers and customers of graduates, as well as potentially other institutional institutions where a graduate of a pedagogical direction can find employment in accordance with the specialization received; schoolchildren, applicants, their parents; students in pre-professional training programs, all forms and levels of vocational education, advanced training and retraining programs; employees of educational organizations; public associations and organizations, including social groups, creative unions, scientific institutions, etc., interested in social partnership.

Main directions and mechanisms for the development of pedagogical education Ensuring successful entry into the profession Development and implementation of a professional orientation program for teaching professions Development of a system of support and legal support for the activities of pedagogical and psychological-pedagogical classes in secondary schools, institutions of additional education, on the basis of secondary vocational education organizations and KSU named after. N.A. Nekrasova Development of a system of targeted contract training for teachers in undergraduate and graduate programs at the expense of federal and regional budgets. Creation of a regional system of incentives for admission to pedagogical training for school graduates with Unified State Examination results above the regional average. Development of ways to take into account the personal achievements of schoolchildren when entering pedagogical areas of training. Development of a system of professional retraining, master's degree training of specialists in various fields to work in educational organizations to ensure multi-channel entry into the teaching profession of specialists in various fields. Creation of a project aimed at forming a respectful public opinion about the teaching profession using the capabilities of the region’s media, public and educational organizations.

Pedagogical classes normative support for the activities of pre-vocational training classes; support for teachers working in pedagogical classes; support for the system of training teachers, their methodological support and coordination of the activities of pedagogical classes within the framework of cooperation agreements: pedagogical class - pedagogical college - university; holding a regional Olympiad for students of pedagogical classes

Improving the quality of personnel training in vocational educational institutions Development and implementation of educational programs for teacher education at various levels in accordance with the standard of professional activity of a teacher. Bringing the teacher education system into compliance with the requirements of the Federal State Educational Standard for general education. Creation of a multi-vector learning trajectory system and flexible teacher training programs for different categories of students. Organization of pedagogical training for students in non-pedagogical areas, development of a system for training interested specialists within the framework of master's programs and professional retraining programs. Changing the content of programs, technologies of training and education of teaching staff to strengthen the motivational, practical, technological training of future teachers. Formation of a system of internships for students in educational organizations and financial incentives for their work. Development of network pedagogical education projects with the participation of vocational education institutions, basic general education organizations, partner schools and basic pedagogical departments in schools. Formation of the practice of searching, selecting and supporting gifted students focused on working in educational organizations. Creation of a system of social and professional assessment of the quality of educational programs of teacher education at various levels. Coordination of educational programs for professional training of teachers with employers.

Retention in the profession Assistance in the employment of graduates of pedagogical areas of training. Introduction of a system of corporate support for the professional development of young teachers. Development of an incentive system for young teachers in order to retain them in educational organizations. Creation of a system of independent professional certification of graduates of vocational educational institutions.

Research and organizational activities Conducting an analysis of the region’s need for teaching staff until 2020 and forming a regional order for the training of teaching staff. Creation of a unified regional information base, a system of thematic Internet resources at the regional and municipal levels in the field of monitoring and support of vocational education. Formation and systematic updating of an open bank of profiles of teaching professions and positions. Conducting an analysis of ongoing programs and projects related to teacher education. Identification of the main factors that negatively affect the effectiveness of teacher education (conducting a scientifically based study of the state of teacher education in the region). Development of a competency-based model of a teacher in demand in educational organizations in the region. Identifying the roles of key stakeholders in quality teacher education. Development of a system model of regional teacher education. Description of the elements and stages of continuous teacher education, including pre-professional and additional professional education. Development of a system of interaction between the Department of Education and Science of the Kostroma Region, municipal education authorities, general education institutions, pedagogical colleges, OGBOU DPO "Kostroma Regional Institute for Educational Development", FGBOUVPO "Kostroma State University named after N.A. Nekrasov” for the implementation of coordinated actions in the system of training teaching staff (development of a system of regulatory, organizational and administrative documents defining areas of responsibility and the structure of interaction). Development of roadmaps for concept implementation.

The key elements of changes in teacher education are: motivation (career guidance, selection of the best, restoration of a positive image of the Teacher, incentives); educational programs (Federal State Educational Standard, Professional Teacher Standard, flexible educational routes); teaching technologies (activity-based, practice-oriented, individualized); practices (base schools, partner schools, internship sites, base departments); projects (design activities, implementation, examination); environment (innovative infrastructure and social initiatives, corporate support); admission (professional exam and certification); result (subject and supra-subject competencies, universal teacher, consolidation in the profession).

Expected results of the implementation of the Concept: Construction of an innovative system model of teacher education with the following characteristics: competitive, nonlinear, multi-vector and multi-channel, open, individualized, competence-based, activity-based, practice-oriented. Determining the structure, content of interaction and functions of key stakeholders in the system of continuing teacher education in the region. Stage-by-stage creation of elements of a system of continuing teacher education based on the interaction of key stakeholders. Supporting initiatives related to the implementation of innovative teacher education programs. Training of competent teaching staff, their employment and retention in educational organizations in the region. 100% staffing of the general education system by teaching staff who have received pedagogical education or have undergone retraining, advanced training in this area in accordance with the requirements of the professional standard of a teacher.

Today, the country's public is discussing the draft Concept for Supporting the Development of Teacher Education. This is the first, very important step in creating an integrated and comprehensive program that is being developed by the Ministry of Education and Science of the Russian Federation.

The editors of “AO” invited representatives of universities and post-secondary education institutions implementing teacher training and retraining programs to answer a number of questions.

1. What is your assessment of the draft document? Is it necessary to refine and clarify some of its provisions?
2. What measures, in your opinion, will help improve the social status of a teacher and the prestige of his profession in society?
3. Do you agree with the point of view: not only teaching, but also education should be the goal of a teacher’s work? What moral qualities should a modern teacher have?

- (1) Development of new approaches to the development of teacher education is a timely response to the realities of life.

The concept involves training carriers of new ideology and technology. In essence, these are professional teachers whose worldview becomes a fulcrum and a mechanism for transformation in education. In our opinion, the training of such professionals involves strengthening not only their applied, practical orientation. A teacher who has a culture of thinking and a value-based attitude towards learning as a way of life can create the intellectual potential of society in the person of today's students. Professionalism of this level is formed in the process of mastering fundamental scientific disciplines. The draft concept speaks of broad general humanitarian training for bachelors of the first two years, after completion of which, having chosen a pedagogical specialization, they are sent for long-term practice at school. How realistic is it to expect a qualitatively new ideology and technology from a person who, having left the walls of school, barely entered the space of scientific knowledge, immediately returned to the ideological mainstream of his former school mentors?

- (2) A professional whose work results in the growth of the country’s intellectual potential deserves the highest material reward and public recognition. We need grants aimed at supporting internships, advanced training, and retraining of teachers. Providing their families with housing and social benefits is of great importance for retaining teachers in the regions. I think it is important to return to the glorious Russian tradition - treating education specialists as pedagogical intelligentsia, bearers of culture and enlightenment.

- (3) Society sets a very capacious task for the teacher - to promote the development of the intellect, personality, and worldview of the younger generation. The moral qualities of a professional of this level are undeniably high. A valuable attitude to one’s work, a desire to act for the benefit of society and a bright future for one’s students, optimism - these are some of the touches to the portrait of a real teacher.

- (1) The undoubted advantage of the document under discussion is that it states the position of the Ministry of Education and Science of the Russian Federation on issues of reforming the teacher education system. We consider the emphasis of pedagogical universities on practical work organized jointly with colleges and schools to be a positive aspect. The authors of the document proposed various options for differentiating bachelor’s and master’s programs, which is also important.

At the same time, a number of positions in the project are not entirely clear. The most important stage of education - preschool childhood - has fallen out of sight. The problems raised as core ones concern only the process of professional training of teachers, but do not affect the formation of the educational space and the very process of supporting the training of teaching staff. The criteria and content of the introduced universal baccalaureate are not entirely clear, and the possibility of improving the qualifications of higher education workers themselves is not spelled out.

The draft concept needs comprehensive professional discussion, serious examination and refinement.

- (2) Most of the problems in the education system are not pedagogical, but social in nature. Their practical solution is associated not only with pedagogical innovations, but also with changes in a number of conditions, one of which is increasing the social status of the teacher and his standard of living.

Most teachers emphasize that strengthening their professional status depends not so much on material resources, but on reorienting the information environment towards a positive image of the teacher.

- (3) We are confident that the goal of the work of any teacher at Russian universities is not just to teach students modern innovative technologies, but, first of all, to educate a full-fledged harmonious personality, a patriotic citizen of their country. Therefore, pedagogical universities have a special mission - the formation of a modern pedagogical elite. Society is interested in a new teacher who clearly sees the meaning and purpose of his activities, who is focused on the implementation of the ideas of advanced education, on the creative transformation of himself and his students.

- (1) The draft concept is a timely document. The education system in general and the training of teaching staff in particular have recently undergone significant changes: the transition to a level training system, changes in the list of pedagogical educational programs, modernization of content and teaching technologies. This objectively leads to the need to solve problems along the entire pedagogical front.

However, certain provisions of the concept require further development and clarification. The new law on education defines the special status of teaching staff in society. Consequently, both the system of their preparation and the conditions for the implementation of educational programs must be specific. This also applies to the special status of pedagogical universities. Generally supporting the idea of ​​non-linear learning trajectories, we believe that the basis of the content of high-quality teacher training should be specialized pedagogical programs that involve comprehensive fundamental subject, psychological, pedagogical and information training. It is necessary to emphasize the list of key projects that can act as growth points that ensure real modernization of the content and technologies of teacher education. It is important to comprehensively solve the problems of selecting applicants motivated for teaching work.

- (2) A paradoxical situation has arisen. On the one hand, the teaching profession is positioned as one of the most honorable and responsible. On the other hand, its social attractiveness and prestige have reached extremely low levels over the past twenty years.

The problem should be solved comprehensively - by consolidating the efforts of general education organizations, education management bodies, educational organizations of higher education, regional and municipal executive authorities to select candidates for training in pedagogical specialties and areas of training. It is necessary to implement a system of student support during the period of study at a college or university, provide financial incentives, and provide comprehensive (organizational, methodological, material, housing, etc.) support for young professionals. Only concerted actions will make it possible to solve the problem of “double negative selection” and ensure an influx of competent, proactive, innovative-minded young teachers into educational organizations.

- (3) The educational function of a modern teacher is inseparable from teaching and development. Today, a teacher must be a person, a bearer of moral ideals, an example of kindness, sensitivity, justice, and patriotism. Unfortunately, these essential circumstances are not fully taken into account in the draft concept, which considers teacher education somewhat narrowed - as a service dominated by quality categories, standards of professional activity, and certification. This approach can have a significant negative impact on the quality of teacher training and the results of his teaching work.

- (1) The very fact of the appearance of the draft concept is positive. This indicates the actualization of the problems of teacher education.

The list of problems, the solution of which is the subject of consideration of the document, in our opinion, can be supplemented. In the section “problems of entering the profession” you can add:

• insufficient and often low level of media coverage of the functions and features of the teaching profession;
• lack of a support system for teaching dynasties;
• insufficiency of federal target programs that solve systemic problems in education.

Add to the “preparation problems” section:

• the absence of complexes of educational institutions, which include a pedagogical institute with postgraduate studies, as well as a school with preschool, primary, secondary and senior levels of education;
• lack of interaction between students of domestic pedagogical universities and students of foreign universities training teachers.

The section “problems of retention in the profession” should be supplemented with the following items:

• simplification of the teacher certification procedure (only compliance with the highest qualification category should be assessed by independent experts, all others - by the educational institution itself);
• federal target programs that address issues of housing for teachers, educational and methodological, material, information, and technical equipment for teaching activities.

- (2) Such measures include the annual holding of congresses of teachers at the federal and regional levels; a ban on a teaching load exceeding the norm of one rate, while maintaining the requirement for a teacher’s salary to be the average for the economy in the region; introduction of teacher school uniforms; implementation of federal target programs “Housing for teachers” and “Teacher’s office”.

- (3) The moral qualities of a modern teacher will undoubtedly be associated with social, political and economic relations in society, which largely influence the development of pedagogy and educational practice. However, there are enduring pedagogical values ​​that should serve as guidelines for everyone who has chosen the teaching profession. This is, first of all, pedagogical optimism, based on a deep belief in the strengths and capabilities of each child, and the professional honor of the teacher.

Transcript

1 Concept for supporting the development of teacher education Introduction New requirements for the quality of school education, expressed in the new federal state educational standards, and the approval of a professional teacher standard imply the need for changes in the organization, content and technology and scale of teacher training. The Russian Federation inherited a system of training teachers, built in a regulated labor market, which made it possible to carry out mandatory distribution of graduates, strictly regulate the number of students, and limit the mobility of applicants. The teacher training system has not changed for many years and was based on a network of pedagogical universities and secondary vocational education institutions, relatively evenly distributed geographically. In recent years, the number of pedagogical universities has been declining. Thus, in 2008, training was carried out by 196 universities, including 70 pedagogical ones, in 2012 - 167 universities, including 48 actually pedagogical ones. The plan for admission to study at the expense of the federal budget of the Russian Federation for the Education and Pedagogy State University in 2012 was more than 57 thousand budget places, the graduation of specialists with higher pedagogical education in 2012 was 133.1 thousand specialists. The results of the monitoring of the activities of state universities and their branches carried out in 2012 by the Ministry of Education and Science of the Russian Federation showed that 30 out of 42 pedagogical universities (71.43%) and 29 out of 37 their branches (78.38%) were recognized as having signs of

2 ineffectiveness, whereas among medical ones it is 10.26%, and among humanitarian ones it is 42.86%. In general, the results of admission and training in pedagogical areas of training, as well as data on the employment of graduates of the corresponding programs, indicate the existence of “double negative selection”, when not the “best” (in the academic sense) applicants enter pedagogical universities, and not the best ones become teachers. "best" graduates. At the same time, a significant part of graduates who studied in teacher training programs are not employed either in the education system or in the social sphere (Fig. 1). Figure 1. Dynamics of changes in orientation towards work at school among students of pedagogical universities (in %, 2007) 1. An important role in the current situation is played by the whole complex of contradictions associated not only with obtaining a pedagogical education, but also with the teaching profession as a whole (low prestige teaching profession, lack of career prospects, etc.), therefore, three groups of problems can be distinguished, the solution of which is the subject of consideration of the Concept: 1 V. Sobkin, O. Tkachenko, Student of a pedagogical university: life and professional prospects, RAO, Moscow, 2007

3 problems of entering the profession, which include: low average Unified State Examination score of applicants to pedagogical programs and the lack of possibility of selecting applicants motivated to teach in the specialty and areas of teacher training; low percentage of employment of graduates of pedagogical programs in their specialty in the education system. training problems, which include: unsatisfactory quality of graduate training (outdated methods and technologies, lack of a sufficient number of hours for practice and internship, lack of an activity-based approach in preparing students, lack of connection between the study of academic disciplines and the needs of a real school), poor involvement of students in research activities, poor resource provision of the educational process in pedagogical programs, problems of retention in the profession, which include: lack of forecasting of the needs for teaching staff by region, lack of responsibility of the regions for failure to fulfill the CCP and employment of graduates, low efficiency of mechanisms for attracting the most capable graduates to the position of teacher , the lack of a system of professional support and accompaniment for young teachers, as well as the lack of career prospects for teachers, and the recent increasing delay in leaving school for teachers who actually do not meet modern requirements. The main goal of the program is to improve the quality of teacher training, bring the teacher education system in line with the standards of professional activity of a teacher and the Federal State Educational Standard of General Education and overcome “double negative selection”. The implementation of the stated goal involves solving a number of priority tasks, namely:

4 improving the quality of education for students receiving pedagogical education by abandoning the linear trajectory of learning and creating conditions for free “entry” into programs and pedagogical training for different categories of students (undergraduate students and graduates, current teachers and specialists in other professions); construction of educational programs of a pedagogical bachelor's degree as a specialization of a “universal bachelor's degree”; changing the content of teacher training programs and teaching technologies in order to ensure the implementation of the new professional standard for teachers and new standards of school education, practical training, strengthening the connection of all components of the training content (subject, psychological, pedagogical, information and technical) with the practical professional tasks of the teacher; saturation of curricula with an extensive system of practices, internships, the possibility of targeted training of teachers not only for different subjects, but also for different categories of schools and students, through the widespread use of school-university partnership mechanisms. Training of personnel for a wide range of teaching activities outside of school and outside the education system; increasing the efficiency of existing pedagogical colleges and universities implementing teacher training programs through the introduction of joint practical training programs for teachers (applied bachelor's degree) based on network interaction between colleges and universities, the development of university master's programs for different categories of applicants wishing to begin or continue professional activities in the system education; development and testing of a system of independent professional certification of teachers who have received pedagogical education in various training programs, in order to provide a system of support for graduates and development of a teacher’s career; Creation

5 social and professional system for assessing the quality of pedagogical programs. In the course of implementing the Concept, a new system of pedagogical training should be created, the key elements of which can be named: 1. Development in all training programs of practical competencies based on the new professional standard, including through practice in partner schools. 2. Applied pedagogical bachelor's degree, as the main model of teacher training, implemented in the network interaction of universities, secondary vocational education organizations and schools, the program of which involves replacing a significant amount of theoretical courses with a practical component. 3. Pedagogical training programs for 3rd and 4th year students of non-pedagogical bachelor's degrees, in non-pedagogical universities, motivated to teach. 4. Universal bachelor's degree (similar to the Liberal Arts bachelor's degree) in pedagogical universities, which involves increased requirements (including for Unified State Examination results) when choosing a pedagogical profile of training. 5. Master's program for training teachers, methodologists and managers, priority admission to budget-funded places for those working in the education system. 6. Practical modular master's program with the possibility of quick entry into the profession for persons who do not have a pedagogical education, with preferential enrollment for those already working in general education. 7. Introduction of a qualification exam based on a new professional standard for teachers, simplifying entry into the profession and allowing assessment of the quality of training. Social and professional accreditation of basic educational programs

6 training of teaching staff based on the results of an independent qualification examination of graduates of such programs. 8. Support for beginning teachers, providing them with professional support and professional development. 9. A system for stimulating the practical work of students in schools: a scheme for remuneration of these students (including by the school) and meaningful management of practice on the part of school and university employees (including the university), which does not lead to an unnecessary deterioration in the performance indicators of these educational institutions. System of financing psychological and pedagogical training (including practice) of students of non-pedagogical universities (including educational authorities and general education institutions. Creation of conditions in educational institutions for organizing internships for students (including remuneration of interns) with the allocation of the necessary financial resources for this. 10. Independent pedagogical activity of student trainees (preparing and conducting lessons) with its recording in the information environment, followed by discussion together with teachers and professors, creation of a digital portfolio of student and student work for use during certification and presentation to the employer. The implementation of the Concept is expected to be carried out in several stages: Implementation of pilot projects in universities: development of new models and programs, training of carriers of new ideology and technology. Development of proposals for changing the admission system for pedagogical programs.

7 Development of a new system for distributing admission benchmarks for teacher training, stimulating the transition to new models and programs. Methodological support for the dissemination of new models and technologies. Expansion of new models to the entire system of teacher training in the Russian Federation. It is proposed to include the following activities in the “road map” for the implementation of the Concept: 1. Development and conduct of annual monitoring of the needs of regional and municipal education systems for teaching and management personnel in the field of general education. 2. Development of models of targeted contract training of specialists for regional and municipal education systems with mandatory support for graduates (with increased requirements for the enrollment of applicants) and guaranteed employment. 3. Organization of methodological support for the development and implementation of development programs for pedagogical universities and their branches that have signs of ineffectiveness based on the results of annual monitoring. 4. Development of projects for the Federal State Educational Standard of Higher Pedagogical Education, corresponding to the professional standard of a teacher and the Federal State Educational Standard of General Education, providing the possibility of flexible and variable training trajectories in undergraduate programs (including applied bachelor's degree, universal bachelor's degree), master's degree (including professional master's degree) and postgraduate study. 5. Development of models of flexible multi-level and multi-channel training of teaching staff, including new forms

8 practices, mechanisms of network interaction of organizations of secondary, higher and additional professional education. 6. Development of models of qualification tests (certification) for candidates (including graduates) for work in the field of general education, as well as for the use of the developed models in the certification of teachers. 7. Competitive support for the organization of regional school-university partnerships and other forms of networking between educational organizations that train teaching staff. 8. Development of modern requirements for advanced training and professional retraining programs in teaching specialties in accordance with the professional standard of a teacher. 9. Development of models and programs to support the professional development of teachers during the first three years of work. 10. Implementation of pilot projects in universities: development of new models and programs, training of carriers of new ideology and technology. 11. Conducting annual monitoring of the needs of regional and municipal education systems for teaching and management personnel in the field of general education and the employment results of graduates of pedagogical programs. 12. Development and implementation of a program of grants and methodological support for the best graduates of leading Russian universities who are employed in municipal educational institutions. 13. Conducting additional professional education programs (internships, professional retraining and

9 advanced training) for teaching staff of universities providing training in pedagogical specialties. 14. Implementation of models of targeted contract training of specialists for regional and municipal education systems, with mandatory internship and guaranteed employment. 15. Opening of network flexible programs for accelerated acquisition of subject teacher qualifications, with mandatory practice in a general education organization, for students of non-pedagogical specialties and areas of training. 16. Approbation in the regions of models of qualification tests (certification of qualifications) for candidates for work in the field of general education, as well as for use in certification. 17. Finalization of the teacher’s professional standard, taking into account possible use in the design of educational programs for teacher training, during certification, and reflection in it of possible options for the development of a teaching career in the field of general education. 18. Conducting a competition for pilot sites to test new models and technologies of teacher education. Increasing the funding standard for pilot sites implementing “teaching internship” programs. 19. Conducting annual monitoring of the implementation of pilot projects and supporting the dissemination of best practices in the teacher education system, including the preparation of a report on the state of teacher education. 20. Creation of a new accreditation system for teacher education programs based on the results of pilot projects. 21. Creation of regulatory opportunities for the introduction of additional entrance tests for admission to universities for pedagogical educational programs.

10 22. Implementation of a project for the development of management personnel for the teacher education system. 23. Development of programs for the development of additional pedagogical qualifications during the acquisition of basic pedagogical qualifications (with a possible increase in the duration of training by one year) or during the period of teaching activity (managerial level of the education system, educational psychologists, social educators, teachers for working with persons with disabilities, teachers for working with children with special needs, deviant behavior, teachers of additional and preschool education, etc.). 24. Development of recommendations for including additional payments for a master’s degree in the basic part of the salary of teaching staff, to reduce the workload of a working teacher without reducing pay during master’s and postgraduate studies. 25. Development and introduction of qualification requirements for the minimum level of pedagogical education of teachers: when working with younger children, no lower than a bachelor’s degree; when working with students with special educational needs (psychologists, speech therapists, special education teachers, etc.) no lower than a master’s degree.

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In January 2014, the Russian Ministry of Education and Science presented for public discussion a draft Concept for supporting the development of teacher education. As Alexander Sobolev, director of the Department of State Policy in the Field of Higher Education of the Russian Ministry of Education and Science, noted at a meeting of the State Duma Education Committee, the document is devoted to issues of improving the quality of education in the field of pedagogy and the efficiency of educational organizations implementing relevant programs.

In his Address to the Federal Assembly on December 12, 2013, Russian President Vladimir Putin said: “The professional growth of teachers is of decisive importance for the future of the Russian school. He must be ready to use modern technologies in teaching and be able to work with children with disabilities. I ask you to prepare a comprehensive personnel renewal program for schools. I know that the Ministry of Education is already doing this, including developing a system of continuous training and advanced training for teachers. We need to complete this work to prepare this program.”

To develop a comprehensive program, a working group has been created at the Russian Ministry of Education and Science under the leadership of First Deputy Minister Natalya Tretyak. It consists of four commissions, each of which is responsible for its own area of ​​work - testing and implementing a professional teacher standard, ensuring the transition to an effective teacher contract system, increasing the social status and prestige of the teaching profession, and modernizing teacher education.

Thus, the draft Concept for Supporting the Development of Teacher Education is one of the steps in creating an integrated, comprehensive program that will be submitted to the Government of the Russian Federation before June 1, 2014.

The idea of ​​creating the concept arose 1.5 years ago, when the results of the first monitoring of the effectiveness of public universities were summed up. The Minister of Education and Science of the Russian Federation Dmitry Livanov ordered the creation of a working group to understand the situation and make the necessary decisions. There were proposals to evaluate the work of pedagogical universities according to special criteria, but, from the point of view of the working group, this would only preserve the situation. In the same way, not all pedagogical universities and their branches would find it optimal to join federal or classical universities. And the task was set differently: to modernize educational programs and, on the basis of this, increase the efficiency of educational organizations. It was this logic that guided the working group when creating the draft concept.

According to one of the project developers, RAO academician Viktor Bolotov, among the ideas contained in the document, the most important are the following:

Firstly, the emphasis is on teaching practice, and not in the old sense, when students spent some time at school and received credit. Pedagogical practice is when the school becomes an experimental platform for future teachers. They don’t just come there for a semester, taking a break from their studies, they are somehow present there during the educational process and in practice master what the university gives them in theory. To implement this idea, universities that train teachers must have their own basic schools.

Secondly, this is an opportunity for some students to leave pedagogical programs, and for others, on the contrary, to switch to these programs. It is well known that many graduates of pedagogical universities do not want to work in schools, but, having realized this during their studies, they cannot change their educational trajectory. At the same time, students of other directions and specialties sometimes come to the conclusion that pedagogy is a much more interesting matter than what they are doing now. It is necessary to give both the opportunity to work according to their calling.

Thirdly, support for young teachers. The draft concept is not so much about material support as it is about professional support. Now they often leave school because senior colleagues cannot provide them with professional help. It is necessary to create professional communities of young teachers - both real and virtual; Such communities are well known in different regions - for example, in the Krasnoyarsk Territory. If you manage to help a young teacher stay at school in the first two or three years, he will probably stay there and become a good specialist. The developers of the concept believe that these and other steps will help raise teacher education to a new level.