{"title":"对教师职业挑战的预见","authors":"L. Novopashina, E. Grigorieva, D. Kuzina","doi":"10.17853/1994-5639-2022-6-60-83","DOIUrl":null,"url":null,"abstract":"Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Foresight of teachers’ professional challenges\",\"authors\":\"L. Novopashina, E. Grigorieva, D. Kuzina\",\"doi\":\"10.17853/1994-5639-2022-6-60-83\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.\",\"PeriodicalId\":278157,\"journal\":{\"name\":\"The Education and science journal\",\"volume\":\"7 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-06-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Education and science journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17853/1994-5639-2022-6-60-83\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Education and science journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17853/1994-5639-2022-6-60-83","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
摘要
介绍。寻找新的研究工具和方法,预测教师的专业挑战,是由俄罗斯教育系统的发展和发展教师能力的任务决定的。本文提出了一种运用预见性方法预测区域教育系统教师面临的专业挑战的研究方案。本研究旨在预测教师专业活动所面临的挑战,并考虑到教师前瞻能力形成的不确定性。方法论和研究方法。选择前瞻性方法论作为预测教师专业挑战的方法论基础。B. R. Martin提出的技术预见的第一个经验,在不同的国家、领域和行业体系(M. Hilbert、Y. Kishita、I. Miles、J. Othmer、C. Reimers-Hild、A. Magruk等)中得到了发展,并在教育(A. Havas、V. Munigala、J. Rong、Sánchez-Torres J. M.、Sjodin、A. Yaver等)和职业能力的现代研究(M. Rieckmann、L. M. Andriukhina、E. F. Zeer、A. Kononyuk、L. E. Kurneshova、V. P. Smorchkova等)中得到了应用。本研究是首次运用前瞻性方法对克拉斯诺亚尔斯克地区的教育系统进行研究。工具开发的原型是芬兰前瞻性研究的经验和材料。在研究过程中,我们与教育发展的各持份者代表进行了241次个别访谈,包括师范大学的学生、教师和家长。最活跃的部分和最大的份额是教师(77%),学生-未来的教师(15%)和家长(8%)。研究结果发现,未来的主要挑战将是教师缺乏运用必要技术和技术的能力和技能。从教师的角度来看,未来的主要挑战将是缺乏时间进行必要的改变。从未来教师的角度来看,教师面临的主要挑战将是学生和教师缺乏愿望和动力,缺乏资金、设备和资源。从家长的角度来看,未来的主要困难仍然是学习过程的过度官僚化。在他们看来,学生和教师缺乏愿望和动力,以及教师缺乏运用必要技术和技术的能力,是教师面临的主要挑战。科学的新奇。本研究旨在解决在参与者预测能力不确定的情况下预测方法的选择与适应问题。本研究提出了扩大利益相关者范围的可能性,并考虑了前瞻性技术在俄罗斯传播的局限性。本研究证明了预测教师专业挑战评估的可能性,有助于胜任力的前瞻研究。现实意义。对教师面临的专业挑战的预测将为调整现有的教师专业发展体系提供支持,并为区域监测奠定基础。
Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.