How to improve the quality of teacher education

Contents:

• Pedagogical universities do not teach how to work in the school of the future
• Pedagogical science does not deal with issues important for schools
• Pedagogical universities do not have a general idea of ​​the competencies that graduates need
• Will the professional exam save everyone?

The theme of the XII International Russian Conference of Higher Education Researchers, organized by the Higher School of Economics, was the quality of education. This year, special attention was paid to supporting and improving the quality of educational programs in a hybrid and fully remote format. However, the conference also discussed topics that have remained relevant for a long time, in particular, the training of teachers for Russian schools. This issue requires special attention, as high-quality education depends on the professionalism of teachers. Conference participants exchanged experiences and proposals for improving teacher training, which is a key element in raising the overall level of education in the country.

At the symposium "How to Build High-Quality Pedagogical Education" as part of the IVO-2021 conference, experts discussed the key challenges facing the process of training future teachers. They identified the main shortcomings in educational programs and proposed a number of promising solutions aimed at improving the quality of teacher education. The event became an important platform for the exchange of experiences and ideas that contribute to the development of effective teaching methods and training of new personnel in the field of education.

Experts and specialists in various fields took part in the discussion. The discussion covered key topics related to current issues and problems. Participants shared their opinions and suggestions, which contributed to a deeper understanding of the issues under consideration. As a result of the dialogue, recommendations and solutions were developed that can be useful for further study and practical application.

• Director of the Institute of Pedagogy of St. Petersburg State University and Chairperson of the Federal Educational and Methodological Association in the Higher Education System "Education and Pedagogical Sciences" Elena Kazakova;
• Vice-Rector for Academic and Methodological Work of Moscow State Pedagogical University Lyudmila Trubina;
• Deputy Dean for Strategic Development of the Faculty of Pedagogical Education of Moscow State University named after Elena Brel, Rector of Moscow State University of Psychology and Education.

The discussion was moderated by Arkady Margolis, Rector of Moscow State University of Psychology and Education. The event addressed current issues in psychological and pedagogical education, as well as new approaches and innovations in this field. Arkady Margolis emphasized the importance of interaction between educational institutions and practicing psychologists to improve the quality of specialist training.

The main points of the discussion were presented concisely and clearly. Participants discussed key aspects of the topic, focusing on its significance and impact. The discussion encompassed multiple perspectives, which contributed to a deeper understanding of the issue. Furthermore, participants shared personal opinions and practical examples, which enriched the discussion and made it more meaningful. Importantly, all ideas and suggestions expressed were aimed at finding solutions and improving the situation. In conclusion, the participants agreed on the need to continue the dialogue to achieve the stated goals.

Pedagogical Universities Don't Teach Work in the School of the Future

The topic of digitalization, raised by Elena Kazakova, was a key challenge facing pedagogical universities. She highlighted the key challenge facing pedagogical universities: the transition of education to a partially digital format. This implies the need for future teachers to master modern digital tools while still in university, and ideally, to gain knowledge about technologies that are just beginning to be implemented in school practice. However, the situation today is far from ideal: mass pedagogical education often fails to introduce students to the latest developments and innovations in digital technology. Active work is needed to update curricula and integrate modern technologies into the educational process in order to prepare qualified specialists capable of working in a rapidly changing digital world.

Moderator Arkady Margolis expressed doubts about this assertion. He noted that in the past, citing studies of the American experience, the potential of new technologies in education was often overestimated. This underscores the importance of critically analyzing the implementation of technology in the educational process and the need to assess their real impact on the quality of education.

The emergence of new technologies in education has always generated significant expectations and was perceived as a potentially revolutionary event capable of solving many existing problems. This applies to technologies such as educational radio, television, computers, and others. However, as practice shows, these investments often proved unjustified. The expected changes did not occur: there was neither a revolution in the education system nor qualitative transformations. As a result, significant investments in implementing new technologies often proved wasted. Perhaps teacher training universities should exercise caution when integrating digital technologies into teacher training curricula. They need to carefully evaluate which tools will truly improve the quality of education and student preparation. The haphazard implementation of technologies can distract from the primary goal of developing competent and professionally trained teachers. It is important to find a balance between traditional teaching methods and modern digital solutions to ensure the effective training of future specialists.

Kazakova refuted this objection. First, she emphasized that modern technologies are already making a significant contribution to education. For example, the school stage of the All-Russian Olympiad, held online on the platform of the Talent and Success Foundation, attracted many participants who had previously not considered applying for in-person participation. Second, neither educational institutions nor pedagogical programs can operate in a vacuum, ignoring the current realities and challenges facing the education system.

The introduction of digital technologies has become an integral part of the modern world. We cannot ignore this reality. Rejecting digitalization means remaining in the past, while new technologies are already rapidly developing around us. It is impossible to continue using traditional methods, such as chalk and blackboard, in a world rapidly becoming digital. This is not only ineffective but also absurd. Digital solutions open up new opportunities for business and society as a whole, and ignoring them would be a mistake. It's time to adapt to change and leverage the benefits of digitalization to achieve success.

Digital technologies are becoming an integral part of our lives. It's important for pedagogical universities to prepare students so their knowledge and skills remain relevant in the future. Capabilities that seem inaccessible to computers today may be fully automated by the time today's students graduate. Therefore, educational institutions must adapt their programs and teaching methods to prepare future teachers for work in a rapidly changing digital world. This requires not only updating curricula but also integrating modern technologies into the educational process so students can successfully apply their knowledge in real-world settings.

In response to the question posed, Margolis Kazakova shared the conclusions she reached during discussions with colleagues. Artificial intelligence is already capable of performing virtually all routine tasks associated with a teacher's work, and in some cases, it can even do this more effectively than a human. However, there is one key area where the role of a real teacher is indispensable: human spontaneity. It is precisely this that allows us to adequately respond to unexpected challenges, random student requests, and creative situations that require an individual approach and emotional engagement.

Kazakova suggests exploring the future in collaboration with the technology developers who are shaping that very future. She emphasizes the importance of integrating educational institutions, especially pedagogical universities, with large digital corporations. This will create synergy between educational processes and advanced technologies, which, in turn, will help prepare students for the challenges of the modern world and improve the quality of education.

Resources for creating experimental classrooms and partnerships are not available at all pedagogical universities. Kazakova emphasizes the need to start with a few centers and then connect other institutions through inter-university labs. This will optimize the process of introducing new approaches in education and improve the quality of teacher training.

Pedagogical science does not address issues important for schools

Unfortunately, pedagogical universities do not show sufficient interest in researching the future of teaching and current challenges in the field of education. Experts note that this may negatively impact the development of educational processes and the training of qualified personnel. In a rapidly changing world, it is important to pay attention to new methods and technologies that can improve the quality of education and make it more accessible to everyone.

The alignment of university education with the objectives of school education is an important challenge, which Vice-Rector of Moscow Pedagogical State University Lyudmila Trubina pointed out during the discussion. Margolis supported her in this opinion, noting that school principals express a need for research that the research teams of pedagogical universities do not strive to carry out. Pedagogical dissertations at all levels—from master's to doctoral—often fail to address current issues arising in educational practice. This creates a gap between theory and practice, requiring closer collaboration between universities and schools to address the real problems of the educational process. Elena Brel described the current situation as tragic. Until April 2021, she worked at the Academy of the Ministry of Education and had the opportunity to visit numerous regional pedagogical universities. According to her observations, it cannot be said that these universities are not engaged in research. They are active in fields such as physics and biology, but the psychological and pedagogical field remains underdeveloped. This is concerning, as research in this area can significantly impact the quality of education and the training of specialists. Research conducted in the field of education does not meet the modern requirements and interests of the school system, nor does it significantly contribute to the practical work of teachers. Although some research is conducted, it often ignores current trends in pedagogical education. Psychological and pedagogical research does not receive the attention it deserves and is published in journals that do not influence university rankings. This highlights the need to reconsider approaches to research in the educational field to make it more relevant and useful for practitioners. The indicators of the quantity and quality of scientific articles that universities should achieve are an important aspect of the discussion. Modern requirements direct researchers to publish in international scientific journals indexed in Scopus and Web of Science databases. However, Russian pedagogical science is facing difficulties in the transition to English. As Elena Kazakova noted, there are many nuances: "If someone could tell me how to translate 'skill' or 'education' into English, I would be grateful. The humanities differ from others in that language plays a key role, and the wording can affect understanding." This highlights the importance of maintaining cultural and linguistic characteristics in scientific communication, which is critical for successful integration into the international scientific community.

Lyudmila Trubina noted that topics important to Russian researchers often fail to attract the attention of the publications they seek to publish in due to publication requirements. Pedagogical research is not recognized as a priority at the state level, resulting in a lack of specialized support for young researchers in this field. These factors significantly limit opportunities for research and the development of pedagogical science in the country.

Experts believe that an effective solution is to prioritize support for pedagogical research in Russian. This entails the revival of strong domestic journals, the holding of conferences, and the development of publishing houses. Only after this should we consider opportunities for collaboration with the global community in pedagogical research.

Pedagogical universities lack a common understanding of the competencies needed by graduates

The main problems in pedagogical education are apparently not related to the competencies of future specialists, but rather concern the most fundamental requirements for future teachers. Elena Kazakova noted that the pedagogical education system requires a clear understanding of what skills and knowledge graduates should have, and which competencies are basic. Educational programs at pedagogical universities should be developed with these expectations in mind to ensure high-quality training for future teachers.

Elena Brel noted that the requirements for teachers' competencies have increased significantly today, which poses the task of harmonizing them for the educational system. Lyudmila Trubina added that there is no unified space for pedagogical education. Teacher training universities are under the jurisdiction of various departments, and teachers also study at pedagogical colleges. As a result, secondary and higher pedagogical education often operate in disunity. This creates challenges for integrating educational programs and improving the quality of training for pedagogical specialists. Abandoning colleges and introducing a mandatory requirement for higher education for teachers, as is practiced in some foreign countries, is currently impossible and impractical. Trubina notes that the secondary vocational education system for teachers has traditionally been better at training specialists in certain fields, such as preschool education, than pedagogical universities. Together with Elena Kazakova, they emphasize the importance of creating accessible and adequate pathways for further education for graduates of pedagogical colleges, which will enable them to successfully develop their careers in the field of education.

Will the professional exam save everyone?

At the end of the discussion, Arkady Margolis asked the interlocutors about the preferred direction for the development of pedagogical education: unification, liberalization, or professionalization of educational programs. The experts unanimously noted that professionalization is the most important aspect. Professionalization of educational programs in pedagogy contributes to the improvement of the quality of training of future specialists, improving their competitiveness in the labor market and meeting the modern requirements of society.

Unification and liberalization, despite their opposing meanings, can be successfully combined in the field of education. Elena Kazakova emphasizes the need to unify key elements of educational programs in order to ensure the minimum required quality of teacher training in universities throughout the country. However, above this basic level, universities should be granted maximum freedom. This freedom enables universities to explore and implement innovative technologies and ideas, which, in turn, will enable them to prepare future teachers to a high standard. This approach will ensure high-quality education and prepare educators for modern challenges. Kazakova emphasizes that professionalization is particularly important in the modern context. It involves not only upgrading specialists' qualifications but also implementing new standards and practices that meet market demands. Professionalization contributes to improving the quality of services and increasing competitiveness in the labor market. It is important that professionals not only develop their skills but also adapt to changes in the industry, which will allow them to remain in demand and successful. It is necessary to clearly define the list of competencies and tasks that a student is capable of performing. This should be implemented not simply on paper, but in the form of a professional examination recognized by the professional community. It is important that this examination be combined with public accreditation, which will enhance its significance. Attention should also be paid to the quality of the work of the state examination committee, which should evaluate final qualification theses not as abstract documents, but as significant project or research projects. This will help ensure a higher level of student preparation and compliance with modern labor market requirements. Elena Brel noted that professionalization also includes postgraduate support for young teachers. This process helps young professionals adapt to the educational environment, develop their skills, and ensure high-quality teaching. Support at this stage plays a key role in developing competent and confident teachers, which, in turn, contributes to improving the educational process. Margolis emphasized the importance of professionalization in the educational process and noted that comprehensive assessment of graduates' competencies can change the approach to curriculum standardization. He gave the example of one university devoting 20 hours to teaching methods in its chemistry teacher training program, while another devotes 120. The question is whether the professional community or the ministry should establish the same number of hours for all universities. Margolis believes the answer to this question depends on the quality and methods of assessing graduates' knowledge. Professionalization and standardization of education should be based on actual results and labor market needs.

A professional exam should be more than just a knowledge test, but a real test of teaching skills. If the exam is independent of the university and includes representatives of the professional community, this can become a significant criterion for choosing a university. Otherwise, when the exam is administered solely internally—universities train, test, and graduate specialists without external evaluation—this cannot guarantee the quality of training.

The idea of ​​a professional exam has received positive feedback from many. However, Margolis wonders why it has not yet been implemented nationwide, despite discussions that have been ongoing since 2015. Are universities concerned that graduates will not cope with the real test?

Lyudmila Trubina noted that it is easier to discuss fundamental changes when they do not affect aspects such as staffing at universities, workload distribution among faculty, and other obligations of educational institutions. These factors often become bureaucratic barriers that hinder the implementation of innovations in higher education.

There is a discrepancy between the professional exam and traditional final certification formats, such as the state exam and thesis defense. If no changes are made to these processes, as Trubina noted, a logical question will arise: what is the fault of a pedagogical university graduate if a professional exam is added to them?

Elena Kazakova noted that bureaucratic management processes should be viewed as tools, not strict rules. It is necessary to find ways to change established norms, in particular, to eliminate the theoretical state exam based on tickets, which has long been unnecessary. However, this requires significant effort, and, as Kazakova admitted, over the years of discussing the professional exam, the community has yet to find the time for this work. Universities and teachers across the country need to agree on methods for assessing complex professional competencies. It is important to determine which student actions during the exam can confirm their readiness for the teaching profession. This will improve the quality of the educational process and the training of future specialists. Kazakova confirmed that experiments in certain regions will continue. The idea of ​​a professional exam will be integrated into the new educational standard and the federal concept for training teaching staff. This will improve the quality of education and ensure its compliance with the demands of the modern labor market. The introduction of professional exams will be an important step toward improving the training of future teachers and ensuring high standards in the education system. Elena Brel proposed accelerating the process of conducting trial exams. She believes that professional exams could be introduced for students of pedagogical universities after their second and third years, allowing them to qualify for teaching positions earlier. This innovation could enhance the qualifications of future teachers and improve the quality of education.

Arkady Margolis summarized the opinions of his colleagues, noting that the introduction of a professional exam is a complex task with uncertain consequences for both graduates and higher education institutions. It is no coincidence that pedagogical universities, along with medical universities, are the only ones for which this initiative is being discussed. This is due to their special responsibility for the quality of education, which affects the future of students and the level of training of specialists in the field of education. It is important to consider that the successful implementation of such an exam requires careful development of the methodology and assessment criteria to ensure a fair and objective assessment of the knowledge and skills of graduates.

The professions of doctor and teacher occupy a special place in society, being not only noble but also key to shaping the current state and future of the country. These specialists play a decisive role in maintaining the health of the nation and the education of the younger generation. Society and the state must be confident that the number of professional errors in these areas is minimal. Highly qualified doctors and teachers provide a reliable foundation for the development of society and economic progress. Investing in training and supporting these professions is a crucial step toward creating a sustainable future for all.

The professional exam is an essential tool for monitoring the quality of teacher education. It allows for the consideration of all the requirements that modern schools place on teacher training. Experts view the professional exam as a way to adapt educational programs to the current needs of the educational environment and student expectations.

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