This article analyzes the findings of the study aimed at determining pedagogical conditions of arranging a class in teaching that would contribute to developing important professional motives, qualities, expertise, and skills in secondary school students, which are necessary to master and promote the occupation of a teacher. The issue under study is relevant due to the necessity for acquiring teaching staff. Analysis of foreign studies has shown that acquiring motivated, dedicated, and committed young people as teachers may be determined by the issue of global politics. It was found out that, both in Russia and globally, there is a necessity to create an environment for identifying, maintaining, and developing the background qualities of an efficient teacher for senior secondary school students.
Analysis of networked action taken by the Secondary School No. 28 for the city of Rybinsk, Yaroslavl Oblast, and its social partners in order to arrange activities for the class in teaching is among the leading research methods. The following methods were used as well: analysis of student engagement, generalization of experience in working for educational institutions, monitoring of student development, questionnaires, focus groups, analysis of the student survey results, etc.
The study reveals the pedagogical conditions and ways to arrange the class in teaching that would contribute to the conscious decision of students choosing the occupation of a teacher. Relatively low costs of organizing the pre-university training, low number of additional staff engaged, and growing social activity in students prove its efficiency. The conclusion is made regarding the efficiency of implementing a training program shaped as a class in teaching conducted in a networked environment, which would provide the opportunity to use the resources of various organizations taking into account students’ interests.
Author : Ekaterina N. Shipkova
A study of private tutorial support for rural school students
This study highlights the key features of tutoring students in rural areas. Private tuition classes are
increasingly popular for modern school children. Over half the schools in the Russian Federation
are in rural areas and differ from those in urban settings in a number of respects. It is based on a
survey of 210 teachers of rural schools in six regions of the Russian Federation, complemented by
conversations with teachers in rural schools to elicit their views on private tutoring, observation,
literature and Internet resources analysis, interviewing, content analysis and case-studies. The
research investigated the reasons why such lessons are less practiced in the rural areas than in the
cities. It showed teachers believe that the practice of private tutoring in school subjects stimulates
the students’ self-development and they have a positive attitude towards private tutoring – including
that of their own children. Accommodation and studying were not perceived as major problems. A
comparison of private tutors in cities and rural areas confirmed that the practice of private tutoring
on school subjects is common not only in urban schools, but is also a characteristic of rural areas and
consequently is not a special case.