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Values, Imaginaries and Policy-Making for Teacher Education: insights from researching the Russian Federation context of reform, 2000-17

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  Digital Object Identifier (DOI): 10.26907/esd13.3.04
  Volume Number: 13 | Issue Number: 3 | Pages: 25 - 39
  Published: September 2018
  Article Keyword(s): critical discourse studies, legitimation, policy, teacher education reform, values
  Article Author(s) - listed alphabetically: Conor Galvin, Elena Revyakina
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The paper presents insights drawn from researching the discursive construction between 2000 and
2017 of new values-systems that guide, and force, change in Teacher Education within Higher Education
in the Russian Federation. It considers particularly the imaginaries and values that underpin
official policy documents related to Higher Teacher Education within the broader field of educational
policy across this time scale of almost two decades. The central focus rests on the challenge of
researching the construction of a driving discursive context for change, subsequently consolidated
through the activities of the Modernisation of Teacher Education Project (MoTEP) which was officially
launched by the Ministry of Education and Science in 2014. It is not the intention of this
paper to discuss in any great detail the nature and practice of Russia’s Teacher Higher Education in
itself; for this we suggest Sobolev’s (2016) excellent account. Rather, we focus on what can be learnt
from researching an aspect of one of the most intriguing and grand-scale policy-led projects of our
time; the rehabilitation of Russia as a global power. The research underpinning the paper draws on
Critical Discourse Studies (CDS) to explicate the nature and detail of the changes being promulgated
and the construction of these through policy work. It does so by evaluating a series of key policy
documents and discursive events that seek to redefine discursively the values-base of teacher education
in the Federation. For this, a discourse historical approach (DHA) is used, drawing primarily
on the ideas of Krzyżanowski (2010) and Reisigl and Wodak (2001; 2017). Sitting within the critical
discourse studies tradition this approach provides our guiding theoretical perspective and informs
the research methodology. Our analysis suggests that the values-system and imaginaries of teacher
education are strongly reliant on a unique and highly contextualised discursive construction and a
legitimation of policy-actions by means of references to strategies and visions for the ‘competitive,
innovative and leading economy’, and that the imaginaries and values that underpin Higher Teacher
Education in the Russian Federation, are challenging to research because they are considerably more
complex and multifaceted than much of the reform activity assumes.

Further Reading

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In Search of the Ideal Teacher – Students’ perspective  

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

assessment bibliometric analysis blended learning communication competence Covid-19 creativity critical thinking distance learning education educational environment educational process educational standard evaluation foreign language future teachers higher education identity inclusive education lifelong learning model motivation multicultural education non-formal education pedagogy personality professional competence professional development professional orientation psychological safety quality quality of education reading comprehension reflection self-assessment self-development students teacher teacher education teacher professional development teachers teacher training training upbringing values

Article Authors

Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Kalimullin Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Balwant Singh Branka Radulović Daria Medvedeva Dinara Bisimbaeva Elena Ibragimova Evgeniya Shishova Evsyukova E.A. Fatemeh Khonamri Ian Menter Idiyatov I.E. Ilshat R. Gafurov Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Lyubov A. Kochemasova Martina Pavlikova Mourat Tchoshanov Musa Nushi Natalya N. Kalatskaya Nick Rushby Oksana Kozhevnikova Olga K. Evdokimova Rezeda M. Khusainova Roza A. Valeeva Roza Valeeva Rushby N.J Tatiana Baklashova Valerian Faritovich Gabdulchakov Venera Zakirova Vera K. Vlasova Vera Khotinets Vera Vlasova Violeta Rosanda Vsevolod V. Andreev Yulia Novgorodova Zdenka Gadušová

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