Extrapolation of Foreign Productive Practices in the Context of Standardization of Teacher’s Professional Activity
Olga G. Krasnoshlykova, Doctor of Sciences (Pedagogy), Professor, Rector, https://orcid.org/0000-0002-8452-9379, Kuzbass Regional Institute for Professional Development and Retraining of Educators
Tatiana S. Komarova, Principal, https://orcid.org/0000-0002-7446-695X, Secondary School № 72 with advanced study of English
10 Sverdlov St, Novokuznetsk, Russia, 654080, tel.: +7 (905) 9638100, firstname.lastname@example.org
Abstract. Introduction. The transformation of a teacher’s professional activity in the context of standardization is a priority objective of Russian education. The paper aims to determine the aspects of extrapolation of teacher’s professional activity standardization practice in foreign countries into the practice of an educational organization.
Methods. A comparative analysis of foreign teacher’s professional standards revealed their common and distinctive features. It also identified universal and contextual characteristics of conditions for the foreign experience extrapolation. The extrapolation method established the current strands of extrapolation and productive practices of foreign experience for translation into Russian education. The modeling made it possible to design changes in the teacher’s activity and develop a concept of its transformation under standardization.
Results. Analysis of theoretical and normative sources on the adoption of teacher’s professional standards in the Russian Federation indicates that the experience of teacher’s professional activity standardization in foreign countries is relevant for Russian education. In this regard, a concept of teacher’s activity transformation to the teacher’s professional standard in an educational organization is proposed. It rests on the extrapolation directions (motivational aspect, methodological support, education technology, and administrative resource of an educational organization) and the productive experience of foreign countries – Australia, England, Hong Kong, and Singapore.
Conclusion. The relevance of the presented research materials is determined by the potential resource of extrapolation of foreign experience into the practice of an educational organization, against the background of disregard of productive practices of teacher’s professional activity standardization in foreign countries and procrastination of the adoption of the teacher’s professional standard in the Russian Federation.
Keywords: teacher’s professional activity standardization, extrapolation of teacher’s professional activity standardization practice, foreign countries practice, transformation of teacher’s professional activity, universal and contextual characteristics of extrapolation conditions, directions of productive experience extrapolation in foreign countries
For citation: Krasnoshlykova O. G., Komarova T. S. Extrapolation of foreign productive practices in the context of standardization of teacher’s professional activity. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 465-476 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-465-476