Where road maps lead: a teacher’s opinion. "road map"

Modern Russian schools today require history teachers with new teaching approaches, capable of offering new methods of teaching history that would form an active, independent and proactive position of students in learning. In today's ever-changing education, history teachers are required - professionals. It is difficult for a modern history student to achieve this result. For a history teacher today, it is not enough just to master a system of knowledge in order to be a successful history teacher - a professional in his field. The changes taking place in education make the problem of the formation and development of a professionally trained successful history teacher urgent. Adaptation to the constantly changing conditions of pedagogical activity becomes the most important prerequisite for the successful work of a history teacher. History shows that the development of professionalism as a history teacher is a long process and requires systematic work. At the very beginning and throughout his professional career, a teacher has to improve himself, introduce his own teaching methodology and solve educational problems related to the development of students’ personalities through the educational subject “history”. Klyuchevsky V.O. wrote: “... each of us must be at least a little historian in order to be a conscious and conscientious citizen.”

Historical originality of professional training of history teachers in Russia.
The first Russian literates, scribes, and translators were trained in schools that were opened at churches since the reign of Vladimir I and Yaroslav the Wise, and later at monasteries. Literacy in Rus' in the 11th - 12th centuries. was distributed mainly in cities. “Literacy masters” appear in cities, children and adults studied with them. The teachers were monks and clerks.

The origin of historical and methodological thought dates back to the period of the appearance in Russia of collections containing historical information. These are “Azbukovniki” of the 15th-17th centuries. and “Synopsis” (“Review”) - a textbook that appeared in Kyiv in 1674. “Synopsis” and “Azbukovniki” adapted the presentation of material to the interests of readers, but were not textbooks (Semagina. 1990). Organized professional training of a history teacher should be considered from the end of the 18th century, based on the fact that education as a system in the Russian state begins to emerge precisely at this time (Kucheruk I., Zinger N., Zinger V., 2014 p. 39).

A special place in the transformations of Russia in the 18th century. occupied by the reform of 1786 to create public schools. In accordance with the Charter of Public Schools of 1786, a class-lesson teaching system was introduced in schools, the use of blackboards and chalk, Russian historical maps, and textbooks began (Erik. 1960). Consequently, teachers include new methods of teaching history in their professional training.

Content
Introduction
Chapter I. Theoretical foundations of the features of preparing a successful history teacher
1.1. Historical originality of professional training of history teachers in Russia
1.2. The essence and functions of the category “Professiogram”. "Professional Portrait" and "Road Map"
1.3. The pedagogical image of a modern history teacher and the conditions for its creation
Chapter II. Development of a “Road Map” for a history teacher in modern domestic education
2.1. Theoretical foundations for constructing a history teacher's roadmap paradigm
2.2. Roadmap as a component of teacher professional self-development
2.3. Methodology for designing a history teacher's road map
Conclusion
Bibliographic list.

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He shared the attitude of the teaching community towards “road maps” in education with the Slovo portal Vladimir Andreevich Popkov, Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor of the Department of History and Philosophy, Faculty of Pedagogical Education, Moscow State University. M.V. Lomonosov.

- In your opinion, why are “road maps” needed in education?

- Let's start with the term "road map". A roadmap is nothing more than a plan. A detailed plan that states what needs to be done and how. We didn’t have the term “road map,” but in the Soviet Union everything was planned. There was the first five-year plan, then the second, third, etc. Plans are often not implemented, as happened with the road map adopted in 2003 to resolve the Israeli-Palestinian conflict.

- Then it turns out: you shouldn’t plan?

- It’s worth it, but really plan! Everyone plans what they want, not what is actually achievable. For example, M.S. Gorbachev planned that by the year 2000, every Soviet family should have its own apartment. But today not every family has it. The RF Government Order No. 2620-R “road map” states that in 2015 there will be no queue for kindergartens. In my opinion, there are and will be queues, because now we have an increase in the birth rate (at least according to official data). In a very short time these children will need places in nurseries and kindergartens.

I'm very skeptical of road maps. Here is the “road map” No. 2620-R dated December 30, 2012. There are a lot of empty spaces, or “milk,” in it. In the “road map” No. 2620-R of 72 pages, “milk” is probably more than 40%, if not more! From here, draw a conclusion about how significant this document is.

- That is, the “road maps” will not affect education in the country?

- They will. But only negatively. Why? If we take higher education as an example, they will lead to a significant reduction in teaching staff (the numbers are given in the document). This time. Secondly, the numbers of student reductions are given, although they are smaller than the reduction of teachers. That is, the workload on teachers by 2018 will be comparatively greater than it was in 2012 or early 2013.

- Is the main goal of roadmaps to reduce personnel?

- Downsizing is not an end in itself. But it is planned until 2017 (specific numbers are given in the document itself). The check has not yet been carried out, but there are indicators. There are indicators for everything, everything is planned, you understand?! How could it be planned that the coverage of additional education in 2013 will be 59%, in 2014 - 62%, in 2015 - 65%, and as a result, at least 70% of children aged 5 to 18 years will receive additional education services? Moreover, only half of the children are on a budgetary basis; the rest will have to pay. The same is true with rising wages. It is planned that the wages of 100% of additional education teachers by 2018 will be equal to the average wage in the subject’s economy. I don't believe it. When they talk about high average salaries for teachers in the regions, it is never indicated what workload of the teacher this salary corresponds to (1.5 rates, 2 rates). That is, there is only one conclusion - teachers may receive more, but they will also have to work many times more.

It was assumed that university teachers released during the reduction would work in schools. Do you think they will be able to rebuild?

- Seriously, a university teacher not only cannot, but also does not have the right to teach at school. In order for a university teacher to have the right to teach at school, he must have the appropriate certificate. Moscow State University has such a faculty of teacher education. And I work there part-time. There are 2 courses: teacher - this is for secondary education, and teacher of higher education. A university teacher, in addition to a diploma that he has defended a candidate's or doctoral dissertation, is a professor, must also have a diploma of a higher school teacher. It's the same at school. There must be education: a person must become familiar with the methodology, didactics, and so on. Therefore, a teacher simply cannot come to school, he has no right. And no one, in general, thought about where these people should go to work. Teachers will look for jobs themselves. I think that if they are still of working age, not pensioners, then they will be able to find a job. But the overwhelming number of teachers of retirement age will be forced to retire. Let’s assume that a young man entered graduate school at the age of 23, then worked as a teacher at the department for 15 years. In fact, apart from the fact that he knows how to teach something, and quite well, he does not know how to do anything. He will have to rebuild. We do not have an appropriate service for retraining such people (except for those demobilized from the army). This is a very big problem.

- What other shortcomings of this law?

- Decile coefficient! I give this example, which I took arbitrarily. Let's say that the average score per subject in the top 10% of schools was 84 in the 2009-2010 school year. This is a very good result. This is an excellent estimate, even with some excess. I took this value, you can successfully take another. And in 10% of schools with the worst results - 42. Then the decile coefficient will be equal to 2. Let's now take the next year (2010-2011): the average score is 80 and 40, respectively. The decile coefficient will again be equal to 2. What conclusion can be drawn? Academic performance remained at the same level. But if we look at the average score: the best were 84, but now they are 80, which means their performance has worsened. 4 points is a significant value. Now let's compare the lower score: it was 42, now it's lower. It also got worse. 2 points is not hundredths of a point, as is sometimes believed, and not tenths. That is, what is the conclusion? That academic performance is generally deteriorating, but the decile coefficient remains the same. And in the 2011-2012 academic year, 76 and 38, respectively. The decile coefficient will still be equal to 2. That is, the decile coefficient remains constant, both when academic performance deteriorates and when academic performance improves. Everything is stable. Therefore, the coefficient is not indicative! Any numbers can be taken as an example. You can take it from the reports and calculate it. This is the same as the average temperature in general for any city clinical hospital, including the morgue. Let’s say the hospital is an infectious diseases hospital, the temperatures there can be very high, but when we add up these numbers, taking into account the morgue, then at best it will be 36.2. Average numbers are usually not very informative.

- Then how to monitor progress?

- I cannot offer an ideal value that characterizes academic performance. But I think that it is necessary to separately characterize the percentage of excellent grades, the percentage of good grades, the percentage of satisfactory grades and the percentage of those who did not pass the Unified State Exam. This set will be indicative. It will be more objective than this decile coefficient. Well, you can’t reduce everything to one decile coefficient. Nothing will change, except that in schools and in all other organizations related to education, they will have to do an extra mathematical operation: counting. And they are already loaded with all sorts of bureaucratic paperwork.

- What do you think needs to be done to make education laws more viable?

- First of all, get rid of anonymity. A lot of things in our education sector are conducted anonymously. We do not know who the authors of the recently adopted law on education are, we can only guess that these are people mainly from the Ministry of Education and the Higher School of Economics. The project was discussed for more than three years, but despite this, it was adopted in an indigestible form. But there was an alternative draft law that was proposed by the Communist Party faction. It was not created by an anonymous group. The head of this team of authors was corresponding member of RAO O.N. Smolin. Or this action plan No. 2620-R, it was practically not discussed anywhere at all. Anonymity is bad; it is necessary to inform the media that a draft of this or that law and a list of its authors have been published on the website of the Ministry of Education, that the discussion of the draft of this law ends on such and such a date, with a request to send your comments. In a democratic society, it is necessary to conduct serious discussions of draft laws, and not discussions in specially selected groups. Each team must invite experts who have their own point of view on the issue under discussion.

- Can you give a long-term forecast for the development of the situation with the introduction of “road maps”?

- I have been working in higher education for about 50 years, since I left the department at the age of 23. And I can say that these are terrible times. “Road maps” were proposed in Russian education back in 2008, by a team of authors from the Higher School of Economics under the leadership of Y. Kuzminov, I. Frumin, with the participation of the World Bank and the International Monetary Fund - “Russian education 2020: an education model for a knowledge-based economy ", Publishing house of the State University Higher School of Economics, Moscow, 2008. Then the authors proposed to discuss this work in the broadest possible way. The following year, my colleague, Valentin Danilovich Zhirnov, and I published the brochure “Russian Education – 2020”: a “road map” to nowhere.” Since 2008, this roadmap has not led to a noticeable improvement in education. It can be assumed that “road map” No. 2620-R will also not lead to serious changes in Russian education.

Interviewed

Daria Krupenko

MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION

"SECONDARY SCHOOL No. 19"

ROAD MAP

TEACHER DEVELOPMENT

primary classes

Soboleva Tatiana Nikolaevna

for the 2015-2016 academic year

Nizhnevartovsk

General information about the teacher

Goals, objectives, expected results of self-education.

Directions and content of activities

1. Improvement of qualifications and teaching skills

   Working to improve the quality of education.

   Scientific and methodological work

   Generalization and dissemination of experience in teaching activities

   Improving professionally significant personal qualities of a teacher

GENERAL INFORMATION

Full name Soboleva Tatyana Nikolaevna

Education - higher

Teaching experience - 22 years old

In this position - 6 year

In this organization - 3 years

Extracurricular activities – 2 hours

Homeschooling – No

Social teacher - until January 2016.

Additional education - head of the "Assorted" club (until January 2016)

GOALS, OBJECTIVES, EXPECTED RESULTS OF SELF-EDUCATION

The purpose of self-education:

Improving teaching methods of basic subjects,

increasing the level of student learning, the level of pedagogical

teacher's skill

Tasks:

to form the ability for creative self-development, for creative activity;

introduce innovative pedagogical technologies into the educational process;

provide programming of their activities, creative reflection, generation of ideas, and embodiment of the creative plan.

continue to work on improving the scientific and theoretical level in the field of theory and methods of teaching basic subjects;

study the psychological and age characteristics of schoolchildren.

Expected result of self-education:

improving the quality of teaching basic subjects, increasing the effectiveness of participation in olympiads;

development and conduct of open lessons, master classes, generalization.

reports, speeches at meetings of the Moscow Region, participation in competitions and conferences with self-generalization of experience;

creation and promotion of a personal website on the Internet, updating its main sections, posting author’s teaching materials on it.

DIRECTIONS AND CONTENT OF ACTIVITY

Section 1. Advanced training and teaching skills

Section 2.Working to improve the quality of education

Section 3.Scientific and methodological work

Primary and High School Teacher's Roadmap

(Full name)__________________________________________,

working according to the Federal State Educational Standard of LLC in Municipal Educational Institution Secondary School No. 16