Home – Home – Jornals – "Philosophy of Education" 2015 number 2

The authors give a review of the publications of Russian researchers that have been studying problems of teachers’ education in the period 2000-2015. The article presents an analysis of the ongoing status of pedagogical science; the characteristics of modern teachers’ education and characteristics of pedagogical studies; description of the problematics of pedagogical studies and description of the main directions of pedagogical studies; the expert and focus-group evaluation of the directions identified in the article. While discussing the ongoing status of pedagogical science, the authors underline the intensity of such processes as integration and differentiation, the development of problematic field of pedagogical studies, the increase in the number of publications, the qualitative growth in scientific-pedagogical knowledge, the enrichment of conceptual apparatus of pedagogical science and the development of the structure of pedagogy. In the article, it is then pointed out that some humanitarian strategies and methods are penetrating into pedagogy: interpretation, content-analysis, case-study, modelling, sociometric methods, etc. that give a possibility to get new knowledge about developing pedagogical objects as well as give a qualitative assessment of the accumulated knowledge. Characterizing teachers’ training as a complex object to study, the authors emphasize that the content and structure of pedagogical studies are also becoming more complex and complicated as they reflect the status and development of teachers’ education. With the help of such methods as content-analysis, problematical analysis, keyword analysis, a wide overview of the problematics of the studies of teachers’ training for the last fifteen years is presented in the article. It gives a reason to identify the main research trends in pedagogical studies: the description of the outcomes of teachers’ education and the development of competency-based approach to teachers’ training; practice-oriented principles in teachers’ education; content and structure of teachers’ education; vocational training of teachers; the development of the values of teaching profession; management approaches to teachers’ education; forms, methods and technologies of teachers’ training at all levels of teachers’ education, etc. The authors mention the lack of works in the field of research methodology of teachers’ training, the lack of works devoted to the changes in teachers’ education as well as the lack of integral researches on the history and development of teachers’ education since the year 2000. With the help of the expert and focus-group analysis, an evaluation is presented of the research trends in pedagogical studies; the list of research trends is complemented, in particular, the deficit is identified of comparative studies and studies on the history of teachers’ training with the help of which it would be possible to develop modern practice of teachers’ education; the development of new research trends is forecasted. The article contains some conclusions concerning the topical research trends in pedagogical studies of teachers’ education in modern sociocultural and socioeconomic conditions. The article can be used as a ground for working out one’s research position and a plan of one’s own pedagogical study.