PRACTICE-ORIENTED APPROACHES IN PROFESSIONAL PEDAGOGICAL EDUCATION

Budnikova S.P.

Tula State Pedagogical University
Tula, Russia
e-mail: svpbu@yandex.ru

Introduction

The development of the institution of professional training for future teachers, specifically for mass schools, in our country has a history spanning more than a century. Understanding how this training system evolved, becoming one of the best in the world by the second half of the 20th century, allows us to successfully reform professional teacher education today by avoiding the mistakes of the past and embracing best practices. The history of professional teacher education in our country, including during the Soviet period, when mass comprehensive schools were being built, is replete with examples of diverse approaches to organizing practical teacher training. Almost immediately after the 1917 Revolution, when the new state was just beginning to be established, the First All-Russian Congress of Education Workers, held in 1918, raised the issues of developing unified approaches to teacher education and creating specialized universities for training highly qualified teachers, noting the exceptional importance of their practical training. As a result, in the program of the People's Commissariat of Education in the field of training pedagogical personnel adopted in Soviet Russia, a special role was given to the professional and work practice of students-future teachers [13]. In the first years of building the education system in Soviet Russia, in the work "School for Children or Children for School", published over a hundred years ago (in 1922) and the article "Acute Issues of Pedagogical Education", published in 1923, the famous educator Stanislav Teofilovich Shatsky pointed out the need to involve students, future teachers, in real pedagogical activity already in the process of training, through solving practical pedagogical situations and to be as deeply as possible immersed in pedagogical life while still a student. At the same time, the process of searching for optimal forms and methods of professional training of future teachers in universities of the USSR required a revision of the content and scope of practical training. In 1972, a general state program for the training of future teachers was developed and approved, which defined the main types of practice: introductory practice (1-2 years); summer pedagogical practice (2-3 years); School pedagogical practice (3rd-5th years). [5, p. 17]. This system of practical training was preserved for many years. Continuous pedagogical practice was introduced into the curricula of Russian pedagogical universities in the 1984-85 academic year. It provided for a combination of socially useful activities of students and traditional pedagogical practice programs. In the 1st-3rd years, students were involved in socially useful work for 4 hours a week, and in their senior years they already participated in the real educational and upbringing process in schools. It can be concluded that the process of searching for new effective forms and transforming the practical training of future teachers in Russian higher pedagogical schools was almost continuous. By the early 1990s, the USSR had developed a system of continuous pedagogical education that had no analogues in the world, consisting of more than 600 educational institutions of various levels (pedagogical colleges, universities, institutes for advanced training and retraining of personnel). However, in the subsequent 1990s and early 2000s, the perception of education as a service sector prevailed, and a significant number of pedagogical universities were reorganized, merged with classical universities, and many gradually lost their specialization. In 1997, there were 90 specialized universities in Russia; in 2008, there were 70 left; in 2019, there were 34 [9].

The problems of the modern world, requiring a revision of both the approaches and the content of school education, lead to similar processes in the training of teaching staff. In modern Russia, government bodies and the management of the education system, and the pedagogical community are quite actively searching for ways to productively reform the professional education of teachers. Surprisingly, the main problems of the education system have not changed over the past almost 40 years of reforms: despite the demand for young teaching staff, there is a low prestige of the teaching profession, the level of professional training of graduates of pedagogical universities and colleges does not always and not in all respects meet modern challenges, students receive pedagogical education without the intention of further work in the specialty, etc. [9]. The modern world is experiencing a systemic transformation, and Russia, as a part of it, is also involved in this process. It is quite obvious that the values and ideological attitudes of student youth, including those entering pedagogical training programs, differ significantly from those that existed two or three decades ago. The process of studying this evolution is quite active in Russian science [4; 8; 10; 12; 19]. Quite often, students in pedagogical fields of study have weak motivation for professional activity and education [3].

In 2024, more than 200 universities in our country were implementing UGSN 44.00.00 and providing professional teacher training. However, 38 of these universities, under the jurisdiction of the Ministry of Education and Science, retained the pedagogical profile as their core curriculum, while there are approximately 400 pedagogical colleges in Russia. More than 600,000 students are enrolled in pedagogical programs at universities across the country.

Education reforms, which have been ongoing throughout the modern period of Russian history, have demonstrated that the best results are achieved by a teacher training system that harmoniously integrates sound subject-based, methodological, psychological, and pedagogical training with a practice-oriented approach, including through the organization of long-term, well-organized, and mentor-supported teaching internships at schools. Federal State Educational Standard 3++ for Higher Education stipulates an increase in the volume of practical training in pedagogical universities' curricula [20]. A professional teacher standard, "Teacher (Pedagogical Activity in Primary, Basic, and Secondary General Education) (Teacher)," has also been developed [15]. At the bachelor's degree level, practical training in educational institutions accounts for almost a quarter of the total number of academic hours. This, of course, is not an innovation, as we have seen, and previously pedagogical practice was actively introduced into professional training, but the competencies that a modern teacher requires to develop and the speed with which he must master them have changed significantly [14; 17]. It seems important that the rapid inclusion of students in the production process does not lead to a loss of the quality of professional, ideological, ideological, and educational training [1; 11; 16; 18].

Currently, the training of future teachers involves several types of practical exposure to pedagogical realities. These include visits to schools during their studies, including those serving as the university's base, familiarization with the work of children's summer camps, both school-based and country-based, and the development of practical skills during professional internships. The main types of internships for students studying in the pedagogical field are educational and industrial internships, including pre-graduation internships. Educational internships are internships in specific subjects relevant to the student's profile. They can be represented by fieldwork, museum work, archaeology, dialectology, technology, etc. Instructional and methodological camps and training camps are also considered educational internships. Industrial internships are internships related to the student's training profile (for students majoring in pedagogical specialties, UGSN 44.00.00 is pedagogical). During these internships, future teachers hone their skills by performing the duties of a school teacher and homeroom teacher. After students complete the curriculum, pre-graduation internships are implemented at the final stage. During this internship, students gather empirical data on the activities of organizations relevant to their training profile and work on their final qualifying thesis. When implemented effectively, these forms of training offer a logical and effective framework for preparing future specialists [7]. However, the expectation that successful students will work in educational institutions and establish themselves as professionals, realizing their potential, is not always met [6].

Professional teaching internship is a challenging period for students, but it triggers the development of such essential qualities for future professionals as professional focus and attitude, reflection, and agency. Teaching internship becomes a professional springboard for many. Our experience shows that some students who have performed well and demonstrated a desire to work and grow professionally receive job offers as teachers immediately after completing their professional teaching internship [2].

Progress of implementation

In 2022, the L.N. Tolstoy Tula State Pedagogical University, in collaboration with the Tula Oblast government, launched the "PROIntern. Student-Teacher: Launching a Teaching Career" project. The project was planned under a joint activity agreement between the Tula Oblast Ministry of Education and L.N. Tolstoy Tula State Pedagogical University. The agreement involves interested institutions in the regional education system: the Tula Oblast Ministry of Education, L.N. Tolstoy Tula State Pedagogical University, the Institute for Advanced Training and Retraining of Education Workers of the Tula Oblast, local governments implementing education management, regional, municipal, and institutional methodological services, and educational organizations located in the Tula Oblast. The project's primary goal is to preserve the continuity of pedagogical traditions through mentoring, while simultaneously assisting with staffing issues at educational institutions in the region and optimizing practice-oriented training.

Aligning teacher training programs with the requirements of the professional teaching standard has resulted in enhanced practical training for future teachers. As part of the project, fifth-year university students studying in the 44.03.05 Pedagogical Education program (with two training tracks) have been offered placements during their internships during the 2023–2024 academic year at educational institutions in Tula and the Tula region with vacancies in general education subjects. The internships are worth three credits and are completed over 31 academic weeks. This is expected to contribute to high-quality, practice-oriented education for future teachers, the development of professional competencies, the renewal of school teaching teams, and the organization of interactions between the university and educational institutions in the region.

As part of the "PROIntern. Student Teacher: Launching a Teaching Career" project, participating schools are optimizing the methodological support system for trainees—future teachers—and creating conditions for an effective entry into the profession. The proposed project period is December 2022–June 2024. If the project proves effective, it will be continued.

During the preparatory phase, all necessary organizational and technical work was carried out, regulatory framework was developed, educational organizations participating in the project were identified, students were assigned to schools, mentor-mentee groups were formed, and work was carried out to prepare students for work in general education organizations.

The Tula Region Ministry of Education and the Institute for Advanced Training and Professional Retraining of Education Workers conducted advanced training for school specialists participating in the project and analyzed vacancies in the academic subjects at educational institutions for which students were applying. Based on this information, university faculties adjusted their curricula, conducted preparatory work with students, conducted preliminary assignments to the available vacancies, and identified university project supervisors.

The main phase of the project began on September 1, 2023. 354 students majoring in Pedagogical Education (with two tracks) have been assigned to educational institutions in 21 districts of the Tula Region, of which 277 have been employed as teachers. Students have completed long-term internships at 123 educational institutions, including 641 in Tula and 361 in other municipal districts of the region. This work is supported by both mentors assigned to the educational institutions and teacher-supervisors from the university.

At the end of October 2023, a survey was conducted among interns participating in the "PROIntern. Student Teacher: Starting a Teaching Career" project. The survey was anonymous and involved 276 students. The primary goal of the survey was to determine how the student interns were adapting, how they perceived the long-term internship, how prepared they felt for their professional responsibilities, and whether the support they received was sufficient (Tables 1, 2, 3, 4).

Table 1

Assessment of students' readiness for practical activities during their teaching practice

№	Questionnaire questions	Distribution of responses
	In your opinion, are you ready for professional activity?	Yes – 56.6% Not quite – 35.4% No – 14%
	Rate your level of preparedness on a 5-point scale	5–17,7% 4–48% 3–25,7% 2–6,3% 1–2,3%
	Was it difficult for you to start working as a teacher?	— Yes, the adaptation process was difficult and long – 46.3% — No, the adaptation process was neither difficult nor long – 37.1% — no adaptation was required, I immediately felt like a teacher — 14% — I find it difficult to answer — 8.6%

As the survey showed, almost half of the participants found the adaptation period challenging, and one month from the start of work was not enough for them to overcome adaptation stress and get back into the swing of things.

Table 2

Students' assessment of expert support of practical activities during teaching practice

№	Questionnaire questions	Distribution of responses
	What is your overall satisfaction with your profession?	– satisfied – 10.4% — rather satisfied than not — 42.8% — rather dissatisfied than satisfied — 33% – not satisfied – 13.9%
	Do you need methodological support?	— I don’t need it – 68.8% — I need – 28.4% — found it difficult to answer – 2.8
	Who helped you most adapt to teaching? (1 answer option)	— a mentor at school — 34.5% — fellow teachers – 34% - head of an educational organization – 2.9% — a curator from the university – 2.9% — nobody – 16.7%

The fact that more than 50% are generally satisfied with their profession indicates that students maintain a positive outlook despite the adjustment stress and understand that many difficulties are temporary and subjective. The results of the response regarding assistance in overcoming adjustment stress required clarification.

Table 3

Students' assessment of satisfaction with the organization of pedagogical activities during teaching practice

Are you satisfied with various aspects of teaching?	Yes %	Not good %	No %
the set and content of the educational process	47,1	42,5	10,3
organization of the educational process	45,4	40,8	13,8
their work results	64,2	31,8	4
provision of educational and methodological literature and information	51,5	25,7	22,8
technical equipment of classrooms	43,1	35,6	21,3
relationships with colleagues	80,6	13,8	5,6
relationship with a mentor	82,8	8,3	8,9
support of your activities and provision of timely assistance	69,4	19,1	11,5
material and technical conditions of work	49	29,9	21
relationships with the class	67,7	17,7	14,6
interaction with students' parents	67,7	18	13,2
interaction with the management of the educational institution	80,3	15,3	4,5
opportunities for creative self-realization	63,5	19,9	16,7

Of the 13 options offered, students selected the answer indicating the greatest satisfaction stemming from their interactions with their mentor, which indicates effective and relevant support from their supporting teachers, as well as from their relationships with colleagues and educational institution leaders. Training and consultations for supporting teachers and mentors, organized in anticipation of the active phase of the project, were, judging by the responses, a positive outcome. Students were generally well received at schools. Students were least satisfied with the technical equipment in their classrooms. It's worth clarifying that the wide range of responses we obtained depended on the nature of the general education subject taught (chemistry or history), which have different requirements for technical support and classroom equipment. The location of the educational institution (regional center or small town) also played a role. Creative expression presented challenges; in their comments, students indicated that this was their personal fulfillment outside of the classroom and a leisure activity for which they lacked time. Relationships with students caused difficulties for 14.6% trainees, and they noted that they needed additional consultations on developmental and educational psychology and pedagogy.

The attitude of the teaching staff towards student interns was rated as positive by 71.7 %, 21.4 % students did not notice any special attitude, 6.4 % rated it as wary and one student indicated that he was met, in his opinion, with hostility.

The most serious difficulties during long-term internships were caused by what students perceived as an inconvenient school schedule and a high workload, as cited by 42.3%. 22.% reported no serious problems, while 19.% blamed themselves for a lack of professionalism and a lack of discipline and self-organization (4.2%). 6.% believed their mentors didn't pay enough attention to them, and for 6.6%, the poor technical equipment in the classrooms was the main problem.

The majority of students indicated that they prepare for each lesson from 1 to 2 hours – 48.9%, while 29.9% manage to prepare in 1 hour, and only a fifth of students prepare for each lesson for more than 2 hours.

In the survey we conducted, we asked students to rate on a scale how many of every 10 lessons they thought were successful.

Table 4

Analysis of students' self-assessment of the quality of their lessons during a long period of school practice

Great lessons		Good ones lessons		Average lessons		Failed lessons
% student interns	number of lessons out of 10	% student interns	number of lessons out of 10	% student interns	number of lessons out of 10	% student interns	number of lessons out of 10
15,23	2	19,01–3	3	26,12	1	44,17	1
13,91	3	19,01	4	20,15	2	25,83	2
13,91	4	16,2	2	16,42	3	10,83	3
13,25	1	11,27	5	10,45	4	5	4
11,92	5	10,56	7	9,7	5	5	5
10,6	7	7,75	6	5,97	7	3,33	7
7,28	10	7,04	8	4,48	6	1,67	6
6,62	8	6,34	1	2,99	10	1,67	8
5,96	6	2,11	10	2,24	8	1,67	10
1,32	9	0,7	9	1,49	9	0,83	9

Most students believe that they conduct schoolwork at a good or excellent level, and only 1–2 lessons out of every ten can be called unsuccessful.

In their teaching careers, 88.4% interns most enjoy organizing educational and developmental activities, which they describe as creative and interesting, and interacting with students. Negative responses, where respondents indicated they disliked everything and found interacting with children difficult, amounted to 4.9%.

The question about negative aspects of the work did not leave the interns indifferent. Many of them gave detailed responses, including criticism, and outlined the problems they encountered. To be clear, 72% students were employed during their long-term internship. This allowed them to earn a salary, which, as they indicated in the survey, was unfairly low for the overwhelming majority of respondents (77%). The second most significant problem, in their opinion, was the combination of long-term industrial internships in schools and university classes, which are held for them on Mondays, Fridays, and Saturdays. This was mentioned by 43.2% respondents. The problem of unmotivated and ill-mannered students was noted by 28.4%. 19.6% of trainee teachers considered the bureaucratic burden excessive, another 8.2% hoped for a more friendly attitude from the school administration towards them, and 7% noted difficulties in communicating with the students' parents.

The questionnaire asked for suggestions for improving the conditions for long-term internships. According to students' responses, they believe a procedure for distributing academic and workloads (52.3%) should be developed, as schools don't always take university schedules into account when determining workloads. Also, the teaching methodology should include topics familiarizing and practicing students' skills in organizing work with curricula, the work program designer, and the procedure for completing required school documentation, electronic resources, and student diaries (36.7%).

Following the completion of the main phase of the PROIntern project, an anonymous survey of participating students was conducted. A total of 243 students participated (Table 5).

 

Table 5

Analysis of self-assessment of success in completing professional teaching practice

Question	5 points	4 points	3  points	2 points	1 score
Rate the overall success of your practice in points	35,4%	25,1%	19,8%	13,2%	6,6%

The average student self-assessment of their readiness to teach the subject was 4.2 points, and their self-assessment of their methodological preparedness was 4.0 points. Students rated their mentor's support highly, with a score of 4.7 points, with 85.2% participants reporting the presence and support of a mentor throughout their long-term internship.

The average weekly workload was 20 hours for 19% students, with a minimum of 5 hours and a maximum of 36 hours (according to student responses in the questionnaire). Most (63%), in addition to their academic subjects, taught extracurricular activities, 42% also taught class, and 29% and 29% reported additional workloads. Salaries for 30,5% ranged from 15,000 to 20,000 rubles per month, for 18,5% from 20,000 to 25,000 rubles, for 15,6% less than 15,000 rubles, and for 4,5% over 40,000 rubles.

The employment outcomes of graduates participating in the PROStager project were analyzed. The total number of students graduating from the undergraduate program in UGSN 44, excluding students in 44.05 and 44.03 (psychology), who do not teach in schools, was 390. Of these, 354 participated in the project, 277 were employed. Of the 277 initially employed, 18 left during the academic year. For various reasons, those who left either transferred to other educational institutions and found employment, or completed professional internships without employment.

The main challenges remained the same as those identified in the first incoming survey. These included a lack of knowledge of child psychology to maintain discipline in the classroom and resolve conflicts (57%) and low student motivation (51%). The prevalence of these responses indicates serious self-reflection on the part of the participants and their understanding that the most important aspect of a teacher's work is the child and their life experience and personal development. Students also cited significant challenges in combining study and work (28%), the lack of prestige of the teaching profession (59%), and low teacher pay (36%).

At the same time, the PROIntern project and long-term internship provided the opportunity to gain initial professional experience (47.3%), helped develop skills in professional communication with students (22%), and 66% gratefully acknowledged the support of their mentor and the school's teaching staff. The interns were most satisfied with the results of their students' training and development, and were especially pleased when their attitude toward the subject matter changed to one of interest or enthusiasm. A more mature, subjective attitude toward their work was demonstrated by the fact that most began to take their own learning and self-education more seriously, striving to reflect on their own work. Thus, while at the beginning of the long-term internship, 74 students rated their preparation as excellent, by the end, 137 participants also rated their methodological preparation as significantly improved.

In the survey about plans for future employment, the answers were distributed as follows: 47.7% will work in the same educational institution, 21.4% are planning to transfer to another school, 30.9% were unable to answer about their future plans.

It should be noted that the 69.11% rate of professional employment among graduates of pedagogical universities is above the industry average. Moreover, objective monitoring data conducted by our university shows that the employment rate within a year of graduation traditionally increases. According to employment monitoring as of July 1, 2024, conducted by the Student Career Development Department at Tolstoy TSU, this year's employment rate among students was 85.71%, and 911% employed. This is a record high, compared to 78.41% employed and 93.71% employed as of November 1, 2023 (during the repeat, final monitoring).

The majority of employers, school principals, and mentor teachers who participated in the project (91%) rated the experience as positive and advocated for the extension of the project.

Conclusion

An analysis of ongoing innovations, including at L.N. Tolstoy Tomsk State Pedagogical University, demonstrates the need for the most accurate implementation of new methods and monitoring their effectiveness over the long term. A focus on practice in teacher training contributes to the development of valuable professional skills and abilities, professional self-awareness, and an increased rate of professional employment for graduates in pedagogical fields.

Based on the data obtained from the study, it can be concluded that effective, practice-oriented professional learning that fosters agency requires active and comprehensive support from mentors from among school and university teachers, ongoing reflection by student interns and mentors on their teaching activities, collaborative work on developing student self-development trajectories, and the development of a professional community. Some difficulties arise when interns' workloads are not always adequately managed. However, following the intervention of the project organizers, most of these issues were resolved. Furthermore, as a result of the work, changes were made to the course content of "Theory and Methods of Teaching Subjects." More time was devoted to studying the legal framework of the Russian education system, and students are familiar with the work program designer and unified approaches to creating lesson plans. Future teachers study the teaching materials of the Federal State Budgetary Scientific Institution "Institute for Education Development Strategy" and the "My School" educational center. They become familiar with the technology of organizing lessons remotely using the "Sferum" program and lesson planning using a library of digital educational content.

Monitoring studies conducted to assess the project's effectiveness demonstrated positive results, and Tolstoy State Pedagogical University, together with the Tula Oblast government, decided to extend the "PROIntern. Student-Teacher: Starting a Teaching Career" project.

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References

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5. Darinskij AV. Continuous education // Soviet pedagogy. - 1975. - No. 1. - P. 17.
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8. Knjazeva TN, Masalimova AR, Batjuta MB. Features of value and life-meaning orientations of students – future teachers // Bulletin of Minin University. 2016. No. 2(15). 12 p.
9. Lubkov AV. Contemporary Issues in Pedagogical Education// The Education and Science Journal. Vol. 22, No. 3, 2020
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