Roza A. Valeeva – författare

This edited volume critically engages with the debate on teacher education systems in the BRICS countries (Brazil, Russia, India, China, and South Africa), considering the effects of contemporary globalisation processes on each differing geographic location.

Written by leading researchers from the BRICS countries, chapters reveal the processes present in these countries regarding the often-problematic relationships between research, policy, and practice, as well as the extent of integration between higher education institutions and basic schools, with particular emphasis on teachers’ professional development. With a particular focus on the role of research and positioning of the school practicum, the book offers new insights into the processes of educational globalisation. It presents comparative discussions of the development of BRICS and the significance of education and preparation of teachers between the five nations, each with differing educational traditions.

Ultimately, this book provides a unique picture of teacher education systems across these five countries and offers new perspectives that will enrich the work of scholars, students, and researchers in the fields of international and comparative education, education policy and politics, globalisation, and teacher education. Policymakers and teacher educators involved in globalisation studies may also benefit from the volume more broadly.

This edited volume critically engages with the debate on teacher education systems in the BRICS countries (Brazil, Russia, India, China, and South Africa), considering the effects of contemporary globalisation processes on each differing geographic location.

Written by leading researchers from the BRICS countries, chapters reveal the processes present in these countries regarding the often-problematic relationships between research, policy, and practice, as well as the extent of integration between higher education institutions and basic schools, with particular emphasis on teachers’ professional development. With a particular focus on the role of research and positioning of the school practicum, the book offers new insights into the processes of educational globalisation. It presents comparative discussions of the development of BRICS and the significance of education and preparation of teachers between the five nations, each with differing educational traditions.

Ultimately, this book provides a unique picture of teacher education systems across these five countries and offers new perspectives that will enrich the work of scholars, students, and researchers in the fields of international and comparative education, education policy and politics, globalisation, and teacher education. Policymakers and teacher educators involved in globalisation studies may also benefit from the volume more broadly.

Continuous Teacher Education in Russia examines the history, recent developments and direction of the modernization of continuous teacher education in Russia, providing a critical insight into the structure and development trajectory of teacher education and offers an analysis of the processes of change that are under way in Russia.

Chapters authors discuss the complex system of continuous teacher training, starting with the history of Russia’s teacher education since the 18th century until the present time. The general characteristics of continuous teacher education are then explored, followed by the role of pre-professional development of future teachers in pedagogical classes, the specific Russian phenomenon of the secondary vocational teacher education and the ways of assuring variability and flexibility of the higher teacher education in Russia. Special attention is also paid to the models of novice teacher induction in Russia and the issues of training highly qualified personnel in postgraduate and doctoral studies.

This is the definitive English language text on continuous teacher education in Russia, drawing on scholarly expertise in Russia, locating the policies and practices that are discussed within the context of a global reform of teacher education and providing new perspectives that will be of interest to education scholars, policymakers and practitioners on an international scale.

Continuous Teacher Education in Russia examines the history, recent developments and direction of the modernization of continuous teacher education in Russia, providing a critical insight into the structure and development trajectory of teacher education and offers an analysis of the processes of change that are under way in Russia.

Chapters authors discuss the complex system of continuous teacher training, starting with the history of Russia’s teacher education since the 18th century until the present time. The general characteristics of continuous teacher education are then explored, followed by the role of pre-professional development of future teachers in pedagogical classes, the specific Russian phenomenon of the secondary vocational teacher education and the ways of assuring variability and flexibility of the higher teacher education in Russia. Special attention is also paid to the models of novice teacher induction in Russia and the issues of training highly qualified personnel in postgraduate and doctoral studies.

This is the definitive English language text on continuous teacher education in Russia, drawing on scholarly expertise in Russia, locating the policies and practices that are discussed within the context of a global reform of teacher education and providing new perspectives that will be of interest to education scholars, policymakers and practitioners on an international scale.