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1、The Reform of Education in New RussiaChapter 3 - Training and Retraining the Teaching ForceState standards in the system of pedagogical training 132. Every society places high demands upon educators who transmit its culture and ensure the professional and social competence of both individuals and so
2、ciety and the future of the social sphere. These demands increase in times of social reforms. E ducation systems have seen periodic crisis and questioning in most countries over the last twenty years, but the social and economic realities of the post-Soviet period have exposed and exacerbated Russia
3、s crisis in education generally, and in pedagogica l education in particular. The Soviet system of teacher training, retraining and in-service training reflected the Soviet imperatives a knowledge-centred approach focused on teaching methodology; teacher training aimed at reproducing set communist i
4、deolo gies, avoiding independent decisions and shifting responsibility to the state, society, authorities, parents, etc.; barriers to pedagogical innovation; no systematic approach to pedagogical activity in-service training which did not promote growth in teac her creativity or the diversification
5、required to help meet a great variety of teachers educational needs. A profound reversal of social valued in Russia was therefore bound to have deep repercussions on its pedagogical education system. 133. Schools now need teachers who can instill human and ethnic values in pupils, help them develop
6、their creativity, take initiative, adapt to a changing life environment, choose an area of professional interest independently, make decisions and be re sponsible for them. These abilities have to be built from the ground up, hence the importance of an analysis of the state and prospects of secondar
7、y, higher and optional pedagogical education in relation to school reform and to the changing relationship between the educational sphere, other social institutions, and the state. The evolution of the education system to a more open and constantly developing system involving pupils and students in
8、solving their own educational, social and cultural issues, ne cessitates drastic changes in pedagogical education. A new pedagogical education system should train teachers able to meet educational needs in a new democratic environment, and through the transition from a totalitarian to a civil societ
9、y, as well as fr om a command to a demand economy, and the integration of Russian education into the world education system. 134. The number of school teachers has increased by one third in the last ten years, rising from approximately 980,400 teachers in academic year 1985-86 to some 1,508,900 in 1
10、995-96. The numbers have increased without any corresponding positive qualit ative changes. More schools and teachers has led to greater numbers of teachers without higher education diplomas. Currently, 15,700 teachers in general secondary education institutions have only a general secondary educati
11、on diploma. The educational l evel of science or humanities teachers has decreased by 4.6 per cent in ten years, while over the same period the educational level of primary school teachers has increased: in 1985, only 34.9 per cent of primary school teachers had higher education dipl omas, while 44.
12、9 per cent do so now. 135. Every year, approximately 37,000 graduates from higher education institutions, more than 34,000 graduates from pedagogical schools and colleges, and over 5,000 specialist-graduates from classical universities fill vacancies in general secondary ed ucation institutions. Thi
13、s notwithstanding, the need for qualified teachers goes unmet; the teacher shortage amounted to 13,500 at the beginning of the 1995-96 academic year (0.8 per cent of the total number of teachers) with the greatest shortages in fo reign language, Russian language and literature, mathematics and physi
14、cs, and biology. The shortage of general secondary schoolteacher has been compensated by an increase in the workload in some disciplines, the hiring of retired and refugee or temporari ly displaced teachers. At the same time, graduates of pedagogical secondary and higher education institutions do no
15、t always find employment. After the abrogation of the state obligatory assignment of specialists, employment levels for pedagogical educat ion graduates in 1990 and 90.4 per cent, and 84.5 per cent in education. Currently the indicator for education graduates is no more than 60 per cent. This issue
16、is complex, as low salaries and poor living conditions, especially in rural areas, has made the teaching profession less attractive. 136. The reform of pedagogical education is an integral part of the reform of higher professional education and was carried out by the Ministry of Education in co-operation with the Academic Methodological Organisation on General Problems of Pedagogica l Education, research methodology committees acting under the aegis of this Association, and pedag
