KFU. Card publication. Adapting or changing: The covid-19 pandemic and teacher education in Russia

KAZAN
FEDERAL UNIVERSITY

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ADAPTING OR CHANGING: THE COVID-19 PANDEMIC AND TEACHER EDUCATION IN RUSSIA

Form of presentation

Articles in international journals and collections

Year of publication

2021

Язык

английский

Authors, employees of KFU

Valeeva Roza Alekseevna, author

Kalimullin Aydar Minimansurovich, author

Bibliographic description in the original language

Valeeva R, Kalimullin A., Adapting or changing: The covid-19 pandemic and teacher education in Russia//Education Sciences. - 2021. - Vol.11, Is.8. - Art. № 408.

Annotation

Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country's education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top–down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country's education system in extreme situations that might recur in the future. ? 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Keywords

COVID-19; Distance learning; Russia; Teacher education

The name of the journal

Education Sciences

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112365724&doi=10.3390%2feducsci11080408&partnerID=40&md5=4e6cc3375da613bacddba510bdb8a47c

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=257222&p_lang=2

Resource files

File name	Size (MB)	Format
F_education_11_00408.pdf	0,24	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Valeeva Roza Alekseevna	ru_RU
dc.contributor.author	Kalimullin Aydar Minimansurovich	ru_RU
dc.date.accessioned	2021-01-01T00:00:00Z	ru_RU
dc.date.available	2021-01-01T00:00:00Z	ru_RU
dc.date.issued	2021	ru_RU
dc.identifier.citation	Valeeva R, Kalimullin A., Adapting or changing: The covid-19 pandemic and teacher education in Russia//Education Sciences. - 2021. - Vol.11, Is.8. - Art. № 408.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=257222&p_lang=2	ru_RU
dc.description.abstract	Education Sciences	ru_RU
dc.description.abstract	Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country's education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top–down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country's education system in extreme situations that might recur in the future. ? 2021 by the authors. Licensee MDPI, Basel, Switzerland.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject		ru_RU
dc.title	Adapting or changing: The covid-19 pandemic and teacher education in Russia	ru_RU
dc.type	Articles in international journals and collections	ru_RU