| Form of presentation | International monographs |
| Year of publication | 2022 |
| Язык | русский |
|
Valeeva Roza Alekseevna, author
Kalimullin Aydar Minimansurovich, author
|
| Bibliographic description in the original language |
Kalimullin A.M., Valeeva R.A. (2022) Teacher Education in Post-Soviet States: Transformation Trends. In: Menter I. (eds) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan, Cham.
|
| Annotation |
In 1991, the world's largest country of the twentieth century – the Union of Soviet Socialistic Republics (USSR) collapsed, suffering the same fate of many empires
recorded in the history of mankind. Formed in 1922, the unified country was built
on common political, economic, social, and cultural principles, placing education
at the forefront. As a result of maximum unification, almost identical education system with insignificant national characteristics was introduced in 15 republics.
In teacher education, this was reflected in common principles and the content of
teacher training programs.
The collapse of the USSR, which resulted in the creation of 15 independent
countries, marked a new stage in the history of teacher education in the postSoviet space. Over the past 30 years several countries, chiefly Latvia, Lithuania, Estonia, and Moldova, have gone through drastic reforms that severely changed their educational landscapes. In contrast, Central Asian countries, Ukraine, and
Belarus have preserved some features of the Soviet model, demonstrating the
post-Soviet identity in teacher education.
This chapter describes the experience of five countries – Russia, Belarus,
Kazakhstan, Moldova, and Ukraine – focusing on different paths of their development as part of the Soviet Union and the individuality in elaborating new models of teacher training in the period from 1991 to 2020.
The study aims to analyze the development of Soviet identity in teacher
education and the reasons for preserving some of its characteristics amid reforms
in a number of post-Soviet independent countries over the last three decades. In
light of this, teacher education is considered as a major geopolitical resource in the Eurasian space, which enhances cooperation within an international organization – the Commonwealth of Independent States (CIS) consisting of several
post-Soviet countries. The current trend supporting this point is the increased
export of Russian educational services to a number of Central Asian countries and Belarus. |
| Keywords |
Teacher education, Soviet Union, Post-Soviet countries, History of education |
| URL |
https://link.springer.com/content/pdf/10.1007/978-3-030-59533-3_65-1.pdf |
| Please use this ID to quote from or refer to the card |
https://repository.kpfu.ru/eng/?p_id=269299&p_lang=2 |
| Resource files | |
|
|
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 |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2022-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2022 |
ru_RU |
| dc.identifier.citation |
Kalimullin A.M., Valeeva R.A. (2022) Teacher Education in Post-Soviet States: Transformation Trends. In: Menter I. (eds) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan, Cham.
|
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/eng/?p_id=269299&p_lang=2 |
ru_RU |
| dc.description.abstract |
In 1991, the world's largest country of the twentieth century – the Union of Soviet Socialistic Republics (USSR) collapsed, suffering the same fate of many empires
recorded in the history of mankind. Formed in 1922, the unified country was built
on common political, economic, social, and cultural principles, placing education
at the forefront. As a result of maximum unification, almost identical education system with insignificant national characteristics was introduced in 15 republics.
In teacher education, this was reflected in common principles and the content of
teacher training programs.
The collapse of the USSR, which resulted in the creation of 15 independent
countries, marked a new stage in the history of teacher education in the postSoviet space. Over the past 30 years several countries, chiefly Latvia, Lithuania, Estonia, and Moldova, have gone through drastic reforms that severely changed their educational landscapes. In contrast, Central Asian countries, Ukraine, and
Belarus have preserved some features of the Soviet model, demonstrating the
post-Soviet identity in teacher education.
This chapter describes the experience of five countries – Russia, Belarus,
Kazakhstan, Moldova, and Ukraine – focusing on different paths of their development as part of the Soviet Union and the individuality in elaborating new models of teacher training in the period from 1991 to 2020.
The study aims to analyze the development of Soviet identity in teacher
education and the reasons for preserving some of its characteristics amid reforms
in a number of post-Soviet independent countries over the last three decades. In
light of this, teacher education is considered as a major geopolitical resource in the Eurasian space, which enhances cooperation within an international organization – the Commonwealth of Independent States (CIS) consisting of several
post-Soviet countries. The current trend supporting this point is the increased
export of Russian educational services to a number of Central Asian countries and Belarus. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
Teacher education |
ru_RU |
| dc.subject |
Soviet Union |
ru_RU |
| dc.subject |
Post-Soviet countries |
ru_RU |
| dc.subject |
History of education |
ru_RU |
| dc.title |
Педагогическое образование в постсоветских государствах:
Тенденции трансформации |
ru_RU |
| dc.type |
International monographs |
ru_RU |
|
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