Аспекты профессионального развития практикующих и будущих педагогов: факторы и вызовы

Abstract

The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil. Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students' self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession. The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc. The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship. The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.