Нарративный подход в исследовании миграции учителей

Abstract

The article is devoted to the theoretical and methodological aspects of the study of teacher migration. It is worth noting that in Russia, the migration of teachers has not become a separate topic for research. Based on the analysis of modern approaches to migration and mobility, the strengths and weaknesses of the research strategies of “mobile turn” and “attachment to place” are revealed, the heuristic possibilities of quantitative and qualitative methodology in the study of teacher migration are revealed. The purpose of the article is to provide a rationale and a conceptual basis for research on the migration of teachers and graduates of pedagogical universities. The article identifies the causes, forms and consequences of teacher migration, as well as key trends characteristic of modern labor migration processes in the educational space of the Russian school, using a specially developed narrative interview technique. The article talks about the need to apply a narrative approach to the analysis of the communicative form of narration. The method of narrative interview was used in the mobile methodology as a “strategy of mixing methods” Go along and Recovery of memories, to study the social experience of the teacher and collect information about the place, time and situational circumstances of his migration. Today, a number of studies are presented in which there are changes in the interpretations of the study of migration, and which form the basis for new theoretical approaches to the study of migration processes.