Abstract
Two main approaches to reforming teacher training are discussed in today’s educational system of Russia. One of them substantiates the need to update traditional for the Soviet time model of teacher training in colleges of education, while the other proves the possibility of a considerable improvement in quality of this process in conditions of classic universities, which in principle is not new for the Russian education system as well. Undoubtedly, various models have the right to be implemented. However, we should admit that comprehensive resolving issues in upgrading teacher training is now possible only in major university centers that have considerable educational, scientific, material and technical resources. With rare exceptions, these conditions are now inaccessible for most colleges of education in the country, most of which, due to the objective reasons, are in a difficult situation. This is one of the most considerable absurdities in modern education: A higher education establishment without necessary resources cannot train efficient teachers.
Highlights
INTRODUCTIONIn formation of the Kazan Imperial University, many German scientists took part-Karl Friedrich Fuchs (physicist), Karl Ernst Claus (chemist), Christian Martin Joachim Frähn (orientalist) and others who are deeply respected in Kazan
One of them substantiates the need to update traditional for the Soviet time model of teacher training in colleges of education, while the other proves the possibility of a considerable improvement in quality of this process in conditions of classic universities, which in principle is not new for the Russian education system as well
In Russia we consider several options to address the issue of reforming teacher training, one of which is consolidation of colleges of education in major federal universities that will make it possible to improve quality of teacher training on the basis of institutional, scientific, educational, material and technical resources
Summary
In formation of the Kazan Imperial University, many German scientists took part-Karl Friedrich Fuchs (physicist), Karl Ernst Claus (chemist), Christian Martin Joachim Frähn (orientalist) and others who are deeply respected in Kazan The history of this educational institution is full of both important achievements and names of famous graduates (outstanding scientists like N.I. Lobachevsky, I.M. Simonov and others), as well as lack of understanding the importance of teacher training in a classical university during a particular period in history (V.V. Astafiev) until reorganization in 1858 into pedagogical courses, the institute has trained hundreds of teachers of grammar schools and county schools for major part of the country, including the Volga region, Siberia, the Urals, the Caucasus and (Astafev, 1979). Combination of possibilities of classical and pedagogical universities created a unique
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