Russian university teachers’ ideas about pedagogic frailty

Svetlana Kostromina ,Daria Gnedykh ,Ekaterina Aleksandrovna Ruschack

doi:10.34105/j.kmel.2017.09.019

Svetlana Kostromina , Daria Gnedykh + Show 1 more

Open Access

https://doi.org/10.34105/j.kmel.2017.09.019

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Abstract

The paper focusses on the problem of pedagogic frailty in Higher Education in Russia. The main dimensions of pedagogic frailty are described from the point of view of Russian teachers and researchers. Concept maps were used to reveal the teachers’ ideas about the challenges presented by ‘pedagogic frailty’. The content analysis of their concept maps revealed interviewees’ perceptions of the possible options that can be used to generate solutions to the problems created by pedagogic frailty. The detailed analysis of original solutions and examples observed in the interviewees’ concept maps is presented. Based on the results of the research, guidelines about solutions to the problem created by pedagogical frailty are proposed.

Highlights

The problem of pedagogic frailty (detailed in Kinchin et al (2016), and Kinchin and Francis (2017)) is currently important abroad and in Russia
Even when teachers have a deep knowledge of the subject, the lack of teacher training often results in inefficient development of educational processes and application of teaching methods that prevents them from obtaining high educational quality results
In this article we focus on the study of the solutions to the problem of pedagogic frailty within two dimensions: research teaching nexus and pedagogy and discipline

Summary

Introduction

The problem of pedagogic frailty (detailed in Kinchin et al (2016), and Kinchin and Francis (2017)) is currently important abroad and in Russia. One of the reasons for the fragmented discourse about the research teaching nexus, subject-specific and didactic training of teachers, resources of their personal and professional development is the lack in the Russian psychology-pedagogical literature of the term “pedagogic frailty”. This lack of appropriate terminology prevents a systematic analysis of the factors that cause pedagogic frailty. Kinchin (2016) and Canning (2007) comment on the set of conditions that often occurs due to stress that accompanies changes in the environment of higher education These states are mediated by a complex set of factors the exact structure of which depends on courses taught and a teacher. At the same time the situation for some teachers can be a problem or a crisis, for others – a challenge and an opportunity

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