Abstract
The authors of the article have conducted a sociological study of the problem of confidence in schoolteachers in the Moscow region in autumn of 2019. They have interviewed teachers, students and their parents in the suburbs of Ramenskoye and the city of Orekhovo-Zuevo (these cities are located at different distances from Moscow), which has made it possible to see more clearly the socio-cultural specificity of the studied problem. In the article, the authors pay particular attention to the factors that affect mutual understanding between all the actors of the learning process. The authors conclude that the problem of confidence in schoolteachers is becoming more urgent, and the need for its systematic monitoring in schools appears. Considering the spread of distance learning, the authors of the article suggest that schoolteachers will face additional difficulties in building trusting relationships with students and their parents. The experience of the study, presented in the article, will be useful for finding solutions to the problem of confidence between all the actors of the learning process in changing conditions.
Highlights
Today, one of the most significant global trends in the scientific and educational sphere has become the search for the most optimal forms of transition to distance learning and the reasons for the prospects of the use of hybrid forms of the pedagogical process [1,2,3,4,5,6,7,8,9,10,11,12,13]
It is enough to mention such factor as schoolteachers’ social status and its limited access to resources that are valuable in society
In the city of Orekhovo-Zuevo, which is more distant from Moscow, a relatively stable teaching staff
Summary
One of the most significant global trends in the scientific and educational sphere has become the search for the most optimal forms of transition to distance learning and the reasons for the prospects of the use of hybrid forms of the pedagogical process [1,2,3,4,5,6,7,8,9,10,11,12,13] In this regard, the problem of confidence comes to the forefront in teachers’ professional activity. In the Ramenskoye urban district, among schoolteachers, there are migrants from other Russian cities and from the countries of the former USSR (locals often prefer higher-paid jobs in Moscow, due to their proximity to the capital) Such teachers do not always have neither appropriate experience in teaching nor special education, which sometimes turns into their insecurity in classrooms, and, they risk lacking confidence from students and their parents. The specificity of the research is in the fact that confidence in schoolteachers was compared with confidence in tutors and professors in the system of higher supplementary education
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