Comparative Studies Of The Modern Educational Discourse: The Teacher’s Portrait

Abstract

The aim of the paper is to bridge the gap between the call of the modern society for the change of teachers’ roles and the real situation. It seems to be relevant and acute as the majority of the scientific papers describing modern teachers take into account the qualities and competences that teachers must possess to meet the requirements of modern society. The given article is to envisage the ways of development for a teacher without being aware of the teacher’s current position. While foreseeing the strategies that will help teachers be able to develop their competences and increase the quality of overall educational process, it must firstly be determined what modern teachers are like. The present paper is concerned with establishing a representative model of a typical Russian teacher. To establish such a model, various sources of information are analysed, namely the scientific literature on the subject, student’s responses to the created survey and a corpus of Russian texts. The survey is used to receive the direct input from the student and allows to add to the initial model some additional traits and qualities. The results of both survey and corpus analysis have been synthesised into a single model which provides a number of qualities that can be considered as typical of modern Russian teachers. This model can be used for creating new development plans for teachers and adapting the existing ones.

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About this article

Publication Date

31 March 2022

eBook ISBN

978-1-80296-124-9

Publisher

European Publisher

Volume

125

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-

Edition Number

1st Edition

Pages

1-1329

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Cite this article as:

Fomichev, I., Frolova, N., Ivanova, R., Ivanov, A., & Frolova, S. (2022). Comparative Studies Of The Modern Educational Discourse: The Teacher’s Portrait. In & I. Savchenko (Ed.), Freedom and Responsibility in Pivotal Times, vol 125. European Proceedings of Social and Behavioural Sciences (pp. 443-451). European Publisher. https://doi.org/10.15405/epsbs.2022.03.54