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The relevance of the study lies in creating a national system of teacher development in the Russian Federation. In this regard, this article is dedicated to revealing teachers' attitude, especially the young ones, to their occupation and professional career growth. Based on the findings, the key directions for developing further teacher training system as a meaningful part of a national system of teacher development were defined. The problem of research is connected with the fact that changing plans of social development form a whole range of challenges for modern education and teaching staff that implement the processes of upbringing, educating and socializing children, who are the representatives of "Z" generation, in a constantly changing socio-cultural educational environment. The aim of research is the analysis of the problems of organizing the system of further professional training and methodical support for teaching staff, and the search for new formats of its organization in conditions of implementing the national system of teacher development. The main method in the research was a questionnaire survey, carried out among 148 teachers. In the article it is written about all the necessary changes for the further teacher training system, which must become an inherent part of a national system of teacher development and should be built on the basis of personalizing further teacher training process, teacher retraining and constant methodological support. The materials presented in the article allow designing a model of further teacher training in a new format.
Nowadays, the guidelines of the social and educational inclusion are reflected in the federal state educational standards of higher education of the latest generation in the form of the competence-based results of a future university graduate. The inclusive competence must be formed by the graduates of all training programs regardless of the nature of their future professional activity. Most university teachers express a doubt about the necessity of making the inclusive competence universal, based on the specific wording of this competence represented in the federal state educational standards of higher education for bachelors and specialists. The study proposes the inclusive literacy as an alternative to the inclusive competence, which is defined by the authors in the context of a functional approach to different aspects of human life. The paper justifies the expediency of considering the inclusive literacy rather than a competence or culture; formulates the content definition of the inclusive literacy in the context of a broad understanding of inclusion. The authors conducted a survey of 386 students of the Southern Federal University studying under the pedagogical and non-pedagogical training programs. Based on the analysis of the survey results, the authors identified common and specific problems occurring when implementing the practice of the inclusive literacy formation by the students of pedagogical and non-pedagogical training programs: the insufficient understanding of the essence of inclusion and its considering by the majority of the students mostly in the narrow context; low awareness about the regulatory grounds of the social and educational inclusion; formal attitude to the inclusion issues mediated by the specifics of training programs. The results of the study show that it is necessary to review the content of the inclusive competence recorded in the Federal State Educational Standard of Higher Education 3++ in the context of broad understanding of the inclusion and its correlation with the functional inclusive literacy.
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