Individual development of teacher professionalism in international comparison
Dr. Dr. Julia Koinova-Zöllner
Cross-national comparative, historical-systematic document analysis
Summary
In the early past, humanities studies offered theoretical discourses as well as numerous psychological-pedagogical procedures for entry into the teaching profession and admission to teacher training programs.
Currently, there are only rare attempts to further develop the profession-related admission procedures for the teaching profession practiced at the beginning of the 20th century and their theoretical clarification. Since "pedagogical" ability is a theoretical construct derived from constantly changing pedagogical practice, the practical testing of career guidance during the school years and forms of individual aptitude tests for the teaching profession prior to entry into and during teacher training represent a challenge. Dealing with this topic remains exciting insofar as the question of whether the teaching profession can be learned remains unanswered.
The state of research continues to force a precise analysis of the teaching profession in order to determine whether there is "something" in the requirements for the teaching profession that is necessary for a quality teaching job - but is not practised during the course of study and/or cannot be learned.
To this end, the project is conducting a cross-national, historical-systematic analysis of the problem, taking Germany, Turkmenistan and Russia as examples of developments and working with data from German-speaking countries.
Current publications on the topic
2016 (German): The Unified State Examination in Russia: Pros and Cons, In: Böhm, J.& Stütz R.(eds)Diversity in Education. Teacher training and pedagogical practice in international comparison, transcript Verlag, Bielefeld, co-authored with Olga Donetskaya & Inna Golovanova
2015 (German), Review of Annedore Prengel "Pädagogische Beziehungen zwischen Anerkennung, Verletzung und Ambivalenz", Opladen: Budrich 2013. in: EWR 14 (2015), no.1 UTL: http:// www.klinkhardt.de/ewr/9783847440098.html
2011 (Russian): Handout for teachers: Methods of active teaching and learning in elementary school, GIZ GmbH, Bishkek
2010 (Russian): Pedagogical monitoring of lessons. In: УКО Управление Качеством Образования, No.4, co-authored with T. Goloborodko, Saint - Petersburg
2010 (Russian): Student-active teaching and new forms of assessment of student performance. In: УКО Управление Качеством Образования, No.5, co-authored with T. Goloborodko, St. Petersburg
2008 (German): Theory and practice of admission procedures in German-speaking and Russian-speaking training centers for the teaching profession in a historical-systematic perspective, Berlin
2003 (German): The Development of the Education System in Russia, Dresden
1991 (Russian): On the question of pedagogical relations in human psychology, Barnaul
1991 (Russian): The problem of integration of science, school and pedagogical training in the work of S.T. Schatzkij. In co-authorship with N. Tamarina, Gorno-Altajsk
1987 (Russian): Pedagogical professional ethics: an empirical study, Barnaul
Lectures on the topic
May, 2016, Kazan Federal University - Russia, II International Forum "Development of the teaching profession in comparison: Russia and Germany, since the beginning of the XX century
March, 2016, Moscow, Saint-Tikhon Orthodox Humanities University - Russia, "Education and teacher training: individual professional development of a teacher"
November, 2015, Dushanbe - Tadzhikistan, "Good teacher & good teaching"
September 2015, Ashgabad - Turkmenistan, "Student-active teaching and the new role of the teacher"
February, 2015, Novosibirsky Pedagogical University, Russia, "Quality and/or mastery in pedagogical professions"