Reforms in the field of school education pose new requirements for the teaching profession. Being a teacher in Russia is becoming less and less prestigious. This article discusses the causes of precariatization of teachers. The formation of the precariat in the field of education is associated with the implementation of the ideas of new management in the public sector (NPM). Managerialism in education considers the activities of a teacher as an actor providing educational services, the quality of which can and should be measured using development targets. But if you really know that you want to be a teacher, make your resume with indicating diplomas or look at the edu jobs resume examples - https://edujobssearch.com/resume-examples.
The flip side of the emphasis on the performance indicators of the educational organization is the destruction of social values and institutions, traditionally inherent in educational and upbringing activities. Using empirical data (questionnaire materials, as well as in-depth interviews with teachers in Moscow and Rostov-on-Don), the article considers precariatization factors. Russian teachers are faced with: erosion of guarantees of stable employment; the decline in the prestige of the profession; load growth without an adequate increase in wages; increased bureaucratization and regulation of their professional activities.
The teacher spends more and more time on work far from pedagogical, thereby not developing and even worsening his pedagogical competencies. When choosing a profession, teachers are often guided by intangible motives, so they note the dominant influence of value factors on their motivation. However, in the future, the precariatization processes in the teacher's environment can lead to a decrease in professionalism, the quality of teaching and to further erosion of professional identity. When planning and implementing reforms in the field of school education, it is necessary to take into account the evolutionarily established institutions and social values.
The flip side of the emphasis on the performance indicators of the educational organization is the destruction of social values and institutions, traditionally inherent in educational and upbringing activities. Using empirical data (questionnaire materials, as well as in-depth interviews with teachers in Moscow and Rostov-on-Don), the article considers precariatization factors. Russian teachers are faced with: erosion of guarantees of stable employment; the decline in the prestige of the profession; load growth without an adequate increase in wages; increased bureaucratization and regulation of their professional activities.
The teacher spends more and more time on work far from pedagogical, thereby not developing and even worsening his pedagogical competencies. When choosing a profession, teachers are often guided by intangible motives, so they note the dominant influence of value factors on their motivation. However, in the future, the precariatization processes in the teacher's environment can lead to a decrease in professionalism, the quality of teaching and to further erosion of professional identity. When planning and implementing reforms in the field of school education, it is necessary to take into account the evolutionarily established institutions and social values.
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