Adaptive potential of international practices of university-teachers’ professional development (based on the example of Canada)

Abstract

The relevance of the research is caused due to the fact that the system of university-teachers’ professional development needs modification. It is determined by influence of the Russian trends on priority developmental vectors for preparation of pedagogical personnel in Russia: trends quickly become outdated, replace each other, or are updated. The purpose of the article is in determination of adaptation potential of university-teachers’ professional development for the aim of its comprehensive study and possible selective adaptation in the Russian teaching practice.

It is formulated that the most significant problem of studying foreign experience in Russia is that many university-teachers are not able to understand relevance of use of foreign experience for their professional activity. Organized interchanges and traineeships, which can help to understand foreign experience more deeply, can be a possible solution of this problem. The essence of notion "adaptive potential of foreign practices of university-teachers’ professional development" is revealed which is that foreign experience is a basis for creation of Russian methods for research, i.e. it is studied from a stand point of capacity-building of domestic practices, positioning of the Russian research. The generalized typology of university-teachers’ professional development in Canada is suggested, which reflects specifics of teachers’ professional development in Canada, features of higher education in Canada, and social status of the teacher of the 21-st century, as well. It is proved that the adaptation potential of university-teachers’ professional development in Canada consists of three components: comprehensive psychological and pedagogical maintenance to the teacher in the course of career establishment; creation of an extensive network of support for teachers (Associations of teachers, durable pedagogical communities); possibility of training at a workplace.

The article is intended for the practicing teachers researchers, and post-graduate students, issuing the international experience of university-teachers’ professional development in the conditions of digital transformation.