The attitudes of pedagogical university faculty towards the personalized professional training of education students
DOI:
https://doi.org/10.33910/1992-6464-2026-220-191-201Keywords:
teacher education, professional training, transformation of educational process, personalization of professional training, personalized preparation of future teachers, non-linearity in education, productive educational communication, eventfulness in educationAbstract
Introduction. This article focuses on identifying the paths and conditions for the transition to the personalized professional training of future teachers at universities, viewing this transition as a value-based foundation for transforming the educational process. This topic is highly relevant given the demand from society, the state, teachers, students, employers, and all other stakeholders for quality teacher education that addresses contemporary challenges. Part of a collaborative project, this empirical study aims to identify the key characteristics of university faculty attitudes towards the personalized professional training of future teachers. The article also outlines the theoretical principles underlying the empirical research.
Materials and Methods. This section describes the methodology of the empirical study, including the research site, participants, program, and indicators used to examine faculty attitudes towards personalized teacher training at universities.
Results. The article analyzes and interprets the research data across all indicators of faculty attitudes towards the personalized training of future teachers at universities. The findings show that faculty view the contemporary professional tasks of teachers as a significant value guide for the transformation of the educational process. While faculty possess certain knowledge about personalized training of future teachers, not all view this model as a strategic direction for national education or as professionally significant to them personally. Faculty assessments regarding the changes required in the educational process to ensure the personalized training of future teachers do not vary significantly. The study shows that while faculty have some experience with guided educational changes, this experience varies significantly. It was also found that faculty anticipate certain difficulties during the transition to personalized training. Finally, faculty outlined specific conditions necessary to transition towards the personalized professional training of future teachers.
Conclusions. This section outlines how these findings can be integrated into university educational practices.
References
СПИСОК ЛИТЕРАТУРЫ
Аксенова, А. Ю., Гутник, И. Ю., Егорова, Ю. В. и др. (2023) Трансформация общего образования: персонифицированное обучение. СПб.: Изд-во РГПУ им. А. И. Герцена, 176 с.
Аксенова, А. Ю., Примчук, Н. В. (2020) Сущностные характеристики персонификации обучения: средовый подход. Человек и образование, № 4 (65), с. 43–49.
Акулова, О. В., Заир-Бек, Е. С., Писарева, С. А. и др. (2007) Компетентностная модель современного педагога. СПб.: Изд-во РГПУ им. А. И. Герцена, 158 с.
Аранова, С. В., Боровик, Л. К., Иглина, Е. А., Примчук, Н. В. (2024) Создание квазипрофессиональной технологически насыщенной среды на основе ресурсов технопарка в педагогическом вузе. Russian Journal of Education and Psychology, т. 15, № 5, с. 129–156. https://doi.org/10.12731/2658-4034-2024-15-5SE-639
Батракова, И. С., Бочарова, Ю. Ю., Глубокова, Е. Н. и др. (2023) Трансформация университетского педагогического образования в современных условиях социокультурных изменений российского общества. СПб.: Изд-во РГПУ им. А. И. Герцена, 216 с.
Бондаревская, Е. В. (1995) Ценностные основания личностного ориентированного воспитания гуманистического типа. В кн.: Образование в поисках человеческих смыслов. Ростов-на-Дону: Российская академия образования, с. 11–26.
Боровик, Л. К., Менг, Т. В., Радионова, Н. Ф., Ривкина, С. В. (2024) Условия построения нелинейного образовательного процесса в педагогическом вузе. Человек и образование, № 4 (81), с. 155–166.
Васильева, О. Ю., Басюк, В. С., Селиванова, Н. Л. и др. (2023) Примерная программа воспитания в образовательной организации высшего образования. Воронеж: Изд-во Воронежского государственного педагогического университета, 36 с.
Вербицкий, А. А. (1991) Активное обучение в высшей школе: контекстный подход. М.: Высшая школа, 207 с.
Козырев, В. А., Радионова, Н. Ф., Тряпицына, А. П. (ред.). (2008) Компетентностный подход в педагогическом образовании. СПб.: Изд-во РГПУ им. А. И. Герцена, 392 с.
Непрерывное педагогическое образование в современном мире: от исследовательского поиска к продуктивным решениям. Образовательный процесс в вузе в условиях внедрения образовательных и профессиональных стандартов. (2015) СПб.: Изд-во РГПУ им. А. И. Герцена, 287 с.
Письмо Минпросвещения России от 14.12.2021 г. № АЗ-1100/08 «О направлении информации» (вместе с «Методическими рекомендациями по подготовке кадров по программам педагогического бакалавриата на основе единых подходов к их структуре и содержанию («Ядро высшего педагогического образования»)»). (2021) [Электронный ресурс]. URL: https://www.consultant.ru/document/cons_doc_LAW_409505/96c60c11ee5b73882df84a7de3c4fb18f1a01961/ (дата обращения 12.02.2026).
Распоряжение Правительства РФ от 24 июня 2022 г. № 1688-р «О Концепции подготовки педагогических кадров для системы образования на период до 2030 г». (2022) [Электронный ресурс]. URL: https://www.garant.ru/products/ipo/prime/doc/404830447 (дата обращения 26.01.2026).
Сериков, В. В. (1994) Личностный подход в образовании: концепция и технология. Волгоград: Перемена, 150 с.
Указ Президента РФ от 12.05.2023 г. № 343 (ред. от 26.06.2023 г.) «О некоторых вопросах совершенствования системы высшего образования». (2023) [Электронный ресурс]. URL: https://base.garant.ru/406868794/ (дата обращения 12.02.2026).
Федеральный закон от 29.12.2012 г. № 273-ФЗ «Об образовании в Российской Федерации» (ред. от 28.02.2025 г.) «Об образовании в Российской Федерации» (с изм. и доп., вступ. в силу с 01.04.2025 г.). [Электронный ресурс]. URL: https://base.garant.ru/70291362/ (дата обращения 26.01.2026).
REFERENCES
Aksenova, A. Yu., Gutnik, I. Yu., Egorova, Yu. V. et al. (2023) Transformation of general education: personalized learning. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., 176 p. (In Russian)
Aksenova, A. Yu., Primchuk, N. V. (2020) Essential characteristics of personalization of learning: Environmental approach. Man and Education, no. 4 (65), pp. 43–49. (In Russian)
Akulova, O. V., Zair-Bek, E. S., Pisareva, S. A., et al. (2007) Competence model of a modern teacher. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., 158 p. (In Russian)
Aranova, S. V., Borovik, L. K., Iglina, E. A., Primchuk, N. V. (2024) Creation of a quasi-professional technologically saturated environment based on the resources of a technopark at a pedagogical university. Russian Journal of Education and Psychology, vol. 15, no. 5, pp. 129–156. https://doi.org/10.12731/2658-4034-2024-15-5SE-639 (In Russian)
Batrakova, I. S., Bocharova, Yu. Yu., Glubokova, E. N. et al. (2023) Transformation of university pedagogical education in the current conditions of sociocultural changes in Russian society. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., pp. 11–26. (In Russian)
Bondarevskaya, E. V. (1995) Value foundations of personality-oriented education of the humanistic type. In.: Education in search of human meanings. Rostov-on-Don: Russian Academy of Education Publ., pp. 11–26. (In Russian)
Borovik, L. K., Meng, T. V., Radionova, N. F., Rivkina, S. V. (2024) Conditions for constructing a non-linear educational process in pedagogical university. Man and Education, no. 4 (81), pp. 155–166. https://doi.org/10.54884/1815-7041-2024-81-4-155-166 (In Russian)
Vasil’eva, O. Yu., Basyuk, V. S., Selivanova, N. L., et al. (2023) Model program of education in an educational organization of higher education. Voronezh: Voronezh State Pedagogical University Publ., 36 p. (In Russian)
Verbitskij, A. A. (1991) Active learning in higher education: A contextual approach. Moscow: Vysshaya shkola Publ., 207 p. (In Russian)
Kozyrev, V. A., Radionova, N. F., Tryapitsyna, A. P. (eds.). (2008) Competency-based approach to pedagogical education. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., 392 p. (In Russian)
Continuous pedagogical education in the modern world: From research to productive solutions. The educational process at a university in the context of the implementation of educational and professional standards. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., 287 p. (In Russian)
Letter of the Ministry of Education of the Russian Federation dated December 14, 2021, No. AZ-1100/08 “On the Dissemination of Information” (along with the “Methodological Recommendations for the Training of Personnel in Pedagogical Bachelor’s Degree Programs Based on Unified Approaches to Their Structure and Content (The Core of Higher Pedagogical Education)”). (2021) [Online]. Available at: https://www.consultant.ru/document/cons_doc_LAW_409505/96c60c11ee5b73882df84a7de3c4fb18f1a01961/ (accessed 12.02.2026). (In Russian)
Order of the Government of the Russian Federation of June 24, 2022 No. 1688-r “On the Concept of training teaching staff for the education system for the period up to 2030”. (2022) [Online]. Available at: https://www.garant.ru/products/ipo/prime/doc/404830447 (accessed 26.01.2026). (In Russian)
Serikov, V. V. (1994) The personal approach to education: Concept and technology. Volgograd: Peremena Publ., 150 p. (In Russian)
Decree of the President of the Russian Federation of May 12, 2023 No. 343 (as amended on June 26, 2023) “On Certain Issues of Improving the Higher Education System.” (2023) [Online]. Available at: https://base.garant.ru/406868794/ (accessed 12.02.2026). (In Russian)
Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (as amended on February 28, 2025) “On Education in the Russian Federation” (as amended and supplemented, entered into force on April 1, 2025). [Online]. Available at: https://base.garant.ru/70291362/ (accessed 26.01.2026). (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nina F. Radionova, Svetlana V. Rivkina
This work is licensed under a Creative Commons Attribution 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Creative Commons Attribution 4.0 International (CC BY 4.0).
This license permits an unlimited number of users to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, including commercial use.
This license retains copyright for the authors but allows others to freely distribute, use, and adapt the work, on the mandatory condition that appropriate credit is given. Users must provide a correct link to the original publication in our journal, cite the authors' names, and indicate if any changes were made.
Copyright remains with the authors. The CC BY 4.0 license does not transfer rights to third parties but rather grants users prior permission for use, provided the attribution condition is met. Any use of the work will be governed by the terms of this license.
