History of the Forum
I International Forum on Modernization of Teacher Education on June 3-5, 2015
3rd of June, 2015 – Russian – Turkish seminar “Teacher education in Russia and Turkey: research results and its implementation in education practice;
4th of June, 2015 – All Russian science – practical conference on problems of development and approbation of undergraduate programs` new modules for the enlarged group of specialties “Education and pedagogy” (psychological and pedagogical education), including students` academic mobility in terms of networking;
5th of June, 2015 – Russian – Dutch seminar “New approaches to modernization of teacher education in Russia and Netherlands” and Russian – British seminar “Increase of publication activity in education sphere”.
Among the participants there are Russian and international experts: Ian Menter (UK), professor of Oxford University, director of professional programs for Department of Education, president of the British Educational Research Association; Prof. Nicholas Rushby (UK), editor of British journal of educational technology; Prof. Wilhelmina Brouwers (Netherlands), University of Amsterdam; Prof. Bulent Ozdemir (Turkey), University of Balikesir; Irina Sokolova, PhD, professor, director of the Institute of teacher education and education for adults in Russian Academy of Education; Irina Demakova, PhD, professor, Head of the Department of pedagogy and psychology at the Academy for qualification and professional retraining of teaching stuff (Moscow). Russian experts, along with foreign ones, proposed and developed new models of the main professional education program.
The conference was attended by 165 participants, 101 of which gave oral presentations, 22 representatives of university partners, that implement approbation of new models in education program, 64 – virtual, with publication of materials in proceedings. Plenary session included 8 reports, sessions included 49 presentations. Conference hosted 12 representatives from the UK, Turkey, Netherlands, Vietnam; 42 participants from Russian regions (Moscow, Saint-Petersburg, Izhevsk, Arzamas, Novokuzneck, Cheboksary, Saransk, Krasnogorsk, Perm, Kirov, Ekatirinburg, Naberezhnye Chelny, Elabuga, Birsk). The final plenary session was inaugurated by proposals of section chiefs, representatives of partner universities, and also international and Russian experts on finalization of new models of main professional education programs.
4th of June, 2015 – Welcoming speech of Prof. Ilshat Gafurov, PhD, Rector of Kazan Federal University.
In his speech, Ilshat Gafurov noted the significance of teacher education in our university. All university institutes have scientific laboratories with modern technical equipment, and work with future teachers. The basic principle of KFU claims that a qualified teacher should get psychological – pedagogical education along with fundamental education. Institute of psychology and education that hosts this conference, is the coordinator of teacher education in university. As a result, the quality of knowledge increased. KFU is on the 2nd place on psychological and pedagogical education in Russia. With the grant support, the number of students on master`s programs have increased. Institute of psychology and education will coordinate the entire master`s degree on teacher education.
8 reports were presented on the plenary session.
Victor Bolotov (Moscow, Russia), Ed.D, professor, member of Russian Academy of Education, research supervisor of Center for Education Quality Monitoring on teacher education and psychological and pedagogical sciences, in his report “Modernization of teacher education” identified the following factors that determined need for modernization of teacher education in Russia: 1. Implementation of new standards and school education programs based on activity approach. New standards and programs for preschool education; 2. Modernization of higher education content and technologies, design of Federal State Education Standards 4 focused on competence-based approach; 3. Adoption of professional standards for teachers.
He outlined the following main directions in modernization of teacher education: transition to modular principles of education process organization; strengthening practical orientation of education programs (practice, training); development of procedures and measuring materials to evaluate graduates` readiness for work taking into account professional standards requirements; organization of networking between institutions. Projects, launched by the Ministry of Education of Russian Federation, include 44 universities: 13 of them won the competitions, 31 joined to the winners. Among them 8 federal and research universities, 16 classic and humanities universities, 20 education institutions.
They develop and test training programs for teachers: preschool, primary, basic and secondary education, educational psychologists, and special educators. At the final stage of project it is planned to test Online exam for bachelors, complete module library produced within the project, on “Teacher education” site, and to describe the positive experience of networking. As the main objectives for the future, Victor Bolotov highlighted the need to expand the list of project participants; professional orientation of applicants to education programs; development of programs for entering into professional activity, and programs for supplementary vocational education.
Ian James Menter (Oxford, UK), professor of Oxford University, director of professional programs for Department of Education, president of the British Educational Research Association, editor-in-chief of “Review of Education” journal in his report “Towards an integrated model of professional learning in teacher education – experience from the UK” highlighted the current state, development tendencies and contradictions in teacher training in Great Britain.
The speaker focused on interaction between school and university, science and practice in teachers` professional training. An integrated model of professional learning at universities that assumes integration of educational theory and practice is widely discussed because of study, organized by the British Educational Research Association.
Irina Sokolova (Saint-Petersburg, Russia), PhD, professor, director of Institute of teacher education and education for adults in Russian Academy of Education in the report “On the concept of improving teacher training” revealed the basic theses of the Concept of improving teacher training in Russia and CIS countries, created by Russian Academy of Education based on Institute`s research and proposals of working group, that presented a draft concept of teacher education development, rendered for public discussion by Ministry of Education and Science of Russian Federation. The report highlighted the problems, main directions of teacher education development, and ways of implementation.
Wilhelmina Brouwers, professor in University of Amsterdam, and Theo Cappon, board member of Society of Janusz Korczak in Netherlands (Amsterdam, Netherlands) in their report “Dilemmas in modern teachers’ training” revealed the major contradictions of teacher training in Netherlands. Innovations and modernization of teacher education in Netherlands have been done constantly as in most countries. Teacher education in Netherlands is divided into two types: training for secondary education and for primary education. Students who choose secondary education are trained in one direction (including language, history, geography and major subject). Teacher training for primary school is focused on children from 4 to 12. This particular aspect was emphasized in the report. It also revealed existing approaches to teacher education in present-day Netherlands: subject-oriented approach, modular approach, competency-based approach.
Professor Nicholas John Rushby, editor-in-chief of British Journal of Educational Technology (London, UK) in his report “Training trainers in UK” compared training systems in USA and UK.
Itinerary preparation of senior trainers in USA requires a master`s degree in instructional design. Search in Google shows that hundreds of American universities offering various forms of training (full time, part time, distant, consultative etc.) provide fundamental knowledge in theory and practice of adult education. In contrast, master`s programs in this field in UK are provided only by Trinity College in Dublin, Ireland. In his report, Nick Rushby revealed the reasons and probable approaches to solve this problem.
Professor of University of Balikesir Bulent Ozdemir (Turkey, Balikesir) presented report “How to respond to the 21st century challenges: globalized teacher and devotion”.
Irina Demakova (Moscow, Russia), PhD, professor, head of department of pedagogy and psychology of Academy for qualification and professional retraining of teaching stuff in her report “Teacher education in terms of education development strategy implementation” noted that the significance of conference is not only in the fact that we have an opportunity to discuss fundamentally new program “Psychological and pedagogical education” on specialization “Practical psychology in education”, but also to see new development horizons of such an important sphere for educational institutions.
According to the texts, experts had to meet significant planned requirements:
– postgraduates will act as facilitators of child development in education environment;
– they will be professionally educated for psychological and pedagogical support of individual educational trajectories in terms of concrete education environment;
– they will be able to use psychological and pedagogical technologies for targeted work with various categories of students.
The urgency of these problems is obvious: researches carried out in 2015, show problems experienced by education institutions, associated with graduates` realization of their cognitive, professional and personal resources; with acquisition of its implementation ways in life.
The work of five afternoon sessions on discussion of development and approbation of undergraduate programs` new modules for the enlarged group of specialties “Education and pedagogy” (psychological and pedagogical education), including students’ academic mobility in terms of networking:
- Section “Content and technological mechanisms of implementation of new undergraduate program modules` on “Psychological and pedagogical education”, involving students` academic mobility in terms of networking”.
- Section “International cooperation in the field of teacher education: issues on organization of students` academic mobility”.
- Section “Modernization of teacher education in terms of networking: historical and theoretical and organizational-pedagogical aspects”.
- Section “Problems of education in teacher training: history and modernity”.
- Section “Competence approach in teacher education”.
49 presentations were made at the sessions.
II International Forum on Teacher Education
II International Forum on Teacher Education was held on May 19-21, 2016 in the Institute of psychology and education.
Aims of the Forum:
study of historical background, trends and characteristics of teacher education;
analysis and summarizing of theoretical and practical, traditional and innovative approaches to modernization of teacher education;
scientific and methodological support of the quality of modern teacher education in accordance with the requirements of the new educational standards and labor market;
familiarization with the practice of teacher education abroad;
exchange of teaching techniques, materials and experience.
The main subjects of the Forum:
historical emergence of teacher education in Russia and abroad;
modeling of new teacher`s personality and professional activity;
problems of modernization and content development of professional teacher education considering requirements of new educational standards;
implementation of the competence-based approach in a system of teacher education;
problems of preparing future teachers for innovative teaching activities in a multi-level structure of educational process organization in teacher training institution;
innovative education technologies for personal and professional development of future teachers;
integration of professional pedagogical and classic university education in training of new teacher;
problems of improving the system of continuing teacher education;
problems of current multicultural education in Russia and abroad;
problems of future teachers` training in terms of students` academic mobility;
educational potential of children`s literature and multicultural training of future teacher:
role of networking in organizing of teacher education;
implementation of educative potential in education process and extracurricular activity in training of new teacher;
foreign experience as a source of innovations when improving national system of teacher education.
Forum included the following scientific events
May 19, 2016
International Conference “Children`s literature and education in multicultural world”
May 20, 2016
International Conference “Effectiveness of teacher education: innovative approaches”
May 21, 2016
III International Conference “Multicultural educational environment and teacher training: integration of Russian and foreign experience”.
The Forum in Kazan hosted participation of nearly 800 scientists from such countries as Scotland, Ireland, Great Britain, Austria, Finland, Singapore, Cuba, Vietnam, Laos, Korea, Armenia, Bulgaria, USA and others. During the 3 days of Forum, colleagues from various countries exchanged their professional experience, discussed mutual problems in the sphere of education and worked together to find out the ways of its solution considering specifics of development and functioning various education systems. A great many of highly qualified professionals presented their views on education system and proposed their methods of its modernization.
Editors and editorial board members of the following 12 scientific journals indexed in Scopus and Web of Science took part in the Forum:
Critical Studies in Education,
British Journal of Educational Technology,
Research in Comparative and International Education,
Journal of Teacher Education,
Journal of Baltic Science Education, Educational Sciences: Theory and Practice,
Journal of Turkish Science Education,
Eurasia Journal of Mathematics,
The International Journal of Environmental and Science Education (IJESE),
British Journal of Religious Education,
International Journal of Technology and Human Interaction (IJTHI),
The proceedings of II International Forum on Teacher Education (IFTE-2016) were published in the European Proceedings of Social and Behavioral Sciences, and indexed in the Web of Science (http://www.futureacademy.org.uk/publication/EpSBS/IFTE2016VolumeXII).
Opening ceremony of the Forum was held in “Unics” concert hall.
Forum was opened by the welcoming speeches of Engel Fattakhov, Deputy Prime Minister of the Republic of Tatarstan, and Minister of Education and Science of the Republic of Tatarstan; Prof. Vladimir Laptev, Vice-President of Russian Academy of Education, Doctor of Education; Dr. Isak Froumin, Professor, Scientific Supervisor of the Institute of Education, High School of Economics, Moscow; Ilshat Gafurov, Rector of Kazan Federal University.
Presentations of senior officials and significant persons in Russian education system in the framework of solemn opening ceremony were accompanied by several pleasant surprises. Among these, Vice-President Vladimir Laptev presented an official document confirming the start of organizing and forming one of eight federal regional research centers of Russian Academy of Education based on Kazan Federal University. To loud applause, the document was handed to Ilshat Gafurov, the Rector of Kazan Federal University.
It is planned federal regional research center of Russian Academy of Education will prepare highly qualified teaching stuff, form so called “golden reserve” of teacher education system, develop and implement newest strategies for modernization of education system in general.
In his welcoming speech, Minister of Education and Science of the Republic of Tatarstan Engel Fattakhov detailed not only things that were done in the framework of multi-faceted modernization of education system and fields related to it, but also perspectives of further development in this area, which caused great excitement among audience.
Vladimir Laptev, Vice-president of Russian Academy of Education, in his welcoming speech shared strategic plans for the Academy, and outlined changes and improvements in a designated field that are supposed to be done on a federal level.
Rector of Kazan Federal University Ilshat Gafurov in his report told about projects and work areas that are now of highest priority for university, and peculiarly in the field of pedagogy, educational psychology and education pedagogy in general. He also noted some of the further development vectors in this field in the framework of scientific activity at university. Rector Gafurov also paid attention to the recent transformation of Kazan University and what is still has to be made, and also stressed the importance at this stage of highly qualified specialists being able to react and adapt to new educational challenges, striving for continuous professional development and self-development, and open for new professional experience.
Isak Froumin, Scientific Supervisor of the Institute of Education, High School of Economics in his presentation told colleagues about activity of Coordinating Council on teacher education under Ministry of Education of Russian Federation, highlighting the participation of Kazan Federal University, and particularly the Institute of psychology and education in his work.
III International Forum on Teacher Education
III International Forum on Teacher Education was held at the Institute of Psychology and Education of Kazan Federal University from 23 to 25 May 2017.
Objectives of the Forum:
– to examine historical background, trends and characteristics of modernization of teacher education in Russia;
– to analyze and summarize theoretical, practical, traditional and innovative approaches to modernization of teacher education;
– to provide quality teacher education in accordance with requirements of new educational standards and the labor market;
– to learn more about educational practices abroad;
– to exchange teaching techniques, practices and experience.
The main subjects of the Forum:
– historical stages of the development of the system of teacher education in Russia and abroad;
– the development of a new model of teaching practice in the 21st century;
– problems of modernization and development of teacher training programs in accordance with requirements of new educational standards;
– implementation of the competence-based approach in the system of pedagogical education;
– challenges in teacher education in a multicultural educational space;
– educational technologies aimed at professional development of a multicultural teacher;
– implementation of professional pedagogical and classical (non-pedagogical) university education in teacher training;
– challenges in improving the system of continuing professional development;
– challenges in multicultural education in Russia and abroad;
– prospects and challenges for creating a safe educational space for children;
– pedagogy and psychology of non-violence in family and school;
– realization of the educational potential of extra-curricular activities in teacher education;
– overseas experience as a source of innovation when improving the system of Russian pedagogical education.
Three Research-to-Practice-Conferences were held within the Forum:
23 May 2017 – “Continuous Teacher Education in modern world: from Research to Productive Solutions”
24 May 2017 – “Socio-stable and Safe Environment for children: Psychology and Pedagogy of Non-violence in Family and in School”
25 May 2017 – “Transnational and Regional Adaptation of Child Migrants: Current Practice and Models of Socio-Cultural and Psycho-Pedagogical Integration”
The Forum was attended by more than 600 people from Russia and abroad. The leading scholars on education challenges from the USA, China, Germany, the UK, Ireland, Slovenia, Cuba, Poland, France and other countries were among the participants at the Forum.
Pre-Forum events, held on 22 May 2017, included the international workshop “Research Methodology in Education”, organized by the University of Miami and University College Dublin.
The inaugural ceremony of the III International Forum on Teacher Education was held in the ‘UNIKS’ concert hall. Representatives of the President of the Republic of Tatarstan, the Ministry of Education and Science of the Russian Federation, the Ministry of Education and Science of the Republic of Tatarstan, the Russian Academy of Education and the National Academy of Education named after Y.Altynsarin brought greetings and good wishes.
The President of the III International Forum on Teacher Education, Doctor of Sciences in Economics, Professor, corresponding member of the Russian Academy of Education, Rector of Kazan Federal University Ilshat Gafurov, in his welcome address pointed out that teacher education is one of the priority areas. Rapidly changing world, its values and priorities, undoubtedly, necessitate changes in teacher education. Ilshat Gafurov highlighted that Kazan Federal University is a unique example of successful combination of classical (non-pedagogical) and pedagogical education. This has thus led to the implementation of a differentiated approach in teacher education.
Keynote speakers of the Forum were Maria Flores, President of the International Study Association on Teachers and Teaching (ISATT), and Theo Wubbels, President of the European Educational Research Association (EERA).
The academic director of the Institute of Education of The National Research University Higher School of Economics Isak Frumin; Professor at the The University of Ljubljana Andreja Istenic Starcic; Professor at University College Dublin Conor Galvin; Director of the Department of Supplementary Education at Nazarbayev University Aygul Aktymbayeva; Professor at the University of Miami Dina Birman; Emeritus Professor at the University of Oxford Ian Menter; Professor at the University of Glasgow Margery McMahon; Dean of Sofia University “St. Kliment Ohridski” Boncho Gospodinov; Professor at the TU Dresden Axel Gehrmann; Rector of Maxim Tank Belarusian State Pedagogical University Alexandr Juk; Doctor of Sciences in Pegagody, Professor at Kazan Federal University Roza Valeeva had submitted their reports.
The Forum was also attended by editors and editorial board members of 19 journals, indexed in Scopus and Web of Science:
Review of Education (RoE)
International Journal of Intercultural Relations
American Journal of Community Psychology
Journal of Community and Applied Social Psychology
International Journal of Intercultural Relations
Cultural Diversity and Ethnic Minority Psychology
Child and Youth Care Forum
The American Journal of Education
Teachers and Teaching Theory and Practice
European Journal of Teacher Education
British Journal of Educational Technology
TOJET – The Turkish Online Journal of Education Technology
IJAC- International journal of advanced corporate learning
International journal: emerging technologies in learning
Research in Comparative and International Education
Journal of Teacher Education (2014 Impact Factor: 1.804)
Eurasian Journal of Educational Research
International Review of Management and Marketing
16 plenary papers were submitted by leading Russian and overseas experts in pedagogical education during the Forum. There were also 16 symposia and 28 workshops held during 3 days of the Forum.
Jill Hawthorne, Director for International Development at John Wiley and Sons, gave a public lecture on how to avoid the rejection of publication of a manuscript. Participants of the Forum were interested in the lecture, as it sparked a lively discussion afterwards.
Proceedings of the III International Forum on Teacher Education were published in European Proceedings of Social and Behavioral Sciences journal (http://www.futureacademy.org.uk/publication/EpSBS/KazanFederalUniversityRussia).
IV International Forum on Teacher Education
The International Forum on Teacher Education (IFTE) is the largest conference in the field of teacher education in Russia and the Commonwealth of Independent States. This year (22-24 May 2018) the Forum attracted more than 600 scholars representing 65 international and 93 Russian universities and research organizations.
IFTE aims to provide a platform for discussing various educational trends and reforms in the field of teacher education, for analyzing theoretical and practical issues, traditional and innovative approaches related to the modernization of teacher education.
The main distinguishing feature of the Forum is its practical orientation: scholars, educators, practitioners come to the Forum in order to discover new approaches and practical solutions that are currently being developed by the international community of educators. At the same time the importance of the Forum has been recognized and highlighted at the government level – representatives of the Ministry of Education and Science of the Russian Federation and the Government of the Republic of Tatarstan took part in the Forum this year. Scholars representing the European Educational Research Association (EERA), the Russian Academy of Sciences (RAS), the International Study Association on Teachers and Teaching (ISATT), and the Association for Teacher Education in Europe (ATEE) also participated in the Forum.
Ilshat Gafurov, the Rector of Kazan Federal University and the Head of the Tatarstan branch of the Russian Academy of Education, noted that despite its young age, the Forum has already become widely popular among educators. The Forum has been growing every year, 165 professionals took part in the Forum in 2015, 400 scholars (from 26 Russian and 38 international universities) presented their research in 2017, and almost 600 (from 93 Russian and 65 international universities) took part in the Forum this year (including researchers from Australia, Azerbaijan, Brazil, Bulgaria, Canada, China, Cuba, Germany, Greece, India, Italy, Jamaica, Kazakhstan, Kyrgyzstan, Malta, Moldova, Namibia, Poland, Portugal, Romania, Serbia, Slovenia, Sweden, Switzerland, Spain, Trinidad and Tobago, Turkey, the UK, the USA, and Uzbekistan).
This year the Forum was opened with a plenary session which was led by Ilshat Gafurov, the Rector of KFU (his presentation was on teacher education in non-pedagogical Russian universities), Maria Flores, the President of ISATT (her presentation was on teacher quality and professionalism), Aleksey Lubkov, the Rector of Moscow Pedagogical State University (his presentation was on teacher professionalism), Mourat Tchoshanov, Professor at the University of Texas at El Paso (his presentation was on the role of content knowledge in the ‘teacher-student’ link), Gil Noam, the Director of the PEAR Institute at Harvard University (his presentation was on extended learning as innovation in education), and Ian Menter, Emeritus Professor of Teacher Education at the University of Oxford (his presentation was on teachers’ professional knowledge).
350 papers on a range of various educational themes were presented at the Forum. Researchers shared their views and research results on the issues of modernization and development of the content of teacher education. They discussed questions related to a new type of teachers and their professional activities, integration of pedagogical and non-pedagogical universities that prepare new type of teachers. The problems of teachers’ continuing professional development and other essential topics related to teacher education were also touched upon at the symposiums and round tables.
A number of significant events such as international research and practice conferences ‘Integration of theory and practice in subject teacher training’, ‘Teachers as educators’, ‘Children’s deviance: prevention and intervention techniques’ were also organized during the Forum. This year IFTE 2018 was organized in cooperation with the International Study Association on Teachers and Teaching (ISATT) which held its Regional Conference 2018 ‘Professionalism of the teacher as a condition of the quality of education’ in Kazan. The discussions at the ISATT Conference contributed to the scientific dialogues about the methodological support of teacher training and the quality of education in accordance with the new educational standards and labor market. Scholars and educators from different countries had a great opportunity to learn from each other and share their professional experience, materials and techniques.
During the three days of the Forum 19 Russian and international key speakers working in the field of education gave their lectures; 14 symposiums, 90 sessions, 5 round tables, 4 plenary meetings, 4 international conferences, 2 workshops were held during the Forum.
The participants expressed a great interest in the ‘parade of pedagogical projects’ that was organized by the KFU scholars. Forum theatre on the topics ‘Children and the Internet: danger of suicide’, ‘’The odd’ child in the classroom’ also attracted a particular attention. Nick Rushby, co-editor in chief of the KFU scientific journal ‘Education and Self-Development’ ran a round table on the requirements to the scientific papers imposed by high-ranked international scientific journals. The president of the national association of editors-in-chief and publishers, Olga Kirillova, together with other editors-in-chief and members of editorial boards of international scientific journals indexed in WoS and Scopus, attended the round table.
The best papers presented at the Forum will be published in the scientific journals ‘Continuing pedagogical education: problems and solutions’, ‘Education and Self-Development’ and European Proceedings of Social and Behavioral Sciences (indexed in WoS).
Professor Ilshat Gafurov, the Rector of Kazan Federal University, emphasized the significance of the IV International forum on teacher education saying that today, when professionalism of the teacher is one of the crucial issues in the education systems of all countries, it is highly important to exchange views, experience, new ideas related to teaching and learning both on the regional and global levels. That is why such forums as IFTE are essential for the pedagogical community.