Head of the Laboratory of Developmental Ecopsychology and Head of the Laboratory of Ecopsychology of Development and Psychoeducation at the Psychological Institute of the Russian Academy of Education. Doctor of Psychology 19.00.01 (1996), Professor (2006), Corresponding Member of “МАПСН” (1995), Corresponding Member of the Russian Academy of Education (2001), Full Member of the International Academy of Psychological Sciences (2017). In 1973, he graduated from the Lenin Moscow State Pedagogical Institute with a degree in mathematics.
Victor Panov began working at the Psychological Institute of the Russian Academy of Education (then the Research Institute of General and Educational Psychology of the USSR Academy of Pedagogical Sciences) in 1968 as a lab assistant; from 1993 to 2002 he was Deputy Director of the Psychological Institute of the Russian Academy of Education for Research; from 1995 to now he has been Head of the Laboratory for Developmental Ecopsychology (now called Ecopsychology and Psychodidactics).
From 1997 to 2001, he was Scientific Head of the Coordination Council for the Federal Programme “Одаренные дети”, and from 2008 to now he has been the Chairman of the Expert Council for Psychology, Pedagogy and Human Ecology of the Russian Humanitarian Scientific Foundation and then the Russian Foundation for Fundamental Research. Under the guidance of Victor Panov, 12 PhD and doctoral dissertations in psychology and pedagogy were prepared and defended.
Latest publications:
1. Становление субъектности учащегося и педагога: экопсихологическая модель / Под ред. В. И. Панова. М.: ПИ РАО; СПб.: Нестор-История, 2018.
2. Становление субъектности: от экопсихологической модели к психодидактическим технологиям: коллективная монография / Под ред. В.И. Панова. СПб.: Нестор-История, 2022.
3. Панов В.И. Парадоксальность и природа одарённости: экопсихологический подход // Ярославский психологический вестник, 2020, Выпуск 3 (48). С.35-43.
4. Панов В.И. Экопсихологический подход к развитию психики: этапы, предпосылки, конструкты // Теоретическая и экспериментальная психология, 2022, №3. С. 100–117. doi: 10.24412/2073–0861-2022-3-100-117
5. Панов В.И. Субъектность педагога в условиях цифровизации образования: экопсихологический аспект. Глава 6. // Педагог в контексте личностного и профессионального развития: реальность и перспективы: Коллективная монография / под ред. Л.М. Митиной; Психологический институт РАО. – М.: Психологический институт РАО, 2022. С. 63–72.
Dear colleagues!
We are pleased to inform you that as a result of the Jubilee International Forum on Teacher Education IFTE-2024 a special issue of the scientific journal ‘Education and Self-Development’ has been published. The journal is published by Kazan Federal University and includes the best results of research on the teacher training system both in Russia and abroad.
This special issue of the journal contains articles by key speakers of the Jubilee Forum - Prof. Congman Rao, Director of the Institute of International and Comparative Education, Northeast Normal University (China), Professor Lucio Alvaro Marques, Dean of the Pedagogical Department of the Federal University of Triangulo Mineiro (Brazil), Dr. Intakhab Alam Khan, Professor of King Abdulaziz University (Saudi Arabia), Dr. Fariba Haghighi Irani, Professor of Islamic Azad University (Iran). Under the main theme of IFTE -2024 ‘BRICS countries on the way to improve teacher education’, scholars shared their teaching experience and new scientific knowledge.
In addition, the special issue presents articles by Forum participants from different Russian universities who work on joint research projects within the framework of the International Community of Researchers in Teacher Education (ICREP) (https://te.kpfu.ru/) and annually report on the results of their research at the Forum.
The special issue can be found at the link 19 | Article Volume Numbers | Education and Self-Development (kpfu.ru), as well as in the ‘Journals’ section of the Forum's website https://ifte.kpfu.ru/en/journals/.