Continuous Teacher Education in Russia

This book is an outstanding contribution to the global literature on teacher education. It is the most comprehensive and thorough account of the origins, development and direction of travel of teacher education in Russia. With its emphasis on the continuous nature of teacher learning and support it offers a model for scholars, policymakers and practitioners around the world to consider and to learn from. Aydar Kalimullin and Roza Valeeva are to be congratulated for drawing together such a range of work with their colleagues at Kazan Federal University. The book provides evidence of why and how KFU has become such a leading provider of teacher education not only in Russia, but with influence in many other countries. -- Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, UK
This book thoroughly looks at continuing teacher education in Russia, and draws on historical developments, theoretical foundations, and practical complexities that shape the landscape of teacher preparation and advancement within the broader context of the educational sector. In nine carefully crafted chapters, the reader embarks on a journey through time from the beginnings of teacher education in the 18th century to the contemporary challenges and future possibilities shaping today’s teaching landscape. Each chapter is a beacon of knowledge, focusing on a specific aspect of teacher education through rigorous scholarship and depth of experience. Collectively, these chapters offer a symphony of knowledge, each contributing a unique melody to the overarching narrative of continuous teacher education in Russia. As such, the book stands as a testament to the enduring commitment of educators and policymakers to foster excellence in teaching, nurture a culture of lifelong learning, and embrace the rich diversity that defines the Russian educational landscape. It provides a valuable resource for understanding the historical evolution, current state, and future prospects of teacher education in Russia, while also offering insights and recommendations for enhancing the quality and relevance of teacher training programs. With its scholarly depth, empirical richness, and visionary outlook, this book is not merely a scholarly endeavour but a guiding light for educators, policymakers, and researchers alike, paving the way for a brighter future in teacher education. Thus, it is with great enthusiasm and conviction that I endorse this remarkable book for publication, confident in its potential to inspire, educate, and empower generations of educators in Russia and beyond. -- Dr Manpreet Kaur, Principal, Partap College of Education, Ludhiana, Punjab