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Interacción y Perspectiva Dep. Legal pp 201002Z43506

Revista de Trabajo Social ISSN 2244-808X

Vol. 12 N

enero-junio

ARTÍCULO DE INVESTIGACIÓN

dinámica "profesor-alumno". Se hace hincapié en la importancia de la motivación y el

apoyo a los profesores en el formato de los distintos concursos, donde se combinan la

experiencia práctica y las habilidades pedagógicas, y se estimula el desarrollo profesional

de los profesores. Basándose en la teoría y en los aspectos prácticos del concurso

"Profesor del Año" del país, los autores concluyen que, a lo largo de su desarrollo, el

concurso ha seguido el ritmo de los procesos de modernización que tienen lugar en la

educación. Ha marcado la tendencia del desarrollo profesional y personal de los

profesores. El concurso es importante porque ha creado un sistema eficaz de desarrollo

profesional informal de los profesores, así como una rica experiencia de investigación

para la comunidad científica.

The article deals with the historical aspect of the development of pedagogical excellence

competitions in Russia. It also looks at the important mission of teachers in the modern

world, due to the ontological status of their profession and changes in the "teacher-

student" dynamic. Emphasis is placed on the importance of teacher motivation and

support in the format of various competitions, where practical experience and

pedagogical skills are combined, and professional teacher development is stimulated.

Based on theory and the practical aspects of the All-Russian "Teacher of the Year"

Contest, the authors conclude that throughout its development the contest has stayed

in step with the modernization processes taking place in education. It has set the trend

for the professional and personal development of teachers. The contest is significant

Recibido: 02/10/2022 Aceptado: 25/11/2022

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* La investigación se desarrolló en el marco de la tarea estatal nº 073-000447-21-01.

** Universidad Pedagógica Estatal de Chechenia, Grozny, Rusia. Correo electrónico: vinter_65@mail.ru

*** Universidad Pedagógica Estatal de Chechenia, Grozny, Rusia. Correo electrónico: avtaeva1971@mail.ru

should not only develop their students’ abilities, knowledge, skills and competencies, but

also learn how to predict and determine the trajectory of their preparation for life in an

uncertain future.

Nowadays, because of various challenges, the ontological status of the teacher is

being seriously reassessed and the teacher-student relationship is being transformed.

Changes in the meaning of education and the understanding of its value lead to the

leveling of the traditional system of post-figurative culture, in which a unique set of

knowledge and skills is transmitted from the teacher to the student (Mead & Kona, 1988;

Kutz, 2002; Kozyreva, 2009; Epishina, 2017). Today, with the development of

technology and innovation in the educational process, the role of pre-figurative culture,

Russian and foreign academics like E.R. Bagramyan, E.S. Sakharchuk believe true

educational excellence is the teacher's highly advanced ability to mutually engage

students in learning activities. Moreover, R. Ferrandez-Berrueco and L. Sanchez-

Tarazaga (2014), as well as M. Badri (2016), M. Postholm (2018), I. Androshchuk

(2021), S.A. Tsyplakova (2015) and A. Kuzminskyy (2013) differentiate between study

fields and conventional personality and orientation models for forming an educator in

the midst of our modern reality.

In this context the problems of teacher motivation and support in the form of various

competitions, which allow coordinating practical experience and pedagogical skills,

become more relevant.

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pedagogical competitions among teachers to identify unrecognized talents and

individuality of each participant. Open lessons, workshops and other forms of interaction

between teachers from different regions of the country and the world allow them to

develop their pedagogical skills (Varlamova et al., 2016; Brailko et al., 2017; Afanasova

The last issue of the Teacher Gazette, which came out on 30 December 1989, can

be considered the start of the competition’s long journey. It published the Regulation on

the Teacher of the Year competition, which defined the main idea and values of the

competition. The competition was intended to not only identify and support talented

teachers, but also to share their best practices and, even more importantly, to create an

image of the teacher of the future, an ideal teacher model that is creative, active, and

chosen field of knowledge. Every teacher should have knowledge in the field of student

education, psychology and physiology. Teachers have to know their subject’s teaching

and learning methods, they should be able to use innovation, information and

communication technologies (Sheraizina et al., 2016; Muskhanova et al., 2020). In

addition to these requirements, personal qualities such as creativity, the ability to

communicate, kindness, decency, original thinking and a respectful attitude towards

others are also important.

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representatives from practically all the republics of the USSR took part. In 1990-1991,

the final stage featured 19 teachers who gave open classes in the subjects they taught

in five Moscow schools. Participants could choose the group (1-11 grades) to which they

It is encouraging to note that despite the difficult situation after the collapse of the

powerful USSR state, the Teacher of the Year competition continued to live on and

develop. The competition demonstrated the existence of a unified educational space at

that time. Notwithstanding the financial difficulties and the declining prestige of the

teaching profession, Russian teachers continued to serve the people, the society and the

state, and sustained the high spirit of pedagogical traditions. Teachers from all parts of

Russia took part in the 1993 competition. Nadezhda Khasmekova, a teacher of socio-

pedagogical disciplines at Grozny's vocational school No. 1 represented Chechnya. Each

year the content of the competition was filled with new content, taking into account the

opinions of its participants, winners, and the entire teaching community. In 1994,

President Yeltsin issued a decree, valid until 2004, according to which the winners of the

Teacher of the Year competition became winners of the Presidential Prize.

The year 1995 can be considered a turning point in the history of the Teacher of the

Year competition. The jury was chaired by the Chancellor of Lomonosov Moscow State

University, V. Sadovnichy. There were noticeable changes in the structure of the

the competition is expanding, reflecting the importance of the event for the teaching

community. The Teacher Gazette that initiated the competition continues to inform

teachers about innovations and technologies that contribute to the effective teaching of

young people and children. It also keeps in touch with the contestants over the years.

They become the topic of essays and the authors of articles that reveal the problems of

modern teaching. The potential of the competition is unleashed into the teaching corps

as a result. The participants’ creative methods, innovative technologies and experience

infuse the teaching process of many educational institutions. By utilizing the experience

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between teachers come into existence.

of educational excellence competitions in Russia, the Foundation for the Support of

Russian Teachers was established, which undertook the organizational and technical

support of the competition. In addition, new projects and professional educational

competitions "Best Schools of Russia", "Leader in Education", the competition

"Pedagogical Debut" appeared. Every year the Teacher Gazette that initiated the

competition improves and upgrades the structure and content of the competition in the

context of new requirements for teachers. The contest formats are designed to show the

teacher not only as a professional in the discipline taught, but also as a teacher with

meta-subject competences, a tutor, a psychologist, a communicator and an educator.

The competition reform led to other ways of demonstrating educational skills such as

master classes, public lectures and educational round tables.

The winners of the Teacher of the Year competition are actively involved in the post-

competition movement. For example, the winner of the 2002 Teacher of the Year of

Russia competition, Igor Smirnov, is still in contact with young teachers. I. Smirnov, an

honored teacher of Russia, candidate of educational sciences, led a school for several

years after the competition, held the post of professor at Pushkin Leningrad State

University, and afterwards worked as a professor at a university in China. Despite his

busy schedule I. Smirnov conducts master classes for young teachers, setting high

"Teacher of the Year" contest and a history teacher from a village in Chechnya. He is

also the leader of a one-year seminar for social studies teachers, conducting seminars,

developing thematic and integrated lesson plans, and enthusiastically promoting the

regional competition movement and providing practical help to its participants. It is

encouraging to note that, despite difficult periods in the development of Chechen society,

the approach to the need to preserve a common educational space with Russia has

remained unambiguous. This is eloquently demonstrated by the participation of

representatives of the Chechen teaching community in all-Russian contests over the

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subject matter of competitions should be retained as a priority, as the subject

competence allows for the most convincing assessment of the teacher as a professional.

Е. Yamburg, Doctor of Education, Corresponding Member of the Russian Academy of

professionalism. Along with traditional forms of teaching, a master teacher also uses

innovative methods. Various formats of lessons (lesson-lecture, lesson-conference, etc.)

problems and issues in an unconventional way (Osadchenko, 2015).

Russian competition has been held in the city of the previous year's winner. The

competition was held at Academic Gymnasium No. 56 in St. Petersburg. The teaching

team of the gymnasium, led by the headmaster, M.B. Pildes, developed an interest in

learning new skills based on the pedagogy of success. In 2018, all 85 regions of Russia

apparent reticence and introverted communication with children was an inherently free,

moderately ironic, witty, affable and friendly teacher. His profound mastery of his

subject, his ability to establish a dialogue with his students, his high communicative

culture, and his up-to-date views on education won him the unanimous vote of

confidence. He is an active participant of the post-competition movement. Dinaev's

workshop at the Chechen State Pedagogical University provides opportunities for young

teachers and prospective teachers to realize their creative potential through master

classes, training sessions, open lectures, and TED conferences. A. Dinaev himself says

the following about the importance of the competition: