Профессиональное развитие учителей в Российской Федерации и Республике Казахстан: по результатам исследования TALIS-2018
The results of the Teaching and Learning International Survey (TALIS‑2018) of teachers and school leaders are used to compare the teacher professional development systems in Russia and Kazakhstan. In particular, comparative analysis concerns the induction and mentoring programs for beginning teachers, the mechanisms of teacher professional learning, teachers’ needs for professional development, and barriers to the latter. TALIS‑2018 involved over 4,000 teachers from 230 schools in Russia and over 6,000 teachers from 331 schools in Kazakhstan. Two-stage probability (random) sampling allows extrapolating the survey results to the whole population of schools and school teachers in every TALIS participating country. It was established that neither Russia nor Kazakhstan engaged in monitoring or assessing the mechanisms of support for young and beginning teachers, and teacher evaluation did not require completing an induction or mentoring program. Development of mechanisms to ensure that professional learning programs satisfy teachers’ needs is a promising avenue for improving the system of teacher professional development. For this purpose, teachers in both countries are offered vouchers allowing them to choose professional development programs at their discretion. Overall, teachers’ needs for professional development are similar in Russia and Kazakhstan, as are barriers to their satisfaction.
What specifics of different situations of mentoring? How to train instructors? In what feature of training of different groups of instructors and what formats of learning can be effective? All these questions are discussed in this publication on the basis of the three-year experience of authors connected with system development of mentoring and training of instructors in business companies.
Johannes Kepler (1571–1630) spielte als genialer Entdecker von Naturgesetzen eine zentrale Rolle in der frühen Naturphilosophie Schellings und Hegels; die Romantik feierte ihn als Prototypen des Genies schlechthin. Um 1840 setzt sich Schelling in einem veränderten Kontext für die erste Gesamtausgabe der Werke Keplers ein: Die Naturphilosophie wird nun vom Empirismus und Induktivismus scharf kritisiert. Neu entdeckte Dokumente belegen, wie man dennoch auf Kepler zurückgreifen konnte; gezeigt wird, dass sich idealistische und nach-idealistische Philosophieauffassungen also nicht ausschließen, sondern dass die von Idealisten und Romantikern betonte Genialität Keplers, seine Phantasie und Intuition, zu Kennzeichen wissenschaftlicher Methode umgedeutet werden können. – Die Darstellung wird durchgehend von großenteils neu erschlossenen und hier erstmals bekanntgemachten Archivalien, vor allem aus Briefwechseln, begleitet.
Manual for self-learning of instructors to workers.
The present manual is written on the basis of the course on inductive logic which is delivered in English to philosophy students of National Research University Higher School of Economics. The manual describes the main approaches to constructing inductive logic; it clarifies its key notions and rules, and it formulates its major problems. This introductory text can be useful for all readers who are interested in contemporary inductive logic.
In this article, we outline how changes in our information ecosystem are creating new opportunities to support human resource development in advanced and developing economies.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.