kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.08KOOMAGkvmolur-111Research ArticleСтатьиРиски педагогического образования в странах БРИКС: Дискуссия в поисках качественной подготовкиInflicting Risks of Teacher Education in BRICS Countries: Discussion in Search of Quality Traininghttps://orcid.org/0000-0002-8897-1850СингхБ.SinghB.

Балвант Сингх

Лудхиана

Balwant Singh

Ludhiana

bsinghpc@gmail.comПартапский колледж образованияИндияPartap College of EducationIndia20240310202519496108Copyright © Сингх Б., 20252025Сингх Б.Singh B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/111

Повышение качества жизни в стране требует уделять больше внимания подготовке учителей, которые призваны наследовать и продолжать традиции общества и его этику, оправдывать ожидания людей, решать вопросы образовательной политики. Регулирующие органы каждой отдельной страны, безусловно, определяют принципы, положенные в основу национальной системы просвещения, однако практика профессиональной подготовки учителей не лишена недостатков, в том числе в странах БРИКС. К таким недостаткам можно отнести невысокий престиж профессии учителя, коммерциализация учебных заведений, чересчур теоретизированные учебные планы, неактуальная педагогика, несовершенные методы оценки. Отсутствие современной инфраструктуры, исследовательских инноваций, рациональной политики найма и низкая заработная плата еще больше усугубляют проблему.Цель данного исследования заключается в том, чтобы выявить недостатки, являющиеся основными факторами риска в системе образования. Исследование основано на результатах авторитетных инспекционных поездок в педагогические вузы различных штатов Индии, на политических документах и функциональных возможностях регулирующих органов. Своевременная диагностика проблем необходима для немедленного их решения, для эффективного исправления ситуации.

Teacher training has been increasingly emphasized to improve the educational quality of a country and it is based on factors like inheritance and preservation of ethics of society, expectations of people, policy matters, and teachers. Teacher education policies and the role of respective regulatory bodies is well defined in every country but there are many deficiencies in the training of teachers. It is happening in many of the BRICS countries also. Factors like attitude of people towards teaching profession, commercialization of educational institutions, theoretical curriculum, irrelevant pedagogy, defective methods of evaluation have made this volcano to explode now. Managers, teacher educators and student teachers are more responsible for adopting shortcut ways. Factors like lack of infrastructure, research innovations, rational recruitment policy, low salary and social status further add to the problem.The need of this study is to find the deficiencies, as major risk factors. The study is based on authoritative inspection visit outputs of teacher education institutes in various states of India, policy documents and functionality of regulatory bodies to diagnose the problem for immediate remedial decisions.

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The authors declare that there are no conflicts of interest present.