Карьерные ориентации будущих учителей: сравнительное исследование российских и индийских студентов

Проблема дефицита педагогических кадров в настоящее время носит глобальный характер, и исследователи из разных стран занимаются изучением факторов, влияющие на предпочтения педагогической профессии и карьерных планов студентов. Сравнительные исследования мотивации выбора педагогического образования выявляют инвариантные и культурно специфические особенности, которые позволяют учитывать положительный опыт разных стран в проектировании и совершенствовании национальных программ профессиональной подготовки учителей. Данное сравнительное исследование посвящено первоначальным карьерным ориентирам будущих учителей первого года обучения из России и Индии, а также изучению мотивов, интересов и стремлений, лежащих в основе их приверженности профессии. Использование опросника карьерных якорей Шейна и авторской анкеты выявило общее и особенное в карьерных ориентациях 240 студентов, получающих педагогическое образование в двух российских вузах (Казанском (Поволжском) федеральном университете и Смоленском государственном университете) и в Партапском колледже образования (Лудхиана, Индия). Будущие педагоги России и Индии обладают схожими социально-демографическими характеристиками и выделяют среди карьерных ориентаций, определяющих педагогическую профессию, Служение, Стабильность и Интеграцию стилей жизни. Различия заключаются в большей определенности в своем профессиональном выборе у российских студентов. Полученные результаты позволяют понять профессиональные ориентации будущих педагогов в различных культурных контекстах и выявить факторы, которые могут повлиять на их долгосрочную удовлетворенность профессией учителя.

1. Allegretto, S., & Mishel, L. (2020). Teacher Pay Penalty Dips but Persists in 2019: Public School Teachers Earn about 20% Less in Weekly Wages than Nonteacher College Graduates. Report No. epi.org/207502, Center on Wage and Employment Dynamics: Economic Policy Institute. https://files.epi.org/pdf/207502.pdf

2. Amitai, A., & Van Houtte, M. (2022). Being pushed out of the career: Former teachers’ reasons for leaving the profession. Teaching and Teacher Education, 110, 1–12. https://doi.org/10.1016/j.tate.2021.103540

3. Batra, P. (2014). Problematising teacher education practice in India: Developing a research agenda. Education as Change, 18(sup1), S5–S18. https://doi.org/10.1080/16823206.2013.877358

4. Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784

5. Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36). https://doi.org/10.14507/epaa.27.3699

6. Chandran, M., Padalkar, S., & Shimray, R. A. (2024). Motivation to Become a Teacher: Emerging Trends From a Study of Preservice Teacher Education. Contemporary Education Dialogue, 22(1), 127–153. https://doi.org/10.1177/09731849241300796

7. Darling-Hammond, L. (1984). Beyond the commission reports: The coming crisis in teaching. Rand Corporation. https://www.rand.org/pubs/reports/R3177.html

8. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). W. H. Freeman.

9. Federal Law. (2012). “On Education in the Russian Federation”, Federal Law No. 273-FZ, 29th December. https://nic.gov.ru/en/docs/russian/laws/about_education_in_russia

10. Forgasz, H. J., & Leder, G. C. (2017). Persistent gender inequities in mathematics achievement and expectations in Australia, Canada and the UK. Mathematics Education Research Journal, 29(3), 261–282. https://doi.org/10.1007/s13394-017-0190-x

11. Gubina, M. A. (2023). School education reform in India 2020: Economic prerequisites and purposes. Vestnik Rossiiskogo universiteta druzhby narodov. Seriya: Ekonomika – RUDN Journal of Economics, 31(4), 760–778. https://doi.org/10.22363/2313-2329-2023-31-4-760-778

12. Guo, L., & Hau, K. T. (2024). Adolescents want to be teachers? Affecting factors and two-decade trends in 39 educational systems. International Journal of Educational Research, 123, 102274. https://doi.org/10.1016/j.ijer.2023.102274

13. Holland, J. L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6(1), 35–45. https://doi.org/10.1037/h0040767

14. Klassen, R. M., Al-Dhafri, S., Hannok, W., & Betts, S. M. (2011). Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test. Teaching and Teacher Education, 27(3), 579–588. https://doi.org/10.1016/j.tate.2010.10.012

15. Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24(7), 1919–1934. https://doi.org/10.1016/j.tate.2008.01.005

16. Lazareva, O., & Zakharov, A. (2020). Teacher wages and educational outcomes: evidence from the Russian school system. Education Economics, 28(4), 418–436. https://doi.org/10.1080/09645292.2020.1775181

17. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027

18. Maaranen, K., Hyry-Beihammer, E. K., Stenberg, K., Krzywacki, H., & Böhm, J. (2026). Pre-service teachers’ commitment to teaching: Cases of complex paths from Finland and Austria. Teaching and Teacher Education, 171, 105316. https://doi.org/10.1016/j.tate.2025.105316

19. Malik, V., & Hooda, M. (2022). Metamorphosing teacher education in India underneath NPE-2020. Education India: A Quarterly Refereed Journal of Dialogues on Education, 11(1), 1–12.

20. Menon, S. S., & Brackin, D. M. (2021). Educator Perspectives on Teacher Attrition and Retention in Private Early Childhood Schools in India. Asian Journal of Advanced Research and Reports, 15(2), 13–25. https://doi.org/10.9734/ajarr/2021/v15i230363

21. Naik, B., Chandiramani, J., & Majumdar, S. (2024). Is India’s higher education system a case of elusive inclusive development? Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2428874

22. National Education Policy. (2020). Ministry of Education, Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

23. Potashin, A. A., Gusarov, M. A., Badalyan, K. M., Komlev, N. M., & Malakhovsky, J. I. (2024). The impact of BRICS cooperation in the field of education on the development of the global educational space. Upravleniye obrazovaniyem: teoriya i praktika – Education Management Review, 14(7-1), 139–148. https://doi.org/10.25726/q7014-1348-2529-c

24. Radchenko, L. R. (2019). University education in India. Traditions and modernity. UlSU. Schein, E. H. (1990). Career Anchors: Discovering Your Real Values. Pfeiffer & Company. See, B. H., Munthe, E., Ross, S. A., Hitt, L., & El Soufi, N. (2022). Who becomes a teacher and why? Review of Education, 10, e3377. https://doi.org/10.1002/rev3.3377

25. Shillingford-Butle, M. A., Patel, S. H., & Ngazimbi, E. E. (2012). The role of the professional school counsellor in reducing teacher anxiety. VISTAS, 58(4), 1–10.

26. Shkunov, V. N., & Radchenko, L. R. (2021). Training of teachers for Indian schools with compact population of national minorities. Rostovskiy nauchnyy vestnik – Rostov Scientific Bulletin, 8, 51–53.

27. Singh, B. (2024). Inflicting Risks of Teacher Education in BRICS Countries: Discussion in Search of Quality Training. Education and Self-Development, 19(4), 96–108. https://doi.org/10.26907/esd.19.4.08

28. Stellmacher, A., Franz, S., & Paetsch, J. (2025). Career choice motivation, academic and social integration, and their relationship with intention to drop out of vocational teacher training. Empirical Research in Vocational Education and Training, 17, 6. https://doi.org/10.1186/s40461025-00182-8

29. Tehseen, S., & Hadi, N. U. (2015). Factors Influencing Teachers’ Performance and Retention. Mediterranean Journal of Social Sciences, 6(1), 233–244. https://doi.org/10.5901/mjss.2015.v6n1p233

30. Templeton, T., Horn, C., Sands, S., Mairaj, F., Burnett, C., & Lowery, S. (2022). 2022 Texas teacher workforce report. Charles Butt Foundation. https://charlesbuttfdn.org/wp-content/uploads/2022/12/Texas-Teacher-Workforce-Report-2022.pdf

31. Thompson-Lee, S., Snell, R. J. S., Wang, H., & Klassen, R. M. (2025). Career motivations and perceptions of teaching of 16–19-year-olds in England and Wales. British Educational Research Journal, 00, 1–23. https://doi.org/10.1002/berj.70034

32. UNESCO. (2023). Global report on teachers: Addressing teacher shortages: Highlights, Publication Office of the United Nations Educational Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000387400

33. UNESCO. (2022). World teachers’ day: UNESCO sounds the alarm on the global teacher shortage crisis [Press release]. https://www.unesco.org/en/articles/world-teachers-day-unesco-soundsalarm-global-teacher-shortage-crisis

34. Valeeva, R. A., Parfilova, G. G., Demakova, I. D., Adamyan, E. I., Kremen, F. M., Kremen, S. A., Lesev, V. N., Mikhailenko, O. I., Bagova, R. Kh., Pak, L. G., Ivanishcheva, N. A., Kochemasova, L. A., Eremina, A. P., Yusupova, N. G., & Skudareva, G. N. (2022). Motivation of Student Teachers’ Professional Career. Education and Self-Development, 17(3), 169–186. https://doi.org/10.26907/esd.17.3.14

35. Valeeva, R. A., Parfilova, G. G., Kremen, F. M., & Kremen, S. A. (2024a). Career Orientations of PreService Teachers: Exploring the Influence of Different Types of Universities. Psychology in Russia: State of the Art, 17(2), 114–137. https://doi.org/10.11621/pir.2024.0208

36. Valeeva, R., Parfilova, G., Kremen, F., Kremen, S., Pak, L., Ivanishcheva, N., Kochemasova, L., Eremina, A., Demakova, I., Adamyan, E., Adamyan, L., Mikhailenko, O., Bagova, R., Skudareva, G., & Ustseva, M. (2024b). Dynamics of Career Orientations of Student Teachers: Interuniversity Study Results. Education and Self-Development, 19(3), 114–133. https://doi.org/10.26907/esd.19.3.09

37. Wang, G., Strong, M., Zhang, S., & Liu, K. (2021). Preservice teacher professional commitment: A conceptual model and literature review. Teaching and Teacher Education, 104, 103373. https://doi.org/10.1016/j.tate.2021.103373

38. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167–202. https://doi.org/10.3200/JEXE.75.3.167-202

39. Watt, H. M. G., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-choice scale. Teaching and Teacher Education, 28(6), 791–805. https://doi.org/10.1016/j.tate.2012.03.003