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Institutional identity of teacher education: problems and development trends

Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant.

Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis.

Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis.

Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents.

Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.

Keywords: pedagogical education, institutional crisis, development tendencies, development trends, university mission

For Reference: Ilaltdinova, E. Yu., Frolova, S. V., & Sergeeva, T. N. (2021). Institutional identity of pedagogical education: problems and development trends. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 50 (2), 70-87. doi: 10.32744/pse.2021.2.5

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Information about the authors:

Elena Yu. Ilaltdinova (Russian Federation, Nizhny Novgorod) - Doctor of Education, Associate Professor, Acting rector. Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University). E-mail: ilaltdinova_eu@mininuniver.ru. ORCID ID: 0000-0002-9017-4658. Scopus ID: 57190758002

Svetlana V. Frolova (Russian Federation, Nizhny Novgorod) - PhD in Pedagogical Sciences, Associate Professor of Department of General and Social Pedagogy. Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University). E-mail: frolova_sv@mininuniver.ru. ORCID ID: 0000-0003-2822-0358. Scopus ID: 57190755212

Tatiana N. Sergeeva (Russian Federation, Nizhny Novgorod) - PhD in Pedagogical Sciences, Associate Professor of Department of General and Social Pedagogy. Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University). E-mail: serge199@yandex.ru. ORCID ID: 0000-0003-1791-4426

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