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School Teachers’ Continuing Professional Development And Their Engagement In Research

There is a variety of works devoted to the research on teachers’ professional activities. International educational community highlights the need for teachers who do not only act as consumers of scientific knowledge but also make significant contribution to the development of universal knowledge. Modern teachers are required to improve their teaching skills and be able to reflect on their teaching practices, i.e. they need to continually improve their knowledge and skills. Teachers’ engagement in research develops their ability for self-reflection. Teachers engaged in research are known to be more adaptable to school environment and achieve better results. Recent years in Russia are remarkable for distinct recognition of research skills’ relevance both for students and teachers. The Republic of Tatarstan in Russia is in the focus of our research. Local authorities initiated the system of grants for secondary-level teachers in 2010, with a special emphasis on integrating science into teaching practices. Moreover, Kazan Federal University being the leading higher educational establishment in the Russian Federation holds a prominent position in ensuring teachers’ engagement by initiating annual conferences, workshops, and round tables. The goal of these events is to promote teachers’ collaboration as well as experience exchange. The aim of this paper is to investigate the degree of secondary teachers’ involvement into scientific research in Tatarstan and to identify the gap between the research competence required for it. The authors identify factors determining teachers’ eagerness towards reflective inquiry. The authors proposed the strategy to promote the development of research competence of teachers. © 2018 Published by Future Academy www.FutureAcademy.org.UK