Irkutsk State University
graduate student
Angarsk, Russian Federation
Training future teachers for rural schools is an urgent state and social order emphasized on federal and regional levels. Teachers’ training colleges are to respond to this task by developing targeted programs for teachers ready to work in rural communities. The author analyzed local documents and final certification materials obtained from graduates of the Angarsk Pedagogical College, Irkutsk Region. The analysis revealed a poor readiness of the graduates to carry out education activities in rural communities. The article introduces a theoretically grounded and empirically verified model for the formation of skills needed to teach in rural schools. The author explained the concept of educational activities in rural communities, as well as clarified the composition of general and professional skills needed in rural schools. A set of subject-methodical knowledge and subject-practical skills was adapted to the rural agenda. The model included pedagogical conditions and criteria evaluation. The experiment involved establishing an academic and research laboratory for future rural teachers where they could develop their professional skills in socio-cultural design and planning curricular / extracurricular programs for rural schools. The model included an internship system of quasi-professional activities in rural schools and cultural centers. The model proved to be an effective tool, suitable for further implementation in other teacher training colleges. Although the study had an obvious practical focus, it revealed some promising research directions in the field of rural teachers’ training.
education, academic activities, rural environment, rural school, rural teacher, structural and content model, professional competence, future teacher
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