THE TEACHER’S EDUCATIONAL FUNCTION IN THE SYSTEM OF CONTINUOUS TEACHER EDUCATION: NORMATIVE ANALYSIS AND DEVELOPMENT PROSPECTS
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Author(s): | Kozlov N. I., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The subject of the research presented in the article is the gap between word and deed regarding upbringing: even though education officially acknowledges upbringing as a top priority, in practice, the upbringing function is being pushed out of teachers’ professional activities through both regulatory and methodological means. The subject of the study is the mechanisms of this displacement ‒ regulatory documents, institutional school practice, and university teacher training ‒ and the ways of its pedagogical overcoming. The work draws on the normative analysis of Russian educational legislation and federal state educational standards, on the comparative pedagogical juxtaposition with foreign regulatory practices (United States, United Kingdom, OECD), on the classical Russian methodology of pedagogy (K. D. Ushinsky, A. S. Makarenko), and on L. Shulman’s concept of pedagogical content knowledge. It is shown that the normative narrowing of the teacher’s upbringing function proceeds at three levels: in regulatory documents (upbringing is recognized, but the mechanisms and limits of pedagogical influence are not established), in school practice (behavior regulation is handed over to the family, psychologists, and lawyers; a notable particular case is the abandonment of grading), and in teacher training (the future teacher is taught to avoid pedagogical responsibility). International material shows that analogous processes abroad are accompanied by a rise in disciplinary problems, and the leading educational systems are already responding by strengthening the normative mechanisms of school discipline. A pedagogical response is formulated: to restore pedagogical demand as a professionally legitimate instrument and to form the future teacher’s pedagogical value-based position; the methodological foundation is the emotional valuebased approach developed by the author. | ||
| Keywords: | upbringing function of the teacher, normative narrowing, normative regulation of education, professional teacher training, continuous teacher education, pedagogical demand, grading, teacher’s pedagogical value-based position, emotional value-based approach, methodology of pedagogy |
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| For citation: | Kozlov N. I. The teacher’s educational function in the system of continuous teacher education: normative analysis and development prospects. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):429—435. DOI: 10.25683/ VOLBI.2026.76.1706. |
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