DOI: 
http://dx.doi.org/10.15293/1813-4718.2305.02
UDC: 
37.0(09)+373.3/.5
Romm Tatyana Alexandrovna
Доктор педагогических наук, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogics and Psychology Institute of History, Humanitarian and Social Education, Novosibirsk state pedagogical university, tromm@mail.ru, Novosibirsk

Historical and Cultural Prerequisites for the Formation of the Modern Image of an Educational Counselor

Abstract: 
Introduction to the problem. The uncertainty of the professional position of the position of educational counselor is associated with insufficient theoretical and methodological substantiation of the content and functions of the activity. It becomes relevant to turn to the historical and pedagogical analysis of socio-cultural conditions mediating the practice of realization of the educational activity of a teacher. The aim of the article: to show the historical and cultural origins in the activity of the educational counselor, to determine the possible conditions for the formation of a positive image of the counselor in modern conditions. The methodological basis of the study is formed by the provisions of systemic (V. G. Afanasiev, M. S. Kagan, etc.) and sociocultural (A. G. Asmolov, A. S. Akhiezer, etc.) approaches, theoretical provisions of the concept of constructing social reality (P. Berger, T. Lukman, etc.). Berger, T. Lukman, A. Schütz, etc.), including in the form of images of pedagogical reality (T. A. Romm), the idea of polysubjectivity of education (D. V. Grigoriev, N. L. Selivanova, etc.). Research Findings. The position of an educational counselor can be interpreted in different senses, which set different images of his/her activity. For the formation of a positive image of the educational counselor it is important to comprehend the channels of influence on its perception by the public and professional consciousness, taking into account the existing historical experience. The formation of perceptions of the modern image of the educational adviser is connected with the existence in the national pedagogical tradition of the role of the counselor - an adult leader in children’s social organization (“vozhatsky image”) and the educational component of class leadership (“educational image”). Conclusion. Addressing the problem of forming the image of the educational counselor becomes an important task of education, because it expands ideas about the essence and functions of counselors (information function); promotes the inclusion of educational counselors in the everyday social and educational reality (integration function); promotes consolidation and identification of the bearers of this role among other social and pedagogical subjects (identification role).
Keywords: 
advisor to the director for education and interaction with children’s public associations; educational advisor; image of educational advisor; socio-cultural conditions; tradition
Please register
References: 

1. Kislaykov, A. V., Shcherbakov, A. V., Buravova, S. V., 2023. Professionalism research of the director’s advisers on education and interaction with children’s public associations: tools, diagnostics, study results. Scientific support of a system of advanced training, no. 2 (55), pp. 133–147. (In Russ.)
2. Betilmerzaeva, M. M., Muskhanova, I. V., 2023. Strategic status of director’s counsellor for education in a modern school: the view of learners and their parents. Perspectives of Science and Education, no. 62 (2), pp. 330–350. DOI: http://dx.doi.org/10.32744/pse.2023.2.19 (In Russ.)
3. Sukhanova, M. E., 2021. Introduction of the post of Director’s Advisor on Educational Work as a relevant approach in the upbringing of the younger generation. Upbringing as a Strategic National Priority: International Scientific and Educational Forum (Ekaterinburg, 15–16 April 2021), vol. 4. Yekaterinburg: Urals State Pedagogical University, pp. 371–374. DOI: 10.26170/Kvnp-2021-04-92. (In Russ.)
4. Chapul, G. I., 2022. Counselor on education – a guide to the world of opportunities. Source, no. 1, pp. 18–19. (In Russ.)
5. Nikolaeva, M. V., 2021. On the relevance of studying the conditions of training advisers of directors of educational institutions to work with children’s public organizations. Actual issues of pedagogy. IX International Scientific and Practical Conference (Penza, December 20, 2021). Penza: Science and education Publ., pp. 17–20. (In Russ.)
6. Gukalenko, O. V., Bermus, A. G., Pustovoitov, V. N., Ryzhova, O. S., 2021. Model of the activity of the advisor to the head of an educational organization on education in the conditions of Russia. Social Pedagogy in Russia, no. 6, pp. 8–13. (In Russ.)
7. Lavrentieva, Z. I., 2023. Methodology of the study of the activity of advisors of directors on education and interaction with children’s public associations. Social Pedagogy, no. 2, pp. 5–14. (In Russ.)
8. Boguslavsky, M. V., 2022. Transformation of the ideology of Russian education reforms in 1991–2021: modernization and retroinnovation. Science. Management. Education. RF, no. 1, pp. 8–14. DOI: https://doi.org/10.48621/b3563-9325-9282-p (In Russ.)
9. Polysubjectivity of upbringing as a condition for constructing socio-pedagogical reality (concept). Moscow: ITIP Publ., 2009, 46 p. (In Russ.)
10. Polyakov, S. D., 2023. Education visible and invisible: Coordinates of realistic education. СПб.: Образовательные проекты, 264 p. (In Russ.)
11. Andrienko, E. V., Popova, O. S., Romm, T. A., 2022. Class tutoring in Russian schools as a part of social education: The analysis of educational studies. Science for Education Today, vol. 12 (4), pp. 73–91. DOI: http://dx.doi.org/10.15293/2658-6762.2204.04 (In Russ.)
12. Kupriyanov, B. V., 2009. Resource approach to improving the practice of classroom management. Classroom teacher in the realities of school. Scientific and methodological series “New values of education”, vol. 2, pp. 9–20 (In Russ.)
13. Reprintsev, A. V., 2021. Traditions and experience of professional training of pedagogic personnel for the system of social upbringing of children and youth in the second half of the 20th century: experience of comprehension and interpretation. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, vol. 27, no. 4, pp. 10–22. DOI: https://doi.org/10.34216/2073-1426-2021-27-4-10-22 (In Russ.)
14. Timonina, L., Kudinov, V. A., Uvarova, L. R., 2021. Personnel training system as it used to be at the faculty of History and Pedagogy of Nekrasov Kostroma State Pedagogic Institute. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, vol. 27, no. 4, pp. 30–34. DOI: https://doi.org/10.34216/2073-1426-2021-27-4-30-34 (In Russ.)
15. Shakurova, M. V., Panicheva, E. V., Reushenko, A. A., 2021. Portraying pedagogic experience: Faculty of History-Pedagogy of Voronezh State Pedagogic Institute. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, vol. 27, № 4, pp. 23–29. DOI: https://doi.org/10.34216/2073-1426-2021-27- 4-23-29 (In Russ., abstr. in Eng.)
16. Selivanova, N. L., Stepanov, P. V., ed., 2011. Prospects and mechanisms for developing the educational potential of teachers. Moscow, 176 p. (In Russ.)