DOI: 
http://dx.doi.org/10.15293/1813-4718.2603.04
UDC: 
37.013.46
Selivanova Nataliya Leonidovna
Доктор педагогических наук, Full member of the Russian Academy of Education, Dr. Sci. (Pedag.), Prof., Chief Researcher at the Laboratory of Personal Development in the Educational System, Institute for Strategy of Education Development of the Russian Academy of Education, nselivanova2000@mail.ru, Moscow

Education as a Professional Challenge for the Teacher

Abstract: 
The article is devoted to the analysis of education (upbringing) as a specific domain of pedagogical activity that constitutes a professional challenge for the contemporary teacher. The aim of the study is to identify the key problematic foundations of education and to substantiate its specificity as a process that cannot be reduced to technological management or the reproduction of predetermined outcomes. The methodological framework is based on systemic, humanistic, subject-centered, axiological, and cultural-historical approaches, which make it possible to consider education as a multidimensional phenomenon associated with processes of meaning-making, personal choice, and the internal acceptance of values. The study employs a set of theoretical methods, including analysis of scholarly literature, conceptual analysis of key notions, theoretical modeling of educational activity and interpretation of pedagogical practice. Research results. The concept of a fundamental difference between education and training is noted in the nature of the results: they are delayed and probabilistic, cannot be directly constructed, and depend on the internal work of the subject. In this regard, the need to distinguish between the result and the effect of education, as well as the distinction between measurement procedures and processes of understanding, is substantiated. Special attention is paid to a critical analysis of the application of the concept of “technology” in education and to the justification for shifting to a methodological level of describing pedagogical activity oriented toward working with the educational (upbringing) situation. The risks of simulating education associated with formalization and an orientation toward external indicators are examined. The influence of the digital environment is analyzed separately, as it simultaneously expands educational opportunities and complicates the processes of forming responsibility, attention, and meaningful engagement. Conclusion. The key conclusion substantiates the position that the system-forming factor of education is the teacher’s personal and professional stance, which determines the nature of responsibility, the boundaries of influence, and the ways of organizing the educational process.
Keywords: 
education (upbringing); educational situation; educational activity; measurement in education; methodology; personal and professional stance; result and effect of education; subjectivity; technology; digital environment
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