Center for International Cooperation in Education Development (CICED)

Modern educational standards require teachers to implement effective pedagogical technologies that ensure high learning outcomes for students. However, the existing gap between the quality requirements for education and the actual organization of educational processes in schools remains one of the key challenges. Addressing this issue necessitates research aimed at diagnosing pedagogical practices and developing professional development programs for teachers. This work was carried out as part of the READ program, covering the CIS, Asia, and Africa, and included several stages detailed below.

In the first stage of the research, a monitoring of pedagogical practices of primary and secondary school teachers was conducted. The SAM (Student Achievement Monitoring) diagnostic tool, based on L.S. Vygotsky’s theory, was used to assess professional teacher actions on three levels: formal, reflective, and functional.

The formal level is characterized by template-based actions, where teachers rely on the external features of tasks. The reflective level involves thoughtful actions linked to understanding the principles of task completion. The functional level, being the highest, reflects a teacher’s ability to adapt methodologies to specific conditions.

The results of the monitoring revealed key issues in pedagogical practices, including insufficient development of the reflective and functional levels among most teachers. This became the foundation for developing a professional development program.

In the next stage of the research, the diagnostic tool for pedagogical practices was refined. Question formulations were improved, visual elements were added, and new test assignments in mathematics and geography were developed. Importantly, the tool underwent an expert review to ensure its alignment with the SAM theoretical model, guaranteeing its accuracy and reliability.

Additionally, an express version of the tool was developed for simplified use under time constraints. This expanded the application of the diagnostic tool across CIS countries, allowing teachers to quickly obtain results for analyzing their pedagogical actions.

The professional development program for teachers was adapted for use in various CIS countries. This process included teacher training seminars and the creation of educational modules tailored to the cultural and educational specificities of each country.

The program was piloted in several regions, with over 40 teachers participating in the training sessions. It included both theoretical modules and practical assignments that enabled educators to apply new approaches in their teaching practices. Participants highly appreciated the practical focus of the program and its relevance to real working conditions.

After the training, a repeated diagnostic assessment was conducted to evaluate changes in the pedagogical strategies of the program participants. The results showed a significant transition of teachers from the formal level to the reflective and functional levels, indicating the program’s effectiveness and its ability to stimulate professional growth among educators.

To carry out the repeated diagnostic assessment, experts with experience in developmental education methodologies and subject-specific teaching were engaged. Their involvement ensured high-quality evaluation of test assignments and objective assessment.

Based on the research findings, a database was created, including diagnostic results, survey data, and participant feedback. This data system facilitated an in-depth analysis of changes in pedagogical practices, identifying both the strengths of the program and areas requiring improvement.

The primary outcome of the analysis confirmed the hypothesis that using elements of developmental education enhances the quality of the educational process. Moreover, the collected data formed the basis for recommendations on further program development.

The conducted research demonstrated that the combination of the SAM diagnostic tool and the developed professional development program significantly improves pedagogical practices. Teachers who completed the training exhibited a higher level of thoughtful and competent actions, positively impacting students’ educational outcomes.

The results underscore the importance of continuing work in this direction. Developing pedagogical technologies and adapting them to specific school contexts enhance the quality of education and create conditions for teachers’ professional growth. This approach addresses modern challenges and contributes to the overall improvement of the educational system.