Professionally-Oriented Discourse in Educational Practice as Perceived by Students

Introduction: Modern educational systems face increasing complexity and new demands, compelling higher education institutions to continuously improve their pedagogical practices. One of the ways to address these challenges is through the professional development of teachers, which must possess certain characteristics to effectively enhance the learning process and student performance.

The purpose of this study is to identify the key aspects of students' perceptions of the level of professionalization within their educational discourse and to compare the perceptions of professional-oriented discourse between students of pedagogical and natural science universities, as well as to identify the main factors influencing these perceptions.

Materials and Methods: The study involved 200 students from two universities in Moscow, evenly divided between pedagogical and natural science profiles. Data were collected through a questionnaire designed to assess students' perceptions of professional-oriented discourse, satisfaction with the educational process, and expectations for their future profession. The data were analyzed using both statistical methods and thematic analysis.

Results: The findings revealed significant differences in how students from different profiles perceive the educational process. Pedagogical students rated the use of professional terminology and the orientation of teachers towards their profession higher, while natural science students emphasized the importance of practical assignments and attention to practical aspects of their education.

Conclusion: The study confirms the importance of professional discourse and practical training in preparing future specialists. However, the differences in student perceptions suggest the need for further research on the impact of educational context on professional development. Understanding these aspects can contribute to improving the preparation of future professionals in both pedagogical and natural science fields.

1. Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. Literacy Coaching and Professional Development, 71(5), 623-626. https://doi.org/10.1002/trtr.1674

2. Bjuland, R., & Helgevold, N. (2018). Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice. Teaching and Teacher Education, 70, 246-254. https://doi.org/10.1016/j.tate.2017.11.026

3. Crafton, L., & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools, 14, 104-116. https://doi.org/10.1177/1365480211410437

4. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute, Palo Alto, CA. Retrieved from https://learningpolicyinstitute.org/product/teacher-prof-dev

5. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

6. Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56, 3-12. https://doi.org/10.1080/00405841.2016.124194756

7. Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(2), 1731-1744. https://doi.org/10.5897/ERR2015.2306

8. Geletu, G. M. (2022). The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2153434

9. Kintz, T., Lane, J., Gotwals, A., & Cisterna, D. (2015). Professional development at the local level: Necessary and sufficient conditions for critical colleagueship. Teaching and Teacher Education, 51, 121-136. https://doi.org/10.1016/j.tate.2015.06.004

10. Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A focus on practice. Coaching: An International Journal of Theory, Research and Practice, 5(2), 1-13. https://doi.org/10.1080/17521882.2012.707668

11. Kuusisaari, H. (2013). Teachers' collaborative learning – Development of teaching in group discussions. Teachers and Teaching: Theory and Practice, 19(1), 50-62. https://doi.org/10.1080/13540602.2013.744198

12. Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.102954

13. Moore-Russo, D. A., & Wilsey, J. N. (2014). Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching. Teaching and Teacher Education, 37, 76-90. https://doi.org/10.1016/j.tate.2013.10.002

14. Onrubia, J., Roca, B., & Minguela, M. (2022). Assisting teacher collaborative discourse in professional development: An analysis of a facilitator’s discourse strategies. Teaching and Teacher Education, 113, 103667. https://doi.org/10.1016/j.tate.2022.103667

15. Perry, R., & Lewis, C. (2009). What is successful adaptation of Lesson Study in the US? Journal of Educational Change, 10(4), 365-391. https://doi.org/10.1007/s10833-008-9069-7

16. Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey Bass, San Francisco, CA.

17. Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of lesson study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224. https://doi.org/10.1016/j.tate.2016.10.014

18. Weiss, D., Hajjar, E. R., Giordano, C., & Joseph, A. S. (2016). Student perception of academic and professional development during an introductory service-learning experience. Currents in Pharmacy Teaching and Learning, 8(6), 833–839. https://doi.org/10.1016/j.cptl.2016.08.016

19. Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342-394. https://doi.org/10.1080/10508406.2011.553258