Kolesnikova E.M. Pre-school teachers: profession as a resource of social mobility

Текст статьи на сайте конфренции URL: http://conference-ifl.rudn.ru/649-655/ (дата обращения 09.12.2019)

Ссылка при цитировании:

Авторы:

Аннотация

Actual Russian market of preschool education in comparing to the Soviet period faced not only with workplaces reduction, but also with changes in the structure of the professional group. The post-Soviet period was marked by closure of a large number of kindergartens owned by large enterprises and agencies, to which they are now became a social burden and reduction of pre-school teaching personnel. State employment policy in Soviet Russia in general and preschool education in particular guaranteed stable social status for professional groups. Employment in pre-school education ensured not only stability of income, but also the opportunity to receive free basic social benefits (e.g. health care, education, housing). Soviet educational system practiced measures of graduates from rural areas' involvement in the “pedagogical” profession. Such measures as formal “rural quotas”, reduction of passing score, the system of correspondence education were used to increase the chances of graduates from rural areas entering pedagogical vocational education. The changes in the socio-economic system stimulated modifications in professional preferences of citizens and the structure of employees in the pre-school education. Actual Russian pre-school education is represented in large proportion by professionals with “too long” work experience. They are close to or over the retirement age. In the coming years pre-school teachers who chose this profession and started the practice in the USSR, in the period when the level of welfare and social security were provided more by state rather than by the employees themselves, will retire and we would like to understand who will come to replace them?Sociologists associate the possibility of social and professional growth of employee with the openness of society, the processes of social mobility, its intensity. Equality of opportunity is more often seen in the context of intergenerational changes in access to education and income, and less often to professions. Russian and foreign sociologists agree on the continuing inheritance of social benefits and the use of professional positions as one of the tools of closing, artificial restriction of access to outsiders, non-members of the profession, to certain social benefits.The research is devoted to the analysis of indicators of the status of a group of preschool teachers. Professional group is considered from the standpoint of intergenerational and geographical mobility of its representatives. The study was organized as part of the project of the analysis of social status and prospects of pre-school teachers in Russia in 3 regions (Moscow, Samara region, Nizhny Novgorod region). A quota sample was based on the criterion of pre-school teaching work experience. For analysis were selected questionnaires of 347 public kindergartens teachers and 93 teachers of nonpublic kindergartens.In our opinion, social resources available for accumulation in the beginning of pre-school teacher career are stimulating their prospects of social and territorial mobility. Important trends are associated with “closing” the socio-professional community in the medium and small cities and the outflow of specialists from rural areas. Closer of professional communities and the rejection of territorial migration in small and medium-sized cities in Russia, in our opinion, is a reflection of certain elements of the estate social structure existence there. Outflow of pre-school teachers from rural areas begins from the period of vocational education and leads to growth of professional status of specialists.

Ключевые слова:

Рубрики:

Возможно, вам будут интересны другие публикации:

• Колесникова Е. М.
  Kolesnikova E.M. Perspectives of the (de)Professionalization of Childpreschool care: Governesses as a Part of Preschool Teacher Professional Group // Differences, Inequalities and Sociological Imagination: View from Russia/ Editor-in-Chief V. Mansurov, Moscow, 2015. – Pp. 209-219. СD ROM.
• Колесникова Е. М.
  Здоровье воспитателей детских садов и учителей общего образования как значимое составляющее условий и специфики труда // Здоровье как ресурс: V. 2.0 / Под общей редакцией проф. З.Х. Саралиевой. –Н.Новгород: Изд-во НИСОЦ, 2019. С. 274-277.
• Колесникова Е. М.
  Педагогические династии как ресурс социальной стабильности // Профессиональная культура российской интеллигенции / Под общ. ред. Ж.Т. Тощенко. М.: РГГУ, 2017. С. 249-253
• Olesya Yurchenko, Valery Mansurov. Profeesionalisation in Early Childhood Education in Russia // Professions & Professionalism, Vol. 4, №3 (2014), pp. 660-674.
• Колесникова Е. М.
  Педагоги частного и государственного дошкольного образования в России // Ядовские чтения: перспективы социологии: Сборник научных докладов конференции, СПб., 14–16 декабря 2015 г. / под ред. О. Б. Божкова, С. С. Ярошенко, В. Ю. Бочарова. — СПб.: Эйдос, 2016. С. 317-330.