Teaching, learning and a new profession: perceptions of trainee teachers in the post-compulsory sectors in Russia and England

Abstract

Although research into post-compulsory education has increased in recent years (see, for example, Lumby 2001; Robson, 1998; Ainley & Bailey, 1997; Randle & Brady, 1997; Elliott, 1996) research that focuses on the views and perceptions of trainees about to enter the sector remains sparse. This article explores the views of trainee teachers in institutions in both Russia and England. Given the different educational structures, cultures and histories, direct comparisons are not possible but this article attempts to establish the common themes that transcend the two systems and to provide a basis for further research. The project, which was conducted in 2000-01, is based on questionnaire responses from 116 teacher trainees in St Petersburg, Russia, and Greenwich, England. Sixty of these students also took part in focus groups and interviews in March 2001. The article examines emerging similarities and differences and endeavours to identify trainees' attitudes to teaching, learning and their new profession.