Аннотации:
Purpose of the Study: Risks have become an integral part of the modern world. Elevated risk levels resulted from an accelerated pace that modern society has developed at, extreme degree of digitalization and informatization of human life. The system of education is therefore challenged by additional tasks to educate future generations for situations of risk. In view of this, this research aims to find and justify a suitable measure to evaluate the effectiveness of the ‘at-risk teacher training’ model. The purpose of this empiric study is to examine whether the ‘at-risk teacher training’ model is efficient. Methodology: Beta-testing of the model of ‘at-risk teacher training’ has been run in the Institute of psychology and education at Kazan Federal University since 2013. The research tool used is the questionnaire on coping strategies developed by Heim. Main Findings: According to Russian researchers studying risks, a teacher’s willingness to work in risk situations is defined as the noxological competence. Noxological competence includes situational, motivational, cognitive, active, analytical, and reflexive components. Thus, the performance evaluation of the ‘at-risk teacher training’ model equals assessment of the noxological competence development of teachers. However, there is no single measure that can assess all components of the noxological competencies. According to this view, the authors designed the model of ‘at-risk teacher training’ building on the importance of action competencies in situations of risk which are essential for a professional teaching career in the modern world. Applications of this study: The research helped to identify student teachers’ motivation for communication, behaviour patterns in conflict situations, ability to understand non-verbal communication cues and gestures, which are referred to as essential professional teaching competencies needed to resolve and manage conflict situations. Novelty/Originality of this study: The authors suggested a possible suitable measure to evaluate the effectiveness of the ‘at-risk teacher training’ model.
