Email this article Problems of implementing scientific-methodological and psychological knowledge in teachers’ pedagogical practice
- Authors: Parshutina L.A1, Yurchuk O.L2,3,4
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Affiliations:
- Federal Research Center for Psychological and Interdisciplinary Studies
- Federal Coordination Center for the Development of Psychological and
- Pedagogical Assistance in the Education System of the Russian Federation
- Moscow State University of Psychology and Education
- Issue: No 12 (2025)
- Pages: 245-253
- Section: Articles
- URL: https://journals.rcsi.science/2541-8459/article/view/371503
- ID: 371503
Cite item
Abstract
the issue of integrating scientific-methodological and psychological knowledge into teachers’ practice has become more urgent against the backdrop of educational modernization and the demands of evidence-based pedagogy. The aim of the study is to identify barriers and resources for implementing such knowledge, to assess the influence of teachers’ basic educational background on their competencies, and to substantiate a model for purposeful development. The research questions concern the hierarchy of obstacles, differences between teachers with pedagogical and non-pedagogical backgrounds, as well as the effectiveness of training and support formats. The novelty lies in the simultaneous consideration of scientific-methodological and psychological components as a unified integrated teacher competency. A hierarchy of barriers was established: lack of time to study scientific-methodological and psychological materials, weak initial preparation, and absence of methodological support; teachers with non-pedagogical backgrounds showed significantly greater difficulties and expressed the greatest need for integrated programs. Irregular use of academic journals and databases, as well as a lack of skills in critical analysis and adaptation of research findings, were noted. Significant correlations were found between motivation for development and integrated competency, and between the scientific-methodological and psychological components. Mentorship, long-term programs, and professional communities were identified as the most effective; participant observation revealed underutilization of evidence-based practices.
About the authors
L. A Parshutina
Federal Research Center for Psychological and Interdisciplinary Studies
Email: parshutinala@mail.ru
O. L Yurchuk
Federal Coordination Center for the Development of Psychological and; Pedagogical Assistance in the Education System of the Russian Federation; Moscow State University of Psychology and Education
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