The Axiological Harmonization of the Content of Teacher Professional Development and the Content of School Textbooks as a Mechanism for Strengthening the Value Foundations of Russian Education

Identificator

EDN: PKOYER ; УДК: 371.14+371.67

Authors

Kostenko Maksim Aleksandrovich, PhD in Sociology, associate professor, director, Institute of Content and Methods of Teaching n. a. V. S. Lednev. Russia, Moscow. ORCID: 0009-0001-9682-9387. AuthorID: 113321. E-mail: info@instrao.ru

Journal

HERALD OF VYATKA STATE UNIVERSITY №4 (158), 2025

Section

PEDAGOGICAL SCIENCES

Pages

54-65

Abstract

The leading vector of the development of all levels of the Russian education system is the introduction of students to traditional Russian spiritual and moral values, in particular the formation in them of patriotic attitudes. Two of the most important components in the realization of this task are the professional and personal position of teachers and the content of school textbooks. The article substantiates the proposition that it is necessary to harmonize the design of the content of these components as a condition for the effective implementation of state value policy in school education. Methodologically, the work rests on a systems approach and combines an analysis of regulatory documents, a comparison of domestic research in the field of supplementary professional pedagogical education, an analysis of foreign literature on models of the development, expert review, dissemination, and selection of textbooks, and an interpretation of empirical data from monitoring studies conducted in 2023–2025. It is shown that the quality of textbook content and the effectiveness of its use in the educational process are not formed automatically under the influence of market mechanisms, but require institutionally established forms of state regulation and the coordinated interaction of the agents involved in this process. Identified as the key problem is the low correlation between the updating of textbook content and the content and logic of teacher professional development, in which teachers demonstrate a heterogeneity of professional positions in assessing the axiological potential of contemporary school education. An axiological approach is substantiated for harmonizing the content of the professional education of teaching staff with the value basis for developing textbook content. Organizational and methodological mechanisms of state regulation are proposed that ensure the interconnection of these processes (pedagogical expert review, the inclusion of teachers in the development, testing, and implementation of textbooks, scientific and methodological support, and the preparation of teachers to work with textbooks), including the formation of an "implementation package" (supplementary professional education programs, methodological scenarios, diagnostic instruments). The practical significance of the proposed approach lies in reducing the risks of a merely formal implementation of state value policy in school education, and in increasing the trust and readiness for change of all participants in educational relations (teachers, students, parents).

Keywords

school education school textbook supplementary professional pedagogical education professional development expert review state regulation axiological approach content of education

Recieved

21.01.2026

Published

08.10.2026

References

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