10 research outputs found
Academic Mobility in Teacher Education
Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECDβs reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined β geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacherβs professional identity in the global context.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠΎΠ»Π½ΠΎΡΠ΅Π½Π½ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² XXI Π²Π΅ΠΊΠ΅ ΡΠΆΠ΅ Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΡ Π²Π½Π΅ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°. ΠΠ°Π±ΠΈΡΠ°ΡΡΠ°Ρ ΡΠ΅ΠΌΠΏΡ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΡ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, ΠΎΡΠΊΡΡΠ²Π°Π΅Ρ ΡΠΈΡΠΎΠΊΠΈΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, Ρ Π΄ΡΡΠ³ΠΎΠΉ β ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΡΠ·ΠΎΠ²ΠΎΠΌ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΡΠΈΡΡΠ΅ΠΌΠ°ΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ², Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΡΠΈΡΠ΅Π»Π΅ΠΉ. ΠΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π³ΠΎΠ΄Π½Ρ ΠΏΡΠ΅Π²ΡΠ°ΡΠ°Π΅ΡΡΡ Π² ΠΎΠ΄ΠΈΠ½ ΠΈΠ· ΠΌΠΈΡΠΎΠ²ΡΡ
ΡΡΠ΅Π½Π΄ΠΎΠ². Π¦Π΅Π»ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ°ΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ°Π»ΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ.ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. Π ΠΎΡΠ½ΠΎΠ²Ρ ΡΠ°Π±ΠΎΡΡ Π±ΡΠ»Π° ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Π° ΡΠ΅ΠΎΡΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π½Π°ΡΠ°ΡΡΠ°ΡΡΠ΅ΠΉ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ. Π Ρ
ΠΎΠ΄Π΅ ΠΈΠ·ΡΡΠΊΠ°Π½ΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΡΡ ΡΠΌΠ΅ΡΠ°Π½Π½ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΠΉ: Π°Π½Π°Π»ΠΈΠ· ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π½Π°ΡΡΠ½ΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ², ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
(Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ² ΠΠ²ΡΠΎΡΡΠ°ΡΠ°, ΠΎΡΡΠ΅ΡΠΎΠ² ΠΠΠ‘Π ) ΠΈ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΎΠΏΡΠΎΡ, Π² ΠΊΠΎΡΠΎΡΠΎΠΌ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 1714 ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
Π‘ΠΈΠ±ΠΈΡΠΈ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΎΠ±Π·ΠΎΡ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» ΠΊΠΎΠ½ΡΡΠ°ΡΠΈΡΠΎΠ²Π°ΡΡ Π΄Π΅ΡΠΈΡΠΈΡ Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΉ ΠΏΠΎ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠ΅Π΄ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ Π² Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π€Π΅Π΄Π΅ΡΠ°ΡΠΈΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ ΠΎΠ± Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΡΠΈΡΠ΅Π»Π΅ΠΉ. Π‘ ΠΎΠΏΠΎΡΠΎΠΉ Π½Π° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° Π±ΡΠ»ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΡΡΠΎΠ²Π½ΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΈΠ³ΡΠ°ΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ β Π³Π΅ΠΎΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΈ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ. Π Π°Π·ΡΠ°Π±ΠΎΡΠ°Π½ ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊ Π΄Π»Ρ Π²ΡΡΡΠ½Π΅Π½ΠΈΡ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΏΡΠ΅Π΄ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΠΈΠΉ ΡΠΊΠ°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΡΡΡΠΎΠ»ΠΈΠΎ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ², Π²ΡΡΡΠ½Π΅Π½ΠΈΠ΅ ΠΈΡ
Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΡΠ°ΡΡΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ°Ρ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΠΌΠ΅Π½Π°. ΠΠΎΠ΄Π²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΈΡΠΎΠ³ΠΎΠ² Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΎ Π²Π΅ΡΡΠΌΠ° ΡΠ»Π°Π±ΡΡ Π²ΠΊΠ»ΡΡΠ΅Π½Π½ΠΎΡΡΡ ΡΡΠ°ΡΠΈΡ
ΡΡ ΡΠΈΠ±ΠΈΡΡΠΊΠΈΡ
Π²ΡΠ·ΠΎΠ² Π² ΠΏΠΎΠ΄ΠΎΠ±Π½ΡΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π½Π° ΡΠΎΠ½Π΅ Π²ΡΡΠΎΠΊΠΈΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΈΡ
Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΠΈ ΠΆΠ΅Π»Π°Π½ΠΈΡ ΠΎΠ±ΡΡΠ°ΡΡΡΡ Π² Π΄ΡΡΠ³ΠΈΡ
Π²ΡΠ·Π°Ρ
, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ Π·Π° ΡΡΠ±Π΅ΠΆΠΎΠΌ. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΠΏΡΠΈΡΠΈΠ½Ρ Π²ΡΠΊΡΡΡΠΎΠ³ΠΎ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Ρ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΠΏΠΎ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΎΠ±Π½Π°ΡΡΠΆΠ΅Π½Π½ΠΎΠΉ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ. ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΠΈ Π² ΠΊΡΡΡΠΈΠΊΡΠ»ΡΠΌΠ΅ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°, ΠΈ Π² ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΌΠ°ΡΡΡΡΡΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ Π΄ΠΎΠ»ΠΆΠ½Π° Π·Π°Π½ΡΡΡ ΠΏΠΎΠ΄ΠΎΠ±Π°ΡΡΠ΅Π΅ Π΅ΠΉ Π²Π°ΠΆΠ½ΠΎΠ΅ ΠΌΠ΅ΡΡΠΎ. ΠΠ΅ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΈΠ²Π°ΡΡ, ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎ ΡΠΎΡΠΌΠΈΡΡΡ Π½ΠΎΠ²ΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ Π² Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅.The research was performed with the fi nan ci al support of the Russian Foundation for Basic Research within the frame work of the re se arch projects β 19-013-00373 A βAcademic Mobility of Students with Disabilities in the Conditions of Transformation of Higher Educationβ and β 18-013-00268 A βFormation of Studentsβ Research Competencies in the System of Multilevel University Psychological-Pedagogical Education and Advanced Training of Pedagogical Personnelβ.ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΎ ΠΏΡΠΈ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ Π Π€Π€Π Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² β 19-013-00373 Π Β«ΠΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΈ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈΒ» ΠΈ β 18-013-00268 Π Β«Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΌΠ½ΠΎΠ³ΠΎΡΡΠΎΠ²Π½Π΅Π²ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ²Β»
Academic Mobility in Teacher Education
Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECDβs reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined β geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacherβs professional identity in the global context