Abstract:

The pedagogical culture of teachers is an important factor in the educational success of schoolchildren. Meanwhile, quite a lot of Russian schoolteachers are not ready and do not want to work with «difficult» schoolchildren. The aim of the article is to identify the reasons for the unreadiness and unwillingness of Russian teachers to work with unsuccessful schoolchildren.

The author considers three research questions:
1) which elements of the teacher's pedagogical culture are necessary for working with unsuccessful schoolchildren;
2) which of these elements are insufficiently developed in Russian teachers;
3) what factors caused the lack of quality of the pedagogical culture of teachers working with unsuccessful students.

The empirical basis of the article is the data of the sociological research «Transfer of human capital of educational communities: from failure to success (November – April 2020, Sverdlovsk region, Russian Federation). Methods of collecting data were semi-formalize interviews with experts on education (n=34); 6 focus groups with schoolchildren and students of the 1-st year of universities; analysis of 200 essays of high school schoolchildren on the topic «Formula for success».

Research results:
1. It is revealed that the key element of the teacher's pedagogical culture, necessary for working with unsuccessful students, is the value orientations to humanism and tolerant attitude to all groups of schoolchildren – successful and unsuccessful. Another important element of pedagogical culture is the knowledge of psychological characteristics and behavior patterns of unsuccessful schoolchildren. The third element is the mastery of pedagogical, psychological and social technologies for educational support of unsuccessful schoolchildren.
2. The study showed that Russian teachers are divided into several typological groups according to the degree of formation of these elements of pedagogical culture. The article reveals some contradictions: between the declared values of pedagogical culture and real pedagogical practices, between the desire to help unsuccessful schoolchildren and the lack of professional competencies necessary to work with them, and some other contradictions.
3. The authors identified factors that reduce the quality of pedagogical culture of teachers working with unsuccessful schoolchildren. Among them are insufficient professional training of teachers in pedagogical universities; heavy workload of Russian teachers; lack of profile specialists in Russian schools (psychologists, social workers, social teachers, tutors, etc.); evaluation of the effectiveness of teachers' work solely on the criteria of training successful schoolchildren; weak implementation of proven technologies for educational support of unsuccessful schoolchildren.

Keywords:

Teachers' pedagogical culture, educational success, educational failure, schools, schoolchildren.