What kind of teacher does the “school of the future” need? Possibility of using John Hattie's approach in Russian education

In the article, we tried to express our opinion in the framework of aacontroversy that unfolded between the New Zealand researcher John Hattie and his opponents. The dispute concerns the validity of the arguments made by the scientist in his book Visible Learning (2009) on the size of external and internal effects that influence the performance of secondary schools. The subject of discussion in the article is not chosen randomly. Hattie's ideas are widely used in the educational policy of foreign countries (especially Australia), but will they be relevant in the Russian reality? A number of educational innovations borrowed from Western countries do not have unequivocal approval in Russian society (this applies to the final exam in the form of testing, the Bologna system of higher education etc.). In our study, we analyze Hattie's arguments and evaluate their scientific validity. For this purpose, we generalize arguments of the scientist and his opponents (for some reason the criticism by his opponents is not mentioned in the Russian-language literature). Hattie's book offers a scientific approach to the substantiation of indicators that affect school education performance to varying degrees. Among these parameters, a special role belongs to productive activities of teachers aimed at self-education and creating a positive climate in the classroom, whereas the contribution of the amount of professional competences of the teacher in lesson planning and content is clearly undervalued. Such thoughts, not fully accepted by the scientific community, became the basis for further controversy. Our article highlights methodological and cultural approaches to the criticism of “visible learning”. It is found that the arguments of Hattie's opponents relate to different aspects of his research, but are purely theoretical. We calculate the coefficients of variation and carry out a statistical analysis of the estimated model (which has not been done before). Having interpreted the data obtained, we find out the heterogeneity of the sizes of the effects in Hattie's model. On this basis, we make practical conclusions about the methodological and conceptual possibilities of using the New Zealand researcher's approach in the realities of Russian education. The article will be of interest to both educators and all those interested in social policy issues.