List of abstracts, 2020 all issues
Key words: humanitarian knowledge, research methodology, educational discourse, discursive strategies, educational paradigms, research programs, field of science.
|TO THE ISSUE OF SCIENTIFIC RESEARCH PROGRAMMING IN CONTINUOUS EDUCATION (FIELD APPROACH)
The article deals with one of the most pressing problems in the development of lifelong education, namely creation of research programs that would ensure the conceptualization and development of pedagogical practices and forms of activities. Moreover, most modern scholars of lifelong education problems find themselves in a situation of internal split between two paradigms (T.Kun), one of which (“traditionalist”) focuses on the historical development and continuity of forms of education, and the other (“avant-garde”) captures the individual continuity and development value regardless of the educational institutional practices. Based on the characteristics of each of these paradigms in the logic of analyzing the research programs of I. Lacatos, the author comes to the conclusion to actualize the complex of ideas about the field of scientific and educational activities (P. Bourdieu), supplemented by the ideas of structural psychoanalysis (J. Lacan). Interpretations of fundamental methodological problems are analyzed in detail: the structure of educational reality, the meaning and value of scientific knowledge, the mechanisms of objectification, etc. In conclusion the author considers the clusters of the main research problems in the field of modern education, and also reveals the structural components of the current methodological discourse
Key words: didactics, the conceptual-terminological apparatus, modern paradigm of education, clustering terminological series, nuclear concepts, terminate concepts, peripheral concepts, semantic significance of concepts, the concept sphere of the cluster.
|SYSTEMATICS OF THE DIDACTIC CONCEPTUAL-TERMINOLOGICAL APPARATUS AS A BACKGROUND OF UPDATING THE CONTENTS OF PEDAGOGICAL EDUCATION
The article discusses the results of a study on the taxonomy of terminological apparatus of the modern paradigm of education in the field of didactics. In the article the picture of complex factors which affect the term system of modern didactics is illustrated. The methodological framework of the study is shown: namely methodology conceptual synthesis and methodological tools. The method of quantitative evaluation of the semantic significance of concepts based on graph theory is revealed. The examples of the importance of semantic concepts in teaching and learning clusters are presented. The essence of changes in the educational paradigm is given. The examples of the conceptosphere embracing three clusters (value-oriented, content-based, and organizational-environmental) in didactics are provided.
|Kolínská K. М.|
Key words: kindergarten teacher, didactic procedures, transfer of educational content.
|A TYPOLOGY OF KINDERGARTEN TEACHERS BASED ON THEIR DIDACTIC STRATEGIES
This study focuses on the identification of didactic procedures of kindergarten teachers. The introduction presents modern trends in kindergarten education. It also discusses possible paradigmatic starting points for the transfer of educational content by a teacher and perspectives on child learning, which determine teachers’ choices of their own didactic procedures. A qualitative research design was carried out using participatory observation of the didactic activities of four teachers, whose practices range from 1 to 39 years, followed by a semi-structured interview with these teachers. The aim of the study is to describe the choices of didactic procedures made by the kindergarten teachers through empirical data from didactic situations. The data obtained from participatory observation reveal different didactic strategies employed by the teachers and disclose a personal inclination of each teacher, namely an inclination towards a goal-oriented curriculum, an inclination towards a child-oriented curriculum, and an inclination towards the role of a teacher as a facilitator. A subsequent analysis of interviews identifies specific categories of teachers’ procedures, which reflect their different conceptions of the transfer of educational content. Overall processing of the obtained data leads to a compilation of didactic typology of kindergarten teachers. This study will be followed up by further work, and the typology presented will be subjected to more extensive verification.
Key words: soft skill, mastery of the concept, pupil, subject, educational activity.
|FORMATION OF A SOFT SKILL «MASTERY OF THE CONCEPT» AT A PRIMARY SCHOOL
The article considers the possibility of the formation of the subjective position at a primary school. It can be done through the formation of a soft skill «mastering the concept». The study shows the importance and significance of this activity in connection with the continuity of education throughout life. This paper defines the characteristic of the action of mastering the concept, its content and operational composition, the three-component composition (description, recognition and application) including. Didactic conditions are described, they cover the unity of structural components (motivational, operational and substantive), a gradual increase in independence, stage-by-stage activity through the use of accessible and diverse cognitive tasks, awareness of one's own activity and understanding of the operational composition of an action. The article proposes the model of organization of the formation of the action «mastery of the concept» in the process of teaching mathematics in elementary grades. The stages of work are disclosed: motivational, familiarization with the essence and structure of the action, the formation of individual structural components, the formation of action at the intrasubject level, the formation of a holistic structure of the action, independent use. The article presents methods of work aimed at increasing the motivation of students, disclosing the importance of mastering the integral composition of the action, the gradual formation of the formed action.
|Potapov A., Pavlova I.|
Key words: active learning methods, increasing motivation, project based method, brainstorming, case method, business game.
|ACTIVE METHODS TO IMPROVE MOTIVATION OF STUDENTS FOR STUDYING THE DISCIPLINE «POWER ELECTRONICS»
The study is aimed at demonstrating the effectiveness of the use of active learning methods in the study of the discipline «Power Electronics№ in the Kazan State Power Engineering University for students enrolled in area 13.03.02 «Power and Electronics». Active learning methods stimulate students cognitive abilities increase the level of motivation and emotional involvement in the learning process. The use of active learning methods allows students to carry out cognitive and creative activities, increases the efficiency of the educational process and improves the assessment of professional competencies. The result of our study show that the wider use of active teaching methods in teaching technical disciplines provide higher students inclusion in the learning process and helps the most effective way of knowledge transfer. The article describes the whole spectrum of active learning methods used in teaching the discipline «Power Electronics», such as: design training, brainstorming, case-method, blitz games, discussions, etc. Three student groups selected for the comparative study showed the positive change in learning indicators in comparison with other student groups where the learning process was organized in a traditional way. As a result of the research the optimal active methods are recommended for the implementation in the study of the discipline «Power Electronics» in the Kazan State Power Engineering University. In general, the use of active learning methods got highly positive evaluation. However, some of the students mentioned that this approach requires more effort and time from them than the traditional one.
Key words: comparative analysis, financial literacy, economic education, survey, interaction of family and school.
|FINANCIAL LITERACY OF SCHOOLCHILDREN PARENTS: STATE AND WAYS OF DEVELOPMENT
According to modern scientific studies and social surveys conducted in Russia, the level of financial literacy of the population remains to be insufficient. The purpose of the article is to identify the level of financial literacy of schoolchildren's parents in educational institutions and the ways of working with the parents on the topic of improving the financial literacy of families with children. Using the comparative analysis, induction, and deduction as methods of theoretical research, we found that the parents are really interested in improving their financial literacy and the financial literacy of their children. The study findings show that the parents are quite willing to participate in joint training programs to increase financial literacy. The author developed and proposed the method for the joint participation of parents and children in extracurricular activities in order to increase financial literacy.
Key words: pedagogical education, theatre pedagogy, tools and methods of theatre pedagogy, communicative competence.
|DRAMA PEDAGOGY AS A MEANS OF FUTURE TEACHERS COMMUNICATIVE COMPETENCE DEVELOPMENT (BASED ON THE DISCIPLINE «CULTURE OF SPEECH AND PEDAGOGICAL RHETORIC»)
The article studies the problem of using drama pedagogy as a means to establish the communicative competence of future teachers. The text covers the theoretical formulation of the expediency of drama pedagogy tools usage for teaching students to develop their communicative competence as a pedagogical skill component. The author presents a set of drama pedagogy tools helping form the communicative skills, namely: masks, creative diaries, games, training, dramatic situations.) The methodology of experimental work conducted during the process of teaching the discipline «Culture of Speech and Pedagogical Rhetoric», the area «Pedagogical Education» (undergraduate) is described. The obtained data proved the efficacy of drama pedagogy tools in the process of future teachers training such as the knowledge quality and the level of motivation increase and communicative skills development.
Key words: vocational education, preparedness to independent academic activity, motivation for studying, general studying skills.
|LEVEL OF READINESS OF COLLEGE STUDENTS FOR INDEPENDENT ACADEMIC ACTIVITY
The article presents the results of the college students readiness level for independent academic activity the Republic of Karelia. The readiness for independent academic activity is viewed in the context of three components: motivational, cognitive and volitional. The tool that has been opted for this research is a questionnaire with three sections related to the aforementioned components. The article prioritizes the analysis of students motivational readiness and self-estimation of their general studying skills. The article reveals the major shortcomings in motivational and cognitive student readiness and suggests a number of methods to overcome the ones, such as: strengthening of efforts for career guidance among high school students; focusing on interactive teaching; developing a propaedeutic program aimed at overcoming the above-mentioned shortcomings through enhancing general studying skills.
|Shevchenko N., Shevchenko V.|
Key words: professional training, professional competencies, professional competence, educational environment, axiological, cultural, activity, contextual and competency-based approaches.
|PROFESSIONAL TRAINING OF FUTURE HOSPITALITY INDUSTRY SPECIALISTS IN THE CONTEXT OF MODERN APPROACHES TO EDUCATION
The article is devoted to the problem of training competitive hospitality specialists as one of the priority and dynamically developing areas of Russian industrial segments. Russian socio-economic policy is still busy with its transition from a raw material development model to an innovative, socially oriented type of economy. The professional training of future hospitality industry specialists is considered in the context of modern approaches as methodological grounds for the professional development of graduates, capable of designing and implementing their own profes-sional careers, possessing the necessary competencies, personal qualities and professional mobility. The analysis of a number of surveys to identify the professional positions of undergraduate students majoring in the areas of «Hotel business» and «Tourism» at Petrozavodsk State University, as well as the results on the identification of their values, motivation for sociocultural and intercultural in-teraction, value-semantic, is presented attitude to the future profession. The professional competen-cies of future hotel service specialists were singled out and the ways to train them in various types of practice-oriented activities close to professional ones were shown.
|STEPANOV S. Y., ORZHEKOVSKY P. A., USHAKOV D. V.|
Key words: education, digitalization, strategy, creativity, experience, thinking, knowledge, digital angel.
|PROBLEMS OF DIGITALIZATION AND DEVELOPMENT STRATERGIES OF LIFELONG LEARNING
The article analyzes the state of the problem of digitalization of continuing education, as well as the interaction of alternative strategies for its development – «reproductive» and «productive». The authors identify six areas of digital modernization of education, considering each of them in terms of how it is affected by each of the strategies. As the last and most modern – the seventh – direction of digitalization of continuing education, it is proposed to consider one in which the development of conceptual and mathematical models and psychological and pedagogical tools for monitoring the processes and results of the development of both reproductive and creative thinking actions and abilities of students is carried out. The most radical transformation of the system of continuing education, according to the authors of the article, will take place on the basis of the development and implementation of the «digital angel» technology. In conclusion, it is emphasized that the latest direction of digitalization of continuing education in the context of a productive strategy for its modernization can serve as a basis for its preparation for changing the main targets related to the needs of the future labor market, where creative, reflexive and communicative (meta-) competencies will become the most popular. Keywords: education, digitalization, strategy, creativity, experience, thinking, knowledge, digital angel.
|DZYATKOVSKAYA E. N.|
Key words: environmental culture, culture of sustainable development, continuity, general education.
|CULTUROLOGICAL CONTINUITY FOUNDATIONS OF ECOLOGICAL CULTURE FORMATION
The ideas about the role of modern ecological culture as the basis of the emerging culture of sustainable development began to take shape at the beginning of the 21st century. The article considers the relation-ship of environmental culture and culture of sustainable development, as well as the cultural foundations of their continuity. The concepts of «culture», «continuity» and «sustainable development» are compared. The features of cultural reproduction in the global world are analyzed. The methodological problem of the continuity of cultural development in the global world is formulated as a factor in its sustainable devel-opment. The concepts of «culture» and «culture of sustainable development», «environmental culture» and «environmental culture for sustainable development» are differentiated and compared. Ecological culture for sustainable development is presented as a stage in the formation of a culture of sustainable de-velopment. The features of a culture of sustainable development as a condition and driving force of the economic, social and environmental development of society are considered. The role of the core of culture as a factor in its continuity and integrity is substantiated. The pedagogical problems facing pedagogy on the formation of the foundations of a culture of sustainable development are formulated.
|ILAKAVICHUS M. R.|
Key words: adult education; non-formal education; social self-organization; adult education space of the CIS; interaction management.
|INTERACTION OF ADULT NON-FORMAL EDUCATION COMMUNITIES AND TRADITIONAL EDUCATIONAL ORGANIZATION: CONCEPTUAL FRAMEWORK
The author addresses the problem of the interaction of systemic and non-systemic subjects of adult educational environment. The relevance of this problem was recognized by all member states of the Common-wealth of Independent States 30 years ago. Even then, non-formal education was considered as a resource for the development of the entire system of continuing education. During this time, a legislative framework for cooperation was created at the interstate level, and an extra-systemic area was actively developed. However, practice continues to lag significantly behind theoretical developments and civil society initiatives. One of the reasons for this situation is the inadequacy of management approaches in this area, worked out in intersectoral cooperation with business and representatives of non-profit organizations. The nature of self-organization determines the specifics of the pedagogical and developing potential of public associations, and also the specifics of its use in standardization. The current stage in the formation of adult education as an open and continuous institution calls for a conceptual basis for managing the interaction of its diverse entities. The author insists on implementing the idea of management on the basis of the network principle, which has been repeatedly stated by experts, but has never been accepted by practice. On the basis of the concept of modern adult education as an educational environment, and of the value of the diversity of forms and methods that arise and tested in the practice of informal education of self-organizing structures, the necessity of creating infrastructure to support them as growing points, creating a communication channel for representatives of systemic and extra-systemic areas of the adult educa-tional environment is proved.
|KUPRIYANOV B. V., SMIRNOVA I. E.|
Key words: children's music school as a social institution, results of children's music education, history of extracurricular education in the USSR, focused structured interview, education as social reproduction.
|CHILDRENS MUSIC SCHOOL OF THE SECOND HALF XXI CENTURY (reconstructions based on modern memoirs)
The relevance of the research on the reconstruction of the results of children's music schools in the second half of the twentieth century is due to a number of reasons: the mass nature of this type of organizations, both in the Soviet period and at the present time; the ability to record the results in 25–50 years after graduation, the presence of theoretical grounds for constructing a scheme of results of activities, the development of appropriate tools in sociological science (interviews). The empirical part of the study involved conducting a retrospective structured interview with narrative elements, the sample consisted of 73 respondents. In accordance with the scheme of interpretation of interview materials developed on the basis of analysis of texts on the sociology of education, theory and methodology of music education, it was possible to record the following results: reproduction of socio-professional groups of musicians and music teachers; formation of consumer standards of the population in the sphere of musical culture; formation of necessary social and professional qualities in representatives of these groups. The interviews allowed for the actual level to confirm the legality of the scheme and also specify the schema of certain parameters (the proportion continuing their education, the proportion engaged in music professionally, the proportion identifying with our music as their profession, the proportion practicing in your spare time from home music, etc.). The special attitude of graduates to classical samples of musical art testifies to the effectiveness of the impact of training in DMSH. The main educational results of training in a music school can be noted: the formation of a value attitude to music, the development of musicality and ability to perform musical works. Special attention should be paid to the institutional results of the music school-the development of the emotional and volitional sphere of students (self-regulation, self-organization, self-discipline, responsibility, both in the value and operational sense).
Key words: prevention programme, social pathology, drug consumption, socio-pathological phenomena.
|SCHOOL PREVENTION SPECIALIST
Schools must imperatively react to constant and rapid developments in all spheres of social life, thus placing ever higher demands on them. Schools are one of the crucial actors in education and socialisation, but can also be a place where a pupil first encounters elements of social pathology such as drug consumption, bullying, criminality, physical and mental abuse etc. According to some studies, pupils from dysfunctional families, not doing well at school, with a high potential for aggression, who are unable to submit to the rules of school behaviour and create their own value preferences are at higher risk of failure. For this reason, school plays an important role in the process of prevention of socio-pathological phenomena. As far as preventing drug addiction in children and youth is concerned, it is necessary to create and identify internally with positive social standards which might form certain barriers in individuals at risk of pathological behaviour. Children must be given space to discover themselves, their moral qualities, their insufficiencies, and above all to shape their own self-respect. And it is the very environment of the school which provides space for meeting these needs, as well as being a space where each prevention programme can be expertly planned and carried out.
|DERBUSH M. V., SCARBITCH S. N.|
Key words: training of mathematics, innovative technologies in training, information technologies in training, online services in training, online boards, augmented reality in the training of mathematics, mental maps, microblogging.
|INNOVATIVE APPROACHES TO THE USE OF INFORMATION TECHNOLOGIES IN THE PROCESS OF TEACHING MATHEMATICS
Among the means of teaching mathematics, information technology has occupied its important place for a long time. The use of multimedia presentations, test shells, electronic textbooks, specialized programs for graphing functions or geometric objects has become an integral part of the process of teaching mathematics. The constant development of information technology offers other options for their use in the educational process, discussed in this article. The use of interactive exercises, mobile devices, interactive whiteboards, services for creating mental maps, microblogging, applications based on augmented reality allows implementing innovative approaches to the process of math teaching. This article analyzes the applications that allow these opportunities to be implemented, the directions of their application in the educational process are considered, and guidelines for their use in the process of teaching mathematics are given in order to increase the cognitive activity and interest of students, as well as the effectiveness of the learning process as a whole.
|DMITROCHENKO T. V.|
Key words: critical thinking, subjectivity, professional subjectivity of a future teacher, level of subjectivity, level of development of critical thinking, methodological complex, future teacher.
|STUDENT CRITICAL THINKING AND SUBJECTIVITY DEVELOPMENT AT A PEDAGOGICAL UNIVERSITY
The article is devoted to the urgent problem of the development of critical thinking and the formation of subjectivity of a future competitive specialist. The literature analysis on the problem is presented. Based on the analysis, in accordance with the purpose and subject of the study, definitions of the concepts of «subjectivity» and «critical thinking» specified by the author are given. The purpose of the pilot study was to establish the initial level of development of four-year students critical thinking and subjectivity. The article provides the rationale for the developed diagnostic complex of techniques required for the study. The results of the study are presented, confirming that the subjectivity and critical thinking of students are interconnected and are at an insufficient, average level. Based on these results, the author of the article concludes that the training of a future specialist does not fully meet the requirements described in foreign and national regulatory documents. To solve the problem under study, the necessity of creating special psychological and pedagogical conditions in the professional educational process of a pedagogical university to build up subjectivity and critical thinking of future teachers is substantiated.
|VOLKOV V. N.|
Key words: development of education; innovative activity in education; regional innovation sites; school management; innovative development scenarios.
|ABOUT SCENARIOS OF INNOVATION DEVELOPMENT OF SCHOOLS
The article considers the issues of increasing the effectiveness of the innovative activity in the Russian educational system in modern conditions. The author made an analysis of publications on working with innovative sites in 10 regions of Russia, and highlighted their common components; author proposed the additional component. Based on the analysis in article proposed the idea of «innovative development scenarios» of schools, which implies a consistent change in the formats of innovative activity provided both at the level of the school itself and from the educational authorities. Such a scenario approach is considered as one of the conditions for developing a development strategy for schools and as a means to increase the effectiveness of the prognostic component of management. The concept of «innovative development scenarios» is described descriptively and graphically by examples of innovative activity of a sample of schools of St. Petersburg in 2015–2020.
|KOSOVA E. A.|
Key words: e-learning, distance learning technology, online courses, web-accessibility, persons with disabilities.
|THE ACCESSIBILITY OF E-LEARNING FOR THE DISABLED IN THE RUSSIAN FEDERATION: LEGAL FRAMEWORK
The paper presents an overview of the Russian Federation regulations in the field of educational access for people with disabilities. The aim of the review was to identify potential gaps in the legislation, to determine optimal strategies and mechanisms for providing the accessibility of e-learning for all students using distance learning technologies. It was found that Russian Federation regulations support the implementation of e-learning in the educational process of students with disabilities, in particularby means of online courses. However, the mechanisms for providing the accessibility of educational web resources for all students in peremptory law are absent. The need for introducing the provisions regulating the accessibility of e-learningto federal regulatory acts and forcing educational services providers to comply with accessibility requirements has been identified. National standards in the field of e-learning should be revised by including requirements for the development of accessible e-learning web resources, relying on the international web accessibility standard WCAG 2.1 and the national standards GOST R 54937-2018 and GOST R 52872-2019.
|SOKOLOVA E. I.|
Key words: digital education, digital competence in education, cybersecurity, data analysis, forsight studies.
|DIGITAL COMPETENCE AND TECHNOLOGY IN EDUCATION (according to the materials of the European Commission)
The European Commission has adopted a Digital Education Action Plan which includes direct actions to support technology use and the development of digital competence in education. The Digital Education Action Plan is the focal point of e-learning and e-education importance nowadays in the European Union. Adopted by the European Commission, it supports technology-use and digital competence in education through actions such as artificial intelligence, cybersecurity and digital entrepreneurial skills. The Action Plan has three priorities, setting out measures to help European Union Member States to meet the challenges and opportunities of education in the digital age. As such, Actions specifically suggest measures to make better use of digital technologies for teaching and learning; to develop digital competence and skills and improve better data analysis and forsight.
|ZAKHAROV L. V.|
Key words: motivation of the subject of self-determination, provocative approach to career guidance, the two-level model of motivation.
|A PROVOCATIVE APPROACH TO THE CONSTRUCTION OF CAREER GUIDANCE WORK: A MODEL OF TWO-LEVEL MOTIVATION OF THE SUBJECT OF SELF-DETERMINATION
This article presents the development of the ideas of the so-called «provocative» approach to career guidance. This approach is based on the hypothesis that the subject of self-determination actually experiences a lack of motives, and not a shortage of career-oriented resources. Previously, we have shown three reasons why the need for self-determination may be poorly formulated or absent at all . However, the question of what internal processes can (or should) form the motivation of the subject of self-determination remained unclear. What will change if we consider it as a psychological functional system that can serve not only local behavior in stable conditions, but also long-term activities in situations of high complexity and uncertainty? To solve this question, we have proposed a two-level model of motivation that explains both the development and the decline of human activity in making and implementing vital choices in conditions with a large number of uncertain factors and consequences. Practical use of the described model makes it possible to develop effective measures to motivate subjects of self-determination and build long-term productive work with them.
|BAYBORODOVA L. V., ZELENOVA D. A., POPOLITOVA O. V.|
Key words: scientific and practical conference, rural educational organizations, national project «Education».
|DEVELOPMENT OF RURAL EDUCATIONAL ORGANIZATIONS IN THE CONDITIONS OF IMPLEMENTATION OF THE NATIONAL PROJECT «EDUCATION»
The article presents current trends in the development of education in rural areas of Russia in the format of a review of the content of the all-Russian scientific and practical conference «Development of rural educational organizations in the context of the National project “Education”», held in March 2020. The main ideas and provisions of the main reports of the plenary session, presentations at seven sections and master classes held as part of a large-scale scientific and practical event are summarized. Topical issues are reviewed: education and training of rural schoolchildren, due to the features of the modern generation of children, the specifics of educational conditions in rural areas, the resources of rural society; professional development of teachers and scientific and methodological support of training of teachers for rural areas; improving the content of education, searching for new pedagogical tools, using digital technologies, and providing conditions to meet the needs of rural children and their parents for quality education. The proposals of the conference participants for the successful implementation of The national project «Education» in rural schools were recorded. The features of the scientific and practical event implemented in a modern remote format are analyzed. The advantages and positive aspects of conducting the conference online, as well as difficulties, mainly of a technical nature, were identified. The potential of the event in the expansion and development of interaction between subjects of different organizations and regions, professional development of teachers and innovative activities of rural educational organizations was noted.
|ORZECHOWSKI P. A., STEPANOV S. Y., MISHINA I. B.|
Key words: creativity, ability, evaluation, criteria, thinking actions, divergence, convergence, lessons.
|DEVELOPMENT AND EVALUATION OF CREATIVE ABILITIES OF STUDENTS IN THE CLASSROOM IN THE CONDITIONS OF DIGITALIZATION OF CONTINUING EDUCATION*
The article presents the approach to solving the problem of creative development of schoolchildren and assessment under conditions of digitalization of continuing education. Based on the material of teaching to a school chemistry course the authors consider a computerized method for organizing student creative activities at chemistry lessons as well as continuous evaluation of the results of their creative development when they perform subject-specific creative tasks in chemistry. The article describes in detail the psychological and pedagogical foundations and specific methodological procedures such as criteria and formulas for continuous quantitative assessment of student creative development using the «Creo Datum» computer program developed by the authors of the article. The organizational part of the implementation of the «Creo Datum» program involves the possibility to use both student personal computers and smartphones. The article explains how this network interface allows students to log in the digital system and receive creative assigments, the progress and results of which are recorded in digital devices. Almost simultaneously, the «Creo Datum» digital system automatically makes the necessary calculations and outputs the processed results for an instructor and each student individually. The article provides for visualization examples for the results and process of student creative development based on a quantitative assessment of such creative thinking parameters as divergence and convergence. As a result, the authors emphasize that the «Creo Datum» computer program allows the teacher, to carry out both the organization of student creative development and continuous automated monitoring of key parameters both for individual students and for all the classes without disrupting the course of the educational process in the standard educational chemistry program on the subject.
|DAUTOVA O. B., IGNATEVA E. Y., SHILOVA O. N.|
Key words: blended learning, mass blended learning format, digital learning environment, digital transformation of education, teacher’s readiness for blended learning.
|MASS BLENDED LEARNING FORMAT HOW TO MOVE TOWARDS DIGITAL EDUCATION
The article is devoted to the substantiation of the possibility and expediency for switching to the mass format of blended learning under conditions of transformation in education. The article is based on the results of theoretical analysis of information sources, generalization and conceptual synthesis, as well as the results of the online survey on secondary school teachers willingness to transfer to blended learning. The hypothesis on didactic principle in learning process between inner motivation on one hand and self-reliance and responsibility on the other hand is formulated. The authors summarize the main challenges of learning experienced in the period of pandemic while using digital platforms, services and resources en masse. The challenges mostly are connected with rethinking the basic pedagogical concepts (self-organization learning, self-reliance, digital skills, learning motivation, content of education, etc.). The authors present pedagogical interpretation of the phenomenon of the digital educational environment from a position of relational approach. In conclusion the SWOT analysis results of blended learning is given. The blended learning potential to solve the issue of adapting education to specific circumstances of digital society are highlighted. The biggest threat is in unconsidered and pedagogically meaningless attempts of introduction digital technologies. As such, the authors conclude that it is impossible to transfer the traditional learning model to a digital one.
|GOLOVACHEV V. S.|
Key words: education, moral and aesthetic education, educational institution, cultural institution, preschoolers, integration, project.
|INTERDEPARTMENTAL INTEGRATION IN THE MORAL AND AESTHETIC EDUCATION OF PRESCHOOL CHILDREN
The article deals with the problem of moral and aesthetic education of preschool children under conditions of interdepartmental integration of methodological, pedagogical personnel and material and technical potential of educational institutions (preschool departments of educational complexes and kindergartens) and cultural institutions (children's public libraries) on the basis of joint projects. The balanced moral and aesthetic education in the system of preschool education is considered as the сentral task of forming an integral developed personality of the child in the context of joint work of the family, educational institutions and culture. The problems of moral and aesthetic education of preschool children are revealed, the potential of the project method is presented, and a model of effective potential institutions integration in the work with the preschool children is proposed. The results of experimental work on the implementation of the integration interdepartmental project that is a creative competition for preschoolers named «Kalevala – Country of the Sun» held at the sites of the project implementation. The objective and the tasks of the project, the stages of its implementation, and the resources involved are disclosed. Based on the quantitative and qualitative indicators of the survey, the conclusions about the effectiveness of the presented model of interaction are made, and methodological recommendations are given
|BABAKOVA T. A.|
Key words: system-activity approach, competence of lifelong education, cognitive competence, universal competence, independent educational activity, general educational skills, educational assignments.
|INDEPENDENT LEARNING ACTIVITIES SYSTEM FOR STUDENTS AS A MEANS OF FORMING COGNITIVE COMPETENCE (based on pedagogical disciplines)
The article is devoted to the problem of organizing extracurricular independent work of students in the context of students' cognitive competence formation. Based on the analysis of the essence and composition of lifelong education competencies and universal competencies for higher education, it is shown that cognitive competence is the most important component for lifelong education competence formation. In accordance with the activity approach, cognitive competence is characterized as a personality quality in the aggregate of motivational, cognitive, operational and reflexive-evaluative components. The organization model of independent educational activities is presented on the basis of the competence-based and system-activity approaches. Special place in the implementation of the activity approach is given to the formation of professional and general educational skills and student motivation to master them. The task system for independent educational students activities has been established. It includes 3 groups of tasks: a) reproductive, providing recognition and reproduction of information; b) productive, aimed at obtaining a new product based on the logical and creative application of knowledge, recoding information; c) reflexive-evaluative, associated with self-assessment of the process and results of independent learning activities and the student's personal qualities. The types of tasks in each group are presented. Attention is drawn to the need of using pedagogical support technology for students independent educational activities, ensuring its purposeful planning and providing the necessary assistance for students. Learning activities considered as the main pedagogical means of the named technology helping students to focus on the formation of cognitive competence. Information on the implementation of the independent learning activities system organization is presented, some possibilities and limitations are briefly indicated.
|NARBAYEVA E. A., SERGEEVA K. K., DERKATCH A. M.|
Key words: digital technology, English language, education technology, Siri, Alisa, search engines
|DIGITAL TECHNOLOGIES AT THE ENGLISH LESSONS: EFFICIENCY ISSUE
The article presents the results of empirical research on the use of digital technologies at the English lessons. The research was conducted in the St. Petersburg Gymnasium № 505 in 2018–2020 years. It is based on the typical ideas of effective digital and web technologies introduced in a standard school lessons. It is proved English-language search engines such as virtual assistants Siri and Alisa cannot be considered as learning technologies. The authors describe problems of applying similar methods at the English lessons. The phenomenon of «content blindness» is confirmed by the research. Based on the data obtained during the research, the effectiveness of methods of interaction with digital environment in order to achieve meta-subject learning outcomes is substantiated.
|OSTROVERKHAIA I. V., ANDREEVA N. V.|
Key words: competition activity, challenge-competition, success situation, methodological support of competitors, visibility, visualization of scientific information.
|WEB-BASED COMPETITION «INFOCAT»: SPECIFICITY AND DEVELOPMENT PROSPECTS
Despite being a relevant and efficient mechanism for the development of students’ competencies, competitive activity is not devoid of factors reducing its effectiveness. Arranging the web-based English-language «Infocat» competition, teachers of the Resource Centre of Foreign Languages of Immanuel Kant Baltic Federal University (the IKBFU) attempted to overcome such controversial aspects of competitive activity as the lack of development of methodological support of competition and out-of-competition events, limited audience, stressfulness of the competition environment. The article presents the pilot experience of the «Infocat» competition aimed at developing a set of key competencies of the contestants including cognitive, foreign language, information, design, evaluation and communication components. The «Infocat» competition is based on the project method involving the development of an intellectual and creative product, which is an «infomap» implementing the principle of visualization in training and representing a one-page electronic textual-infographic document that organizes and visualizes information in the indicated sections. The object of the current study turned out to be the products of competition activity created by the pilot contingent of contestants including the entire list of sophomores of the Institute of Living Systems of the IKBFU who were finishing the «English Language» course at the initial stage of training at university. A questionnaire survey of the contestants, an element-by-element analysis of competition infomaps, ranking, quantitative calculations, and a correlation analysis were employed to describe the results of the web-based «Infocat» competition. The article presents the results of evaluating competition infomaps in accordance with such criteria as «Content», «Text literacy», «Technical literacy», «Visualization», and «Sources». A correlation was established between the time spent by the contestants on creation of an infomap and the total number of points they received as a result of the competition. A list of methodological support is provided that contributes to the creation of an integrated web-based space simultaneously on the two electronic platforms – the university’s online learning portal LMS and the competition site on the VKontakte social network. The «Infocat» competition appears to be a challenge-competition for both the contestants and the organizers. The specificity of the «Infocat» competition lies in the use of the web-based format ensuring visibility, entertainment and round-the-clock accessibility of all competition and out-of-competition events; in the environmental friendliness of the competition products developed in the form of soft copies; in expanding the competition audience by providing the opportunity to participate in the competition for absolutely all sophomores as well as by attracting freshers to out-of-competition events; in stimulating the situation of success by organizing detailed methodological support. Directions of further work related to the improvement of the pedagogical support procedure of the competition activities as well as the study of the educational potential of competition products were determined. The presented description of the arrangement, implementation and discussion of the «Infocat» competition results as well as the analysis of the problems discovered during the competition piloting and their possible solution in the future can be used by university and school teachers when arranging such competitions in their educational institutions as part of lifelong education.
|KOSOVA Y. A.|
Key words: international law, human rights, disabled people, accessibility of education, educational services, web-accessibility.
|ACCESSIBILITY OF EDUCATIONAL SERVICES FOR PEOPLE WITH DISABILITIES IN NORMS OF INTERNATIONAL LAW
The paper presents a review of international legislation in the field of protecting the rights of people with special needs to accessible education (a total of 60 texts analyzed). It was found that the issues of the rights and freedoms of people with disabilities are worked out in detail in the international law documents. The right to education and its accessibility is protected. The general direction of «equal opportunities» and «full participation» is sustained. The legal procedures to regulate the accessibility of educational services for everyone have been introduced. The need for developing national web accessibility policies and standards has been identified. One of the main obstacles to the full realization of the rights and freedoms of people with disabilities is the lack of readiness of States parties to the Convention on the Rights of Persons with Disabilities (2006) to ratify the Optional Protocol regulating legal liability for direct and indirect discrimination on the basis of disability. It is necessary to bring the legal bases of the participating States in line with the norms of the Convention, that is, to provide state guarantees of legal protection of people with disabilities in all areas, including education and training.
|BULKINA K. I., EMANUEL T. S., EMANUEL Y. V.|
Key words: teacher, image, brand, personal brand of the teacher, branding, professional, self-realization, modern teacher, modern tools of promotion in the network.
|APPLIED ASPECTS OF FORMATION AND DEVELOPMENT OF A TEACHER AS A PERSONAL BRAND UNDER MODERN SOCIO-CULTURAL CONDITIONS
The issue of the teacher’s personal brand has recently become much more relevant as the modern society places new demands on a teacher personality. The article deals with challenges related to the problem of forming and maintaining the image of a modern teacher through personal branding. The key factors that actualize the need to build up the personal brand of a teacher are highlighted. The main stages of the teacher’s personal brand formation under modern sociocultural conditions are defined and contensively filled, namely: analytical, design, marketing, reflective. A model for constructing a pedagogical specialist personal brand is proposed based on the results of a study aimed at identifying the attitude of practicing teachers to personal brand issues, identifying techniques and strategies for the brand creating and promoting that are used in the pedagogical community as well as the degree of awareness in performing this activity. The study identifies the main social networks preferred by educators, summarizes the key types of published material, determines the average amount of time spent on maintaining a professional blog and participating in the activities of professional online communities, defines the typical tools used to promote a personal brand, shows the reasons for active online activities, and also sums up certain tools and parameters for assessing the personal blogging results.
|SIMAKOVA A. V., GURTOV V. A.|
Key words: Russian Arctic zone; youth; vocational education system.
|POTENTIAL OF THE VOCATIONAL EDUCATION SYSTEM OF THE RUSSIAN ARCTIC ZONE TERRITORIES
In the Russian Arctic zone there is still the remaining problem of the shortage of qualified personnel in the economy, which the regional vocational education system is called to level. School graduates are the main subject of the functioning of the vocational education system. Therefore the urgent problem is the conformity of the possibilities of the vocational education system to accept and train at the expense of the budget of school graduates of the region. Given the shortage of personnel, a decrease in the number and migration outflow of young people from the regions, for the Arctic, the issue of training demanded personnel is especially relevant. The study focuses on the characteristics of the demographic situation and the position of youth in the labor market of the Arctic regions. The authors analyzed a large array of statistical indicators. On this basis calculations have been made that characterize the potential of the vocational education system of the subjects of the Arctic zone. The research is based on general scientific methods, as well as comparison and mathematical modeling. Thus, the article is to analyze the potential of the vocational education system of the regions and bleaching territories of the Russian Arctic zone in training personnel through the use of their own «regional capital» – graduates of schools in grades 9 and 11. At present, without the introduction of new elements of the organization of vocational training, the vocational education system in most of the Arctic regions cannot provide the entire volume of school graduates with the development of an educational program in their native region.
|MARKOV B. V., VOLKOVA S. V.|
Key words: philosophical reflection, education, human being, digitalization, education policy, quality of education, e-technologies, mission of the university.
|DIGITALIZATION AND EDUCATION IN THE MIRROR OF PHILOSOPHICAL REFLECTION
The article presents philosophical speculation on education in the context of the digital society current trends. The goal of the research is to comprehend the nature of economic and ideological processes that change society in general and education as part of culture in particular. Interpretation of education as the most significant part of a symbolic capital that brings success for international competition led to formulate the risks of «economy» at the account of wide spread online learning technologies. Substitution of «meaningful» practices for new interactive learning programs actualizes the need to search for additional ways as supplements of digital learning technologies with traditional practices of book culture. The future of traditional pedagogy and human upbringing in the light of the theory of artificial intelligence and gene technologies development is also under special consideration. Keywords: philosophical reflection, education, human being, digitalization, education policy, quality of education, e-technologies, mission of the university.
Key words: educational analytics, mega-trends, digital transformations, «pre-covid» and «covid» periods, social problems.
|STRATEGIC TRENDS IN EDUCATIONAL ANALYTICS OF FINLAND AND RUSSIA: A COMPARATIVE APPROACH
The article presents the education system analysis from the point of view of the possibility of effectively applying the experience of Finland in post-Soviet countries, primarily in Russia, as well as in the Baltic States and Kazakhstan. Special emphasis is placed on digital learning experiences. The article identifies the key reasons for the diversity of assessments of educational practices in the same country. Two methodological directions of analytics and interpretations of the Finnish and Russian educational space are considered. The dominant topic of the «politicized» direction of the «school» analytics in Finland and Russia is revealed. The analysis of the controversy about digital and distance learning in the Russian-speaking professional field is presented. Attention is paid to «trolling» technologies and technologies of «rocking a boat» in the analytical discourse of educational transformations. The article formulates the methodological foundations and considers the genesis of the politicized aspects of the construction of social problems around the topic of digital transformations of education. The article considers the target guidelines for the development of constructive foresight analytics on applied learning problems in the context of digital transformations.
|ZAKHLEBNY A. N., DZYATKOVSKAYA E. N., ERMAKOV D. S.|
Key words: Scientific Council on environmental education, system of continuous environmental education, culturological model of environmental education content.
|HISTORY AND PERSPECTIVES OF DEVELOPMENT OF THE SYSTEM OF LIFELONG ENVIRONMENTAL EDUCATION (for the 50-th anniversary of the Scientific Council for environmental education of the Russian Academy of Education)
The Scientific Council on environmental education of the Russian Academy of Education established in 1970 as the Problem Council for environmental education of the Academy of Pedagogical Sciences of the USSR commemorates the 50th anniversary since its foundation. The article highlights the contribution of this public scientific experts association into the formation of the environmental education for sustainable development, one of the priority areas of modern education. There are several opinions about the beginning of the history of the future system of lifelong environmental education (SLEE) in our country (late XIX – early XX centuries, 1960s, 1991); however, only in the second decade of the XXI century some publications describing the features of the conceptualization of general environmental education as the primary stage of development of the SLEE appeared in scientific literature. The various foundations for developing the concept of continuous general environmental education are analyzed and the expediency of a cultural approach to the design of its trans-disciplinary content is proved. The article presents the results of a survey on the cultural model application for designing the content of environmental education for sustainable development conducted in 2020 by the Scientific Council members generally confirming the main conclusions of theoretical and methodological research in recent years.
|KUZMENKOV A. A., FEDOROVA A. V.|
Key words: distance learning, additional professional discipline, digital education, information and educational environment.
|IMPLEMENTATION OF THE PROGRAM OF ADDITIONAL PROFESSIONAL DISCIPLINE IN HIGHER SCHOOL IN DISTANCE FORMAT
The article is devoted to the problem of implementing an additional professional discipline for students studying in the technical direction of training, in the context of an urgent transfer of higher education to the online format. As a research task, it is designated to clarify the problems and difficulties associated with the transition to a distance learning mode to assess the possibilities for the existence and development of additional professional discipline. As the main research methods, we used a survey and questioning of students who traditionally studied in the first half of the discipline being studied, online – in the second part of the discipline. The features of the transfer of training in an additional professional discipline to the online format, changes in the teaching methodology with an indication of the teaching aids used are characterized. Based on the analysis of the data of the survey of students and the results of observations of the work of students, the following conclusions were made: the transition to learning in a distance format, despite the emerging mobility of learning, did not contribute to the development of students' self-organization skills and increase their interest in learning; distance learning technology, if considered as a completely non-contact form of education, can be used only as a forced measure. The expediency of modifying the program and methods of additional professional discipline in the context of blended education and the need to develop «digital didactics of vocational education» are emphasized.
|LEUSHINA N. A.|
Key words: metacognitive competence, lifelong education, foreign language reading, metacognitive knowledge, metacognitive strategies, self-instruction, scanning.
|METACOGNITIVE KNOWLEDGE IN TEACHING READING IN ENGLISH TO ENGINEERING STUDENTS: ROLE, COMPONENTS, AND WAYS OF DEVELOPMENT
The article focuses on the issues of self-organization and self-instruction of engineering students in the process of studying a foreign language, in particular, training in foreign language reading, key component of foreign language communicative competence. The article discusses the approach to teaching foreign languages associated with achievements in the field of metacognitive study. The metacognitive approach is relevant for lifelong education since it is aimed at developing students' ability to independently assess and regulate their cognitive sphere development during their studies at the university and in their future professional activities. This article defines the role of metacognitive knowledge as a basis for applying metacognitive and cognitive strategies, as well as components of metacognitive knowledge in teaching foreign language reading at a university level: person/self knowledge, task knowledge, and strategy knowledge. The methods for using metacognitive knowledge in teaching foreign language reading to engineering students (discussion, questionnaires, questions for reflection, memos, etc.) are presented. The article provides examples of these application methods in teaching scanning reading.
|RYBICHEVA O. Y.|
Key words: smart education, smart technology, smart environment, smart learner, smart device.
|ASSESSMENT OF POTENTIAL ADVANCED SMART TECHNOLOGIES IMPLEMENTATIONS IN THE PRACTICE OF RUSSIAN EDUCATION
The article is devoted to assessing the potential advanced smart technologies implementations of the Russian Federation educational institutions. The author focuses on the lag behind the demands of society, despite the accelerating digitalization of education; arguments are made in favor of further educational process technologization through the use of flexible systems including smart education. The paper unfolds the essence of the concepts «smart education», «smart technology», presents and describes smart technologies that have been successfully implemented in various countries of the world, and highlights the requirements for their use in the educational process. Based on the analysis of the official statistical data for 2010–2018 and the results of a poll conducted in 2018 by the NAFI Analytical Centre the households and educational institutions provision necessary for the implementation of smart technologies equipment and Internet access was identified, as well as students and teachers abilities in digital skills. As a result, the author makes conclusion that there are smart technologies that can be implemented in the Russian education and smart technologies that can be used only if a number of conditions are met.
|RUMYANTSEVA А. V.|
Key words: distance learning, online learning, teenagers, subjective representations, content analysis.
|ONLINE LEARNING TROUGH THE TEENAGERS EYES
The article is devoted to the challenges the teenagers faced under conditions of urgent transfer to online learning, their motives for going back offline, and the advantages of distant learning from their point of view. The subjective online learning representations of the 8th grade students in social net works were studied through content analysis. The categories they operate without the factor of social desirability pressure were identified and the frequency of their occurrence is investigated. The analysis showed two types of difficulties: technical challenges (problems in using E-mail for children, crushes and overloads) and communicational (fear of making a mistake, lack of experience in business correspondence). Advantages are found for adolescents with a number of personality traits: sensitive ones (who suffer from classroom noise), victims of bulling, anxious children, fast- and slow-learners. These results provide new targets for interventions in pedagogical process during e-learning.
Key words: hardiness, helping professions, students of psychology, students of teaching pedagogy, students of social pedagogy.
|HARDINESS IN STUDENTS OF HELPING PROFESSIONS
This study deals with the concept of hardiness which is understood as a key property of an individual's resilience. The aim of this study was to examine and compare the degree of hardiness in students of psychology, teaching, and non-teaching pedagogy depending on their age and field of study. Quantitative research was carried out in the form of a questionnaire survey using the Personal View Survey research tool. 260 students of the combined form of study took part in the research survey. One-factor ANOVA and Post-hoc tests showed significant differences. The highest level of hardiness was observed in students aged 31–40 years. No difference was found between the youngest and the oldest age cohort. From the point of view of the field of study students of psychology have significantly higher mental resilience than students of pedagogical fields. The degree of hardiness in students of teaching and students of non-teaching pedagogy is without major differences.
|YERMOLENKO R. E., RAEVSKAYA E. A.|
Key words: lifelong education, formal (non-formal, non-formal) education, Development Program of the Institute of Pedagogy and Psychology, Model of Continuing Pedagogical Education of the Republic of Karelia, Pedagogical Consortium.
|THE INSTITUTE OF PEDAGOGY AND PSYCHOLOGY DEVELOPMENT PROGRAM AS A TOOL FOR THE LIFELONG PEDAGOGICAL EDUCATION IN THE REGION
The article is devoted to the problem of the implementation of lifelong education in modern conditions, characterized by the absence of a national concept of its development The article describes the possibility of developing continuous pedagogical education in the region on the basis of an educational organization of higher education. The development program of the Institute of Pedagogy and Psychology of Petrozavodsk State University is presented as a tool for the implementation of lifelong education. The system of measures of the Development Program is presented through the main forms of lifelong education: formal, non-formal and informal. The structure of management of the development of lifelong education is described: the Innovative Pedagogical Consortium of the Republic of Karelia, the Pedagogical Innovation Park of PetrSU, basic departments and university organizations. Models of the concept of the Development Program of the Institute of Pedagogy and Psychology of Petrozavodsk State University and lifelong pedagogical education in the Republic of Karelia are described. As a result of the implementation of the Institute's Development Program, a single space of pedagogical education is shown, focused on ensuring the continuity of all levels of education and involving teachers, managers, employers, future specialists, and the general public in the educational process.
|FILIMONENKO I. V., RAZNOVA N. V., KARPYCHEVA O. V.|
Key words: labor market, gap, management mechanism, professional competencies, cluster of professional competencies, continuing education, economic sector.
|GAP MANAGEMENT IN REGIONAL LABOR MARKETS BASED ON PROFESSIONAL COMPETENCIES CLUSTERS
The changes in the internal needs of the economy in terms of labor resources professional competencies focused on digital, cognitive and innovative technologies are one of the most urgent problems of managing regional labor markets, associated with the emergence of gaps in the structure of demand and supply of labor resources and professional competence of specialists. The complexity of solving this problem is mediated not only by the complexity of the region's economy, but also by the lack of a logical monitoring mechanism, scientific and methodological approaches, and tools for identifying and measuring qualitative gaps between supply and demand in the region's labor markets. The purpose of the article is to develop a methodological approach to managing gaps in the labor markets of the region based on diagnostics of changes in parameters in clusters of professional competencies of labor resources, taking into account current and future business development strategies, which allows clarifying the trajectories of industry professional retraining of personnel. The methodological solutions proposed by the authors are based on a deep content analysis of scientific publications of domestic and foreign authors in relation to the identified problems, which allowed us to develop the author's approach to multi-level modeling of differentiated clusters of professional competencies by types of economic activity, categories of personnel (levels of training), with their subsequent division into groups of competencies (hard-skills, digital-skills, soft-skills); the algorithm of diagnostics, business entities, the concept of systematization of competencies that allow you to design the architecture of competencies that can be used in the development of models and profiles of competencies, as well as in Educational programs for training personnel by professional education institutions. The authors' developments are aimed at forming the scientific and methodological basis of the regional system of advanced training and continuing education, improving the mechanisms of interaction between government entities, businesses, educational institutions and the population; a proactive policy of leveling gaps in local labor markets and increasing the availability and consumption of educational services by the population of the territory.