List of abstracts, 2022 all issues
Key words: «fricative-fake» cluster, «surrogate» authorship, academic ghostwriting, provocative triggers, educational transformations, destruction of university practices, expert circle of professionals, Russian-speaking science and higher education.
|«FRICATIVE-FAKE» CLUSTER OF ADDITIONAL ACADEMIC SERVICES AS A PHENOMENON OF UNIVERSITY PRACTICES DESTRUCTION: PROBLEMS AND WAYS OF SOLUTION
The article discusses the systemic prerequisites and deep sources of the formation of a «fricative-fake cluster» of surrogate student works in the Russian-speaking educational space. This phenomenon is considered as a symptom of a «social disease» that requires a comprehensive professional solution. The article presents the results of an international comparative research of the recognition of this cluster and the demand for its services in Russia, Kazakhstan, and Finland. Socio-economic and axiological determinants of the problem are positioned as methodological foundations for the formation of this phenomenon. Particular attention is paid to selecting a number of loyal experts for a constructive problem solution as a prevention for the negative content escalation about the outstanding status of Russian-speaking higher education and science on the world stage.
Key words: Kazakhstan, higher education, research institutions, public administration, stakeholder clusters, New Generation Universities, models of HR-interaction, transformations in the sphere of science and higher education, biographical method HR-case study, introduction of world standards of education, integration, the world educational space.
|INSTITUTIONAL ASPECTS OF MODELS TRANSFORMATION OF HIGHER EDUCATION AND SCIENCE IN KAZAKHSTAN ON THE EXAMPLE OF THE SPECIALTY «PUBLIC ADMINISTRATION»: GLOBAL TRENDS AND LOCAL SPECIFICS
The article reveals the institutional features of systemic transformations taking place in Kazakhstan in the system of higher education and science. The results of empirical studies of the implementation of global initiatives in local models of «reboot» of educational and research practices are presented on the example of the specialty «public administration». The features of two stakeholder clusters of institutions of higher education and science presented in the educational space of Kazakhstan are considered. The design and applied research techniques are substantiated, aimed at identifying key determinants, hidden causes and historical background of the problem field in some formats of university practices and research initiatives regarding the specialty «public administration».
Key words: communicative competence, innovative educational environment, active learning.
|INNOVATIVE EDUCATIONAL PROJECT AS A BASIS OF FOREIGNG LANGUGE LEARNING COMPETENCY DEVELOPMENT
: today, great demands are made upon graduates of technical universities in the field of foreign language training. At the same time, the effectiveness of traditional foreign language teaching system is questioned. The lack of substantiated quality criteria of educational environment, as well as new linguistic approaches to language and communication cause us to reconsider the key components of communicative competence and conditions of its development. The purpose of the study is to analyze the results of an experiment on the implementation of an innovative educational project and to determine the components of competence-based environment model canvas for teach-ing a foreign language as an interactive activity. The article reviews the works of Russian and for-eign researchers on the issues of pedagogical innovation in teaching foreign languages, analyzes the concept «innovative educational environment». In the process of project implementation we identi-fied the key components of the innovative competence-based educational environment. They in-clude didactic material on business and engineering topics; peer tutoring, role playing, case study; blended, mobile assisted language learning by interacting with SPOC and open data resources; ex-tracurricular involvement in a discussion club, scientific conferences, foreign internships; feedback from students; a system of measures for educational process monitoring and control; cooperation with organizations contributing to language learning. The results of the project are applied in uni-versity educational policy aimed at introducing environmental solutions. The data obtained may be of interest to the researchers, educators and developers of innovative educational environment.
Key words: ecological culture, cultural creation, model of cultural environment, military education, military ecology.
|THE ECO-ORIENTED MODEL OF CULTURAL ENVIRONMENT AT THE MILITARY UNIVERSITY
The article is devoted to the urgent problem of improving the quality of environmental training of military personnel. There is a contradiction between the results of environmental training that cadets demonstrate at the university and the lack of interest in real environmental activities when performing military service activities. The analysis of the reasons indicates the need to shift the emphasis in the target settings from the position of «teach» towards the formation of the cadets' conscious need for familiarization with environmental culture and the development of environmen-tal orientation within their professional competence. The concept of «eco-oriented cultural envi-ronment» is revealed in relation to such concepts as «ecological culture», «ecological space», «transdisciplinary ecologization». The article presents a model of the functioning of an eco-oriented cultural environment in a military university, the components of which reflect the interaction of ed-ucational and military service components of training in the formation of the experience of cultural activity. The criteria and indicators of the formation of cognitive, emotional-value and behavioral components of the ecological culture of military personnel are disclosed. The expediency of imple-menting content-activity relationships between different cycles of university disciplines, as well as between the educational and military-service component of graduate training within the framework of an environmentally oriented cultural environment of a military university is substantiated.
Key words: problem-based learning, pedagogical technology, means, development, self-educational activity, students.
|PROBLEM-BASED LEARNING TECHNOLOGY AS A MEANS OF DEVELOPING STUDENTS SELF-EDUCATIONAL ACTIVITY
The article addresses the problem of self-educational activity development in the context of the lifelong learning implementation concept. The existing theoretical foundation of the problem-based learning theory might be used in working-out technology for students' self-educational activities development. The analysis of psychological and pedagogical literature made it possible to determine the es-sential characteristics of problem-based learning and highlight the main requirements for a problem situation development: relevance, discussion, scientificity, timeliness, practical use of the acquired knowledge. The author's technology of problem-based learning the essence of which is students' self-educational activity development is presented. The logical problem-level sequence of the technology under consideration is reflected in the following stages: problem-motivational; organizational-activity; reflexive-evaluative. The essential characteristic of the problem-based learning technology as a means of developing students' self-educational activity, methods and techniques of its imple-mentation on the example of «World Pedagogical Heritage» discipline are revealed in the article. Special attention is paid to such methods as problem statement, discussion, drawing up a plan of self-educational activity, reflection. The intermediate results of this technology implementation indicate positive impact over the structure and content of self-educational activities. Nevertheless, a promising direction seems to be the need to study the issue of students' preliminary readiness for its implementation in the aspect of forming the necessary self-education skills.
|PETROVICH O., RAEVSKAYA E.|
Key words: social-psychological adaptation, satisfaction, foreign student, long-life education, formal education, non-formal education, informal education.
|SOCIO-PSYCHOLOGICAL ADAPTATION OF FOREIGN STUDENTS IN THE CONTEXT OF LIFELONG EDUCATION
The article presents the results of a comparative study of the characteristics of the socio-psychological adaptation of foreign and Russian-speaking students in a Russian university, conducted on a sample of 204 respondents. The data obtained are considered in the context of the life-long education paradigm (through the specifics of the implementation of formal, non-formal and informal education). Theoretically, the procedural characteristics of adaptation are considered. A model for studying the success of the process of socio-psychological adaptation is described. In the field of formal education, the following was revealed: satisfaction with the quality of educational services; high attendance rate; reduced level of adaptation to the training group; difficulties in communicating with teachers; the presence of situational (examination) stress and the peculiarities of the influence of educational stress on health. In the field of non-formal education - activity in ex-tracurricular activities. It is shown that foreign students experience the greatest difficulties in the field of informal education, which depends mainly on the person's own efforts. Foreign students are characterized by a predominantly positive emotional attitude and a high level of adaptability.
Key words: women in science, measures to support women in science.
|WOMEN IN SCIENCE: RUSSIAN AND REGIONAL DIMENSIONS
Year 2021 declared as the year of Science and Technology, drew attention not only to scientific achievements, but also to the personnel problems in scientific sphere and the problems of building a scientist's career in Russia. Professional presence in the scientific environment involves constant educational and qualification growth (postgraduate studies, dissertation defense, obtaining academic degrees and titles). The traditional role of women in the family and psycho-physiological gender characteristics are factors that make it difficult to build a successful and continuous scien-tific career. The goal of the article is to compare the representation of women in science at the Rus-sian and regional levels based on quantitative data. The data for the study were taken from federal and departmental statistics, scientific literature written by Russian authors, and data from sociologi-cal surveys. Such indicators as the number of women in graduate students, the number of women in researchers, including women with a degree, the number of women in the leadership of scientific organizations at both the Russian and regional levels (using the example of the Vologda Oblast) are analysed. The analysis showed that with the growth of a scientific career from a graduate student to the head of a scientific organization, the proportion of women has a clear downward trend at the Russian level, which is also typical for other countries. At the regional level, all indicators can be more evenly distributed. The article highlighted the fact that there are practically no special types of support for women scientists in Russia.
Key words: kindergarten teacher at a medical facility, kindergarten at a medical facility, educational process in medical facilities
|TEACHERS WORK DESIGN AT HOSPITAL KINDERGARTEN
This study deals with the design of hospital kindergarten teachers' work. In our report, we focus on the characteristics of the work of four kindergarten teachers, who must be able to create an educational space from the hospital environment so that sick children can be well educated. The aim of the study is to reveal the working characteristics of kindergarten teachers at a regional hospital in the Czech Republic. A qualitative research design using a semi-structured interview and observation method was chosen. It was found that teachers must be able to work with limited opportunities and resources in an environment determined by the dictates of the disease. In addition, teachers are, by their profession and mission, a very specific and different element in the health care system with limited social support from the health care staff as well as colleagues. However, for sick children and their parents, they become a link where they minimize the negative consequences of illness and treatment, improve the quality of life of the whole family and contribute to care so that it is holistic and developing. One of the basic conclusions of this research is the need to learn about the characteristics of teachers' work in various specific environments where educational processes take place. These working conditions create a framework for the possibilities of pedagogical work in the hospital, which significantly affects the work outputs of teachers, and thus the educational outcomes of children.
|SETKOVA I., LUKINA A., CHERNYSHKOVA M.|
Key words: pedagogical activity, professional adaptation, professional development, young teacher; accompaniment, innovation activity, resource approach, activity.
|INCLUSION OF YOUNG TEACHERS IN INNOVATION AND PROJECT ACTIVITIES AS A MECHANISM FOR THEIR PROFESSIONAL ADAPTATION
The theoretical and empirical studies results of the adaptation problems in the teaching profession and work experience in supporting the professional adaptation of young teachers in educational organizations through their inclusion in innovative and project activities as part of teams of professionals are presented. The main difficulties and problems of adaptation of young teachers in the profession, taking place against the backdrop of a normative age crisis, are revealed. The data of a survey of novice teachers are presented, confirming the existence of problems and arguing the need for psychological and pedagogical support for teachers at the initial stage of their professional activities. It is shown that the currently prevailing forms of psychological and pedagogical support for the adaptation of young teachers in schools proceed from a deficit approach, are aimed at overcoming existing defi-cits, and thereby increase the feeling of their own inadequacy among novice teachers – they don't provide the development of internal resources of young teachers. The effectiveness of the resource approach and such a means of professional development of a young teacher as creating a situation for him that requires the mobilization and implementation of his various abilities to solve a specific professional task that is important for the teacher himself, in joint activities with other professionals, is substantiated. A method of supporting the professional formation of a young teacher at school through in-clusion in innovative project activities is proposed. Some real projects implemented by young teachers are described and their influence on the formation of young teachers and the perfection of the educational process at school are shown.
|VINOKUROVA N., LOSHCHILOVA A.|
Key words: transdisciplinary potential, transdisciplinarity, environmental education, cultural landscape, co-evolution, future teacher.
|TRANSDISCIPLINARY POTENTIAL OF THE CULTURAL LANDSCAPE AND ITS IMPLEMENTATION IN THE ENVIRONMENTAL EDUCATION OF FUTURE TEACHERS
Environmental education in the current conditions of the aggravated environmental situation is considered as a strategic priority of modern society and the most important condition for national security. The key link in solving this problem is the teacher. It is the environmental training and education of the teacher that determines the appearance of an environmentally-oriented person of the future. These provisions update the research topic. At the same time, the training of a teacher within the framework of the existing subject-centric model does not allow one to fully form an un-derstanding of the unity and self-worth of a person and the socio-natural environment surrounding him. In this regard, of particular importance in environmental education is the appeal to the objects of the real socio-natural environment, materializing the ideas of co-creation of man and nature. One of these objects is the cultural landscape, the transdisciplinary potential of which will make it possi-ble to implement the ideas of co-evolution in the environmental education of future teachers. The purpose of the article: to identify and reveal the transdisciplinary potential of the cultural landscape, reflecting the co-creation of man and nature, as well as the possibilities of its implementation in the environmental education of future teachers using the example of a transdisciplinary module. In the course of the study, the following set of methods was used: structural analysis, synthe-sis, systematization and generalization of scientific literature, design and construction. The compre-hension of the problem was carried out in the context of the ideas and provisions of the transdisci-plinary, co-evolutionary subject-activity, integral, landscape-environment approaches. Within the framework of the study, the transdisciplinary potential of the cultural landscape is defined and substantiated, which makes it possible to synthesize various «languages» of cultural assimilation of reality, ways of knowing science, art and other areas of spiritual experience. The features and structure of the transdisciplinary cultural and environmental module «Ecological edu-cation in the context of the co-evolutionary educational paradigm», the psychological, pedagogical and methodological foundations of its implementation within the framework of the master's pro-gram are disclosed. It has been established that the transdisciplinary potential of the cultural landscape makes it possible to realize in the environmental education of future teachers the ideas of co-creation, co-evolution of man and nature as the worldview base of modern environmental education and up-bringing. The identified theoretical provisions were the basis for the development of the author's transdisciplinary cultural environmental module aimed at the environmental education of future teachers.
|PLOTNIKOVA V., FOMIN A.|
Key words: tourism education, professional competence, project activities in tourism
|FORMATION OF PROFESSIONAL COMPETENCE IN THE SPHERE OF TOURISM BY MEANS OF PROJECT ACTIVITY
The economic efficiency of the tourism and hotel business depends on a set of factors including the professional competence of employees. Professional competence reflects the ability and willingness to use existing knowledge, skills in practical work, forming a model of an employee who is able to solve problems in the chosen field of activity and demonstrate the effectiveness of his work. It is implemented in a specific way of carrying out the productive activities of the enterprise and is formed in the process of studying at a university, the process of project activities including. The aim of the paper is to find the potential of project activities in the professional competence formation in the field of tourism and hospitality and give recommendations for its improvement. As a result of the study, the structure of professional competence in the field of project activi-ties was determined, including knowledge, experience, values, emotional-volitional regulation and readiness for activity. The main professional skills related to the formation of professional compe-tence of Bachelors Degree in tourism and hospitality, necessary for the effective solution of com-plex problems in the chosen field of activity, were identified. They are associated with the devel-opment of systemic, critical, flexible, creative thinking, design thinking and emotional intelligence. As a result of a survey conducted on the basis of Petrozavodsk State University and Leningrad State University named after. A.S. Pushkin, it was revealed that graduates of the tourism department during their studies have the opportunity to gain knowledge and experience in the field of project activities, they form a readiness to develop and implement projects, implement a value-semantic approach and the ability to regulate emotional and volitional qualities. To organize effective project activities in the educational process of the university, the authors highlighted recommendations aimed at using various forms of project activities that combine indi-vidual, pair, group and collective projects; the use of innovative educational formats, including in-teraction with the practices of the tourism and hotel business; purposeful work on a clear develop-ment of the stages of project work; the use of various forms of project presentation: power point presentations, videos, websites, scientific articles, with the preparation of technological and tech-nical documentation and demonstration of the project in the form of a master class. The proposed recommendations for working on projects are aimed at developing the professional competence of specialists in the field of tourism and hospitality and will be useful in the practical educational ac-tivities of the university.
|BABAKOVA T., KHRENOVA O.|
Key words: heuristic search methods, heuristic game, ecological and pedagogical education, green school.
|THE GAME AS A MEANS OF TEACHING HEURISTIC SEARCH METHODS IN ECOLOGICAL AND PEDAGOGICAL EDUCATION FOR STUDENTS
The article raises the problem of using the game in environmental and pedagogical education for students' mastering the methods of heuristic search. Ecological and pedagogical education is considered as a process and result of students' readiness for ecological education, both ecological and pedagogical components including. The heuristic game is viewed as an active competitive learning mode to improve students' ecological knowledge and to master the methods of heuristic search. The idea of transferring the methodological ways of organizing the game with students to similar work with schoolchildren is put forward. The following heuristic search methods were se-lected available both for students and secondary school pupils: «brainstorming», «brainstorming with role-playing», «inversion» (contrary evidence), «method of associations». The target settings, steps and means of two variants of the developed game on the theme «Green School: Dream or Re-ality» are highlighted. The game approbation results in the work with future teachers and pupils of 6‒7th grades are presented. The data obtained speak for the activity of participants in both catego-ries, their understanding of the essence of the used heuristic methods and the possibility to transfer the methods of the game mastered by students to the practice of school education.
|VAŠÍKOVÁ J., MEDVEĎOVÁ J.|
Key words: reform, school transformation, curriculum, comparative analysis.
|THE CURRICULUM REFORM IN EDUCATION AFTER 1989 IN THE CZECH AND SLOVAK REPUBLIC
The paper offers a historical-analytical perspective on the development of primary curricular documents that have historically and geographically influenced the transformation of educational systems in two neighbouring countries, the Czech Republic and the Slovak Republic. The authors’ ambition is to critically describe and evaluate the curriculum development in both countries through analysis and subsequent comparison. The research data were collected based on Bereday’s comparative analysis model, which is carried out in four successive steps. From the data, it is evident that in the initial phase of the transformation of educational systems, both states have strived to define the goals and contents of education for the future. The effort is also evident in the conceptual grasp of educational systems. There are some similarities in the curriculum reform efforts. Still, the implementation of the curriculum reform and the two-level curriculum model and its subsequent development is different.
|KUZMENKO M., KAZKO E.|
Key words: competence, subject competencies of a teacher, methodological competencies of a teacher, professional competencies of teachers, professional competencies of students, competencies of future teachers, graduates of a pedagogical university, readiness for professional activity.
|READINESS OF FUTURE PRIMARY TEACHERS TO PROFESSIONAL ACTIVITIES: ASSESSMENT OF SUBJECT AND METHODOLOGICAL COM-PETENCIES
The article is focused on the readiness of future primary school teachers to solve professional problems taking into account the modern requirements for primary education of the state, society and the professional community. The assessment of students' readiness for professional activities was carried out from the standpoint of the formation of the subject and methodological compe-tencies. Materials and methods. Analysis of scientific and methodological literature on the problem of students' readiness for professional activities. Analysis of legal documents (standards) in order to compare the approaches to determining the readiness of graduates to solve professional problems. Testing: assessment of the formation of subject-methodological competencies of graduates based on the results of their diagnostic work. Research results. The labor function of pedagogical activity in primary general education de-fined by the professional standard «Teacher» was compared with the students’ professional compe-tencies according to the federal state educational standard «Pedagogical education». Though for a significant number of positions the correspondence was established but any provisions for reflective skills in the field of self-assessment of professional activity were not found. The results of diagnostic work performed by students testify to their readiness for professional activities is presented. Students demonstrated a sufficient level of professional competencies for-mation, 85 % of graduates coped with the tasks of diagnostic work. Nevertheless, some professional deficits as a result of the given tasks were revealed. It has been established, that students do not demonstrate a significant difference between methodological and subject competencies. The results of the practical part are consistent with the theoretical analysis and confirm the need for targeted development of reflexive skills in the field of self-assessment of professional activity. Practical significance. The findings of the study can be used for improvement the system of subject-methodical training of students – future primary school teachers; for adjustments to the con-tent of the programs of academic disciplines; for diagnosing the readiness of students to solve pro-fessional problems.
Key words: journalism, professional training of journalists; credit system of education; Vietnam Academy of Journalism and Communication.
|INTRODUCTION OF CREDIT EDUCATION IN JOURNALISM EDUCATION IN VIETNAM
The article presents an overview of the methods of training journalists on credit and annual training systems, their comparative analysis is given, revealing the advantages and disadvantages of each of the systems. The practical experience of implementing the credit system at the Academy of Journalism and Communication (Vietnam) is analyzed in comparison with the results of its im-plementation at Shenzhen University (China). On the basis of the study, some recommendations are proposed in order to improve the training of journalists in the credit system of education.
Key words: team, management, group, team player skills.
|FEATURES OF ORGANIZING TEAM WORK IN A GENERAL EDUCATIONAL ORGANIZATION
The article is devoted to the problem of team building in a modern school in the context of increasing the effectiveness of educational activities. Based on the analysis of pedagogical and managerial literature, the analysis of educational management practice, the author came to the conclusion that teamwork in a general educational organization is one of the important resources for increasing the availability of quality education. The author analyzes some domestic and foreign studies of the command style of management, paying special attention to the pedagogical heritage of A. S. Makarenko, associated with the implementation of the democratic style of management in practice. The article notes the distinctive features of the command management style, the differ-ences between a team and a group of people, lists the conditions under which a group can develop into a team, thanks to the purposeful activity of its leader. The advantages of the team are noted, the factors influencing the effectiveness of its activities are listed, among which the skills of a team player stand out. The article formulates the main problems that impede the formation and development of school teams.
Key words: lifelong learning, environmental education, multistage environmental training in China.
|ENVIRONMENTAL COMPONENT IN THE SYSTEM OF LIFELONG LEARNING IN THE PEOPLE&amp;amp;#039;S REPUBLIC OF CHINA
At the end of the 20th century, Chinese society faced a deep ecological crisis. The most important means of solving the environmental problem was the development of educational strategies for environmental orientation in relation to different levels of the system of continuous education. The main purpose of this publication is to identify the forms, pedagogical models, principles and strategies for implementing the environmental component at various levels and levels of the lifelong education system in China, as well as to describe the structural, organizational and methodological features of the formation of lifelong education in the People's Republic of China in a historical retrospective, taking into account the main directions of reforming education in the context of state socio-economic policy. The material of the study was scientific and pedagogical sources in Russian, Chinese and English, dissertations, scientific monographs, normative and legislative acts of the education system. The main research method was an interdisciplinary approach with elements of content analysis of scientific texts in pedagogy, philosophy, psychology, sociology, ecology, and economic disciplines. The result of the study was the identification of the pedagogical features of the system of lifelong education with Chinese characteristics and the description of the model of lifelong environmental education, which is being implemented in the conditions of modern China. The study may be of interest to research educators, students, undergraduates and graduate students of pedagogical training, as well as specialists in the field of ecology and representatives of the man-agerial level in the field of education.
|PACHOLÍK V., ŠANTOVÁ L.|
Key words: foster care, biological family, nursery school, peer group.
|THE EXPERIENCE OF NURSERY SCHOOL TEACHERS WITH CHILDREN IN FOSTER CARE
The study focuses on the analysis of specific behavioural manifestations in children from foster families from the perspective of nursery schoolteachers in the Zlín region, the Czech Republic. The main objective was to analyse these manifestations in the nursery school environment. A sub-objective was to describe the relationship of these children with their teachers and peers in the nursery school. A semi-structured interview was used for data collection. The participants were five nursery schoolteachers who had experience of working with children from foster families. Open coding of the interviews revealed that children from foster families were more likely to display aggression, rejecting behaviour and defiance. These behaviours are perceived by teachers as a means of releasing psychological tension, a way of attracting attention or inappropriate habits from the family environment. However, at the same time, the need for love, affection and acceptance from the teacher is noticeable. Teachers see the reasons for this behaviour in the children's previous experience and in the current life situation and its changes. Children from foster families often enter into conflict situations with other children in the class. There is a difference in relation to younger or weaker children, to whom they manifest empathy, effort to help or care for them.
Key words: academic writing, semantic diversity of content, global and local, paradox theories, comparative analysis, english-speaking and non-english-speaking scientific and educational space, contents of the academic discipline in English-speaking countries, «academic writing» in Finnish universities, «academic writing» in Russian-speaking universities.
|«ACADEMIC WRITING» AS ACADEMIC DISCIPLINE IN THE WORLD UNIVERSITY SPACE: A COMPARATIVE ANALYSIS OF DIDACTICAL AND METHODOLOGICAL APPROACHES
The article discusses the specifics of writing scientific texts and student papers, determined by the standards of English-speaking and Russian-speaking science and university practice. The author reflects on the measure of expedient reasonableness and the degree of relevance of the introduction of world standardization in the Russian-speaking educational field. Substantiations are given for the importance of introducing academic disciplines into the educational process of universities that integrate the provisions of the English-language content «academic writing» and the Russian-language course «academic writing» with a wider range of rules, including those that have been developed in the domestic model of science and higher education. The article presents a comparative analysis of didactic and methodological approaches to educational and scientific texts. The content analysis of textbooks and scientific articles that consider academic writing in the broad and narrow sense of the word is presented. Attention is paid to the specifics of the academic writing course in Finnish classical universities. The article presents the author's reflection on the incompatibility of some styles of scientific text that has developed in different cultures, which do not reduce their heuristic significance. Particular attention is paid to the application of the theory of paradox as a methodological basis for the interpretation of the discipline «academic writing» in the Russian and English traditions. To enhance the attractiveness and increase the visual component of the content proposed in the article, links to relevant video materials are provided, the express analysis of which is given in the article and may be useful for a general discussion on the topic of the issue.
Key words: academic literacy, academic text quality, academic writing teaching.
|STUDENTS’ RESEARCH ARTICLES IN THE CONTEXT OF ACADEMIC WRITING: ANALYZING THE STUDARCTIC FORUM JOURNAL PUBLICATIONS
The article addresses the problem of improving the quality of students’ research articles, which comprise one of the important areas of undergraduates’ research activities. The paper presents the results of the diagnostic analysis of articles published in the StudArctic Forum academic journal founded at Petrozavodsk State University in 2016. In order to assess the quality of the selected publications the author used the modified scale of academic literacy criteria developed by I. B. Korotkina. The analysis identified certain trends related to the quality of the students’ articles and enabled to identify the criteria met and overlooked by the authors of the manuscripts. It was revealed that the vast majority of the students meet the journal’s formal requirements concerning keywords and references, properly formulate their research problem, and select sufficient factual information for the publication. However, after six years of its existence, the journal still has prob-lems with ensuring the quality of abstracts, paragraph structure, logical coherence of the text, and the formulation and argumentation of the authors’ research positions. The conclusion is that there are certain prerequisites for improving the quality of students’ academic publications at Petrozavodsk State University. The author proposes a set of measures to improve the students’ academic literacy with the help of the journal’s editors, students’ research supervisors and experts in academic writing.
Key words: independent work of students, scientific-methodical project, academic writing, technology of pedagogical support of students' independent work.
|SCIENTIFIC-METHODICAL PROJECT ON HIGHER EDUCATION PEDAGOGY IN THE CONTEXT OF ACADEMIC WRITING
Article is devoted to the scientific and methodical project as a type of independent work of postgraduate and graduate students on the discipline «Pedagogy of Higher Education» in the aspect of academic discourse. The scientific-methodical project is considered as a process and a result of complex scientific-methodical activities of students, related a) to justification of pedagogical in-novation and design of its implementation in educational practice, b) to registration of results in the texts of scientific style ‒ text of project, abstract, theses, oral presentation (report). The following stages of pedagogical support of undergraduate and graduate students' individual scientific and methodical projects in higher education pedagogy have been suggested and characterized: preparatory, diagnostic and motivational, teaching, student's independent activity, reflexive and evaluative, corrective, post-action stage. Technological means for pedagogical support of the process of scientific and methodical project implementation by students are presented: teaching materials on methodology and methodology of pedagogical research, on step-by-step project implementation, on annotation and thesis implementation as texts of scientific style, on preparation of oral presentation for project defense. The article shows the results of systematic experimental work on the practical implementation of students' project activity.
Key words: academic writing, bilingual approach, academic discourse, text thesis and structure, machine translation.
|INTRODUCTION STUDENTS TO ACADEMIC WRITING PRACTICE: TEXT FOCUS AND STRUCTURE
To form universal competencies of students of non-humanitarian specialties means to develop their abilities to perceive and analyze information and write logically and reasonably structured texts. However, this task is complicated because of functional illiteracy among some Russian schoolchildren and students, which is noted by many researchers. The author’s experience in teach-ing undergraduates and graduate students to write an academic essay and abstracts to a scientific article allowed her to form the students’ ability to formulate the main thesis (focus) of the text and to structure the text in accordance with the standards of academic discourse. The use of a bilingual approach in the learning process enabled students to simultaneously learn a foreign language and improve their knowledge of native language while comparing linguistic phenomena in the native and studied languages. When teaching essay writing, the author focused on encouraging students to formulate the main idea (focus, thesis) of the essay and to plan (structure) the text. Teaching under-graduates and graduate students to write abstracts in Russian and English included familiarizing with the structure and logic of abstracts in Russian and English and their comparison; writing an abstract in Russian and editing it before translation; translation of the abstract into English using machine translation systems and post-translation editing of the target text.
Key words: academic writing center, academic writing course, best foreign university.
|THE PECULIARITIES OF TEACHING ACADEMIC WRITING AT THE WORLD BEST UNIVERSITIES
The article raises the problem of implementing academic writing in Russian higher education. The academic community in Russia is taking the first steps towards creating a system for teaching effective written communication, overcoming such difficulties as lack of personnel, lack of a unified developed methodological basis, and indifference of the managerial staff. Teachers feel a great need to develop a system of teaching academic writing, because students have difficulty creating literate texts in their native language, not to mention foreign languages. The concept of academic writing has been tested and applied in practice at foreign educational institutions for a long time. The study of successfully functioning models is necessary for effective realization of ideas on formation of academic literacy of the Russian learner. The article gives an overview of the content and methodology of the Academic Writing Centers at the five best foreign universities, their programs, techniques and methods of work with students. In addition to the analysis of the Writing Centers' work, the article provides the description of the system of teaching written and oral communication at the university level which is of great importance. The data show that each of the five universities has active academic writing centers, mandatory courses in basic writing skills, and a wide variety of courses available to those who want to master the craft of writing. Academic literacy courses are an important part of the educational system at world-renowned institutions of higher learning. This article may be useful for practicing teachers, researchers of academic writing, and university administrators.
Key words: propaedeutic course, academic writing, academic writing course, writing across the curriculum.
|PROPAEDEUTIC COURSE IN ACADEMIC WRITING FOR THE STUDENT RESEARCH COMMUNITY
Mastering academic writing competencies is essential for university students who are looking forward to science as a part of their career path. However, not all universities in Russia, especially regional ones, have an academic writing course in their curricula to meet this educational need. The aim of the article is to highlight the relevance of the propaedeutic elective course «Academic Writing» for the students of the Student Scientific Society. The methodological basis of the study is the interdisciplinary model of teaching academic writing with a help of bilingual, activity-based, practice-and product-oriented approaches. The main research methods are the scientific literature analysis of Russian scientists on the problem and diagnostic methods (interviews, surveys). The blendedlearning combining offline and online training on Zoom platform and Google Class resources was tested among the students of the Student Scientific Society from different institutes of Petrozavodsk State University during the pilot elective course in the school year of 2021–2022. The course was created by the tutors of the PetrSU Academic Writing Centre. According to the course results nine students completed the course successfully, and five published articles and papers in journals. Further research can be devoted to finding new pedagogical methods and techniques as well as effective ways of the course organisation to engage more students in mastering academic writing competences as an important part of lifelong learning.
Key words: Integrated Course, Computer Science, Robotics, Elementary School, Engineering Literacy.
|METHODOLOGICAL PRACTICE OF THE «COMPUTER SCIENCE AND ROBOTICS» INTEGRATED COURSE FOR ELEMENTARY SCHOOLS
One of the trends in modern Russian school education is the formation of functional literacy. One of the components of functional literacy is engineering literacy. It includes the following skills: working with digital equipment, teamwork and interaction, ability to analyze and formulate problems and hypotheses, and draw conclusions. The formation of student basics engineering literacy in the context of primary general education is considered. It includes algorithmization elements, creative and critical thinking, basic computer skills and information literacy necessary for future study of computer science and robotics in basic school. This article describes the methodological features of the author's integrated course for elemen-tary school. It is developed to form the foundations of engineering literacy for students in grades 3 and 4. The research materials contain the development of classes based on computer science and robotics and recommendations for conducting these classes. To test the course the basic concepts were clarified and the provisions of the author's methodology were formulated. Testing took place as part of the basic and additional education of children. As a result of the analysis of the data col-lected the author's developments were supplemented and presented additionally in the format of electronic educational and methodological materials. In the future the materials can be used to de-velop integrated courses for elementary schools based on other subjects. The technique has shown its effectiveness in comparison with the separate study of computer science in the classroom and robotics in the frame of additional education. Integration made it possible to comprehensively form the subject knowledge and skills of students, instrumental skills, logical and algorithmic thinking.
Key words: educational process, aspects of motivation, educational motivation, motives and demotivators.
|LEARNING MOTIVATION OF STUDENTS BEFORE AND DURING THE PANDEMIC: SIGNALS FOR IMPROVING THE EDUCATIONAL PROCESS IN UNIVERSITY
There is a discussion in society about the quality of higher education. At the same time, increasing the educational motivation of students remains a problem. The purpose of the research is to study the most significant aspects of student learning motivation associated with the educational process. A comparison was made of the motives for learning in relatively stable (before the pandemic) and stressful (during the pandemic) situations, which made it possible to identify «settled» and temporary problems in the organization of the educational process.The measurement of learning motivation is based on self-assessment of students in the form of a free indication of motives in four aspects: information-cognitive, organizational, coordinating and socio-psychological.Comparison of the responses of students who studied in different periods showed that there are similarities and differences in the assessments of the impact of the educational process on motivation to study. The similarity is connected, first of all, with the assessment of teaching methods and the role of teachers, the quality of communication and feedback channels, etc. These indicators are the most problematic for the university in different formats of education. Students who studied during the pandemic focused on the comfort and safety of educational activities, self-organization, the possibility of integrated communication, ethical issues, emotional state, etc. It reflects problems that are less noticeable in traditional forms of education, but reflect the risks that can play a negative role in case of repetition of stressful or extreme situations. The periodic conduct of such studies in specific universities can help improve the organization of the educational process.
|SHEVCHENKO N., RAEVSKAYA E., BOGDANOVA N., YANYUSHKINA G.|
Key words: educational environment, educational process, adaptation, adaptability, maladaptation, informatization of education, on-line learning, distance learning technologies.
|ADAPTATION OF FIRST-YEAR STUDENTS TO THE CONDITIONS OF DISTANCE LEARNING
The article reveals the actual problem of modern education - the adaptation of first-year students to the on-line learning format, the active use of which was caused by the pandemic. Russian and foreign authors view the phenomenon of adaptation as a factor of successful education-al first year student activity implementation at the stage of their integration into a new learning environment. The conditions that positively or negatively affect this process are considered. The article presents the views of domestic and foreign authors on the advantages and disadvantages of dis-tance learning. The methods applied in the research are: questioning, testing, comparative data analysis and mathematical processing. The course research was aimed at studying three main issues: self-assessment of first-year student successful adaptation; special features of first-year student adaptation in the conditions of distance learning under pandemic and the assessment of university faculty support. The survey of 184 respondents was conducted via Google Forms. The analysis of the results of the study presented in the article shows that there was no signif-icant decrease in the level of adaptation of students in the 2020–2021 academic year due to distance learning. First-year students generally experience positive emotional status, noting that they are completely satisfied with distance learning. Many of them recognize it as no less effective than full-time, which makes it possible to judge the prospects of the distance learning format as one of the conditions of first-year students successful adaptation to university educational process.
|PAK L., KOCHEMASOVA L., KAMENEVA E.|
Key words: job placement, educational organizations of higher education, graduates of universities, social and pedagogical assistance, strategies, concepts of the value-meaning field of key installations of teacher-facilitators.
|SOCIAL AND PEDAGOGICAL SUPPORT STRATEGIES FOR UNIVERSITY GRADUATES JOB PLACEMENT ASSISTANCE
The article presents theoretical and methodological grounds that update the development and implementation of strategies for socio-pedagogical assistance for university graduates job placement. Meaningful characteristics of this type of strategies are justified from the standpoint of using concepts of the value-meaning field of key installations of teacher-facilitators. Within the framework of the strategy «Updating the professional and personal potential of young specialists», the following concepts are significant: «Advance and anticipating assessment», «Growth mindset». The strategy «Socio-pedagogical orientation of students to successful self-presentation» is imple-mented using the key attitude concept of teacher-facilitators: «Challenges are an opportunity to develop». For the strategy «Intensifying professional self-determination and granting the right to choose», the use of the following concepts is effective: «Assistance in developing an individual trajectory for the formation of a graduate employment culture», «Contextual interaction». The Scaf-folding strategy is implemented within the framework of the well-reasoned concepts, such as «Joint analysis and decision-making» and «Initiation of achievements». It was established that the mean-ingful concepts of the value-meaning field of key installations of facilitator teachers presented in the study provide a qualitatively new, more effective level of solving the problems of implementing strategies for socio-pedagogical assistance to the employment of university graduates to prepare young people for new employment patterns and new conditions of competitive realities of the labor market. Keywords: job placement, educational organizations of higher education, graduates of universities, social and pedagogical assistance, strategies, concepts of the value-meaning field of key installations of teacher-facilitators.
Key words: translator's false friends,term, term system, borrowings, etymology
|FALSE FRIENDS OF A TRANSLATOR, SYNONYMS AND NEOLOGISMS IN THE TERMINOLOGICAL FIELD ACADEMIC WRITING
The article is aimed at analyzing and describing the features of the use of English terms as part of the terminological field academic writing. The reasons for borrowing are identified and the functional properties of borrowed terms are compared. On the basis of frequency analysis with the help of dictionaries and network research, as well as an appeal to the etymology of terms, an attempt was made to find out the connatative differences of terms and clarify the area of their professional usage from linguistic point of view. The main attention is paid to the so-called false friends of the translator, the incorrect use of which can lead to misunderstanding and mistranslation of the text. In addition, partial synonyms are described, which, as a result of the development of the Russian language, quite significantly change the connotation in the process of diachronic development. Examples of neologisms appearing in the terminological field of academic writing are given. The research method is comparative based on a literary analysis of English and Russian-language scientific texts, the national corpus of the Russian language, etymological dictionaries and open Internet sources. The considered linguistic phenomena allow us to conclude that in the field of academic writing, the reasons for borrowing are mainly of an extralinguistic nature. The determining factor is the special status of English as the international language of science and, accordingly, the main source of new terminological nominations. The use of terms must be accurate, so the study of their semantic meaning is necessary for the mutual understanding of researchers in different countries, speaking and writing in different languages.
|VOLKOV V., MODESTOVA T.|
Key words: additional professional education; professional development of teachers; formats (technology) of professional development; evaluation of the effectiveness of professional development.
|ON THE PROBLEM EVALUATION OF THE EFFECTIVENESS OF FORMATS OF PROFESSIONAL DEVELOPMENT OF TEACHERS
Determining the goals, conditions and effects of professional development of teachers is a significant and promising area of research: currently, this area is being actively studied in scientific and pedagogical aspects. In this context, the tasks of increasing the diversity of teachers professional development formats are actualized. The effectiveness evaluation, taking into account their multi-tasking and demand are developed. The article presents the prerequisites, the ideas and the results of the research initiated and conducted in 2022 among the teachers of St. Petersburg (Russia). The idea of the study appeared in the process of organizing additional professional education programs, subsequently going beyond the scope of directly educational tasks. The analysis of the obtained data allowed the authors to evaluate the effectiveness of 22 technologies (formats) of teachers profes-sional development to confirm the proposed version of their classification, at the same time identifying the terminological dissonance that requires clarification. The authors also formulated some conclusions and recommendations on the choice of technologies for the development of school teachers.
Key words: post-capitalism, outpace development strategy, alternative scenarios, post-materialistic motivation, dehumanization, homo economicus, homo creator.
|THE GHOST OF POST-CAPITALISM AND OUTPACE DEVELOPMENT STRATEGY OF RUSSIAN EDUCATION
The article argues that in the context of the transition to a post-capitalist society, the future of Russia depends on the intellectual potential of the country's citizens, their ability to generate new ideas and technologies. The purpose of the author was to determine the outline of the strategy for the development of Russian education, considered as a tool that ensures the preservation of the country as one of the global actors. To implement the plan the following concepts were addressed: the concepts of socio-cultural evolution; conceptual constructions that comprehend the socio-cultural transit of the beginning of the 21st century; holistic approach to education. The use of transdisciplinary methodology made it possible to put the strategy of domestic education in the context of complex and contradictory global processes that make the future of the planetary com-munity uncertain. The author believes that post-capitalism is able to appear in the form of socio-cultural structures with opposite consequences for humanity (elevating a person or dehumanizing him). In order to ensure a positive scenario for socio-cultural dynamics, it is necessary to abandon the strategy of «catch-up development» in favor of the outpace development strategy of Russian society and education. Such a strategy should be focused on the formation of a subject driven by post (non) materialistic motivation, sharing a dualistic system of values, and assume general accessibility, lifelong education, its research, personality-developing and transdisciplinary nature, allowing both to ensure a high level of mass education and to nurture talents.
|SULIMA I., FOFANOVA A.|
Key words: myth, myth-making, education system, critical attitude to myth.
|MYTH AND MYTH-CREATION IN THE EDUCATION SYSTEM
The article is devoted to the status and role of myth in its modern understanding in the education system. Myth-making is considered as an integral component of a person's thinking, which helps him in modeling and understanding the world picture. Myth-making is a constant phenomenon in any educational systems, which can be concluded from the presence of classical mythologized plots and archetypes in these systems. The research of the problem of the essence of the myth and the category of «myth» in separate interpretations of thinkers of the XX–XXI centuries is analyzed. The stability of the presence of myth-making processes in all cultural and social phenomena, and especially in the education system (in its generalized representation), is caused by various factors. The following are considered: the presence of mechanisms of internal and external myth-making in the thinking of each person; all sides of the educational process as carriers and creators of certain myths. The education system itself is based to a certain extent on various myths. The influence of the state on this system and its inherent traditionalism contribute to the maintenance of the mythological component in the education system. It is concluded that the presence of myths in edu-cational systems can set a creative rhetoric that ensures the preservation of the necessary traditions and behavioral models. At the same time, myths and individual mythologems may cause a destructive beginning. Therefore, all sides of the educational process must develop personal reflection, be able to critically treat mythologized attitudes in the education system, clearly understand when they are useful, and in which cases they can have a destructive character, including the era of semantic uncertainty.
|GRYAZNOVA E., MALTSEVA S.|
Key words: theology, secular theological education, state, church.
|HIGHER SECULAR THEOLOGICAL EDUCATION IN THE SYSTEM OF LIFELONG EDUCATION IN MODERN RUSSIA
Higher secular theological education is currently in the process of renewal and is facing a whole range of problems. At the moment, it was possible to be implemented at three levels, which allows us to talk about its inclusion in the system of continuing education. The next transformations associated with Russia's refusal of the Bologna system can not only give the expected positive ef-fect, but also cause damage to this type of education. In order to forestall possible negative conse-quences for the further development of continuous theological education in our country, serious studies of existing problems and their causes are needed. In the course of the study, the authors conducted an analytical review of publications on the development of secular theological education as a continuing education in modern socio-cultural conditions. To study and identify the specifics of higher theological education, methods of analysis, comparison, generalization, as well as the dialec-tical method were used. The authors substantiate that higher secular theological education as a social institution of continuing education is a specific subject of management represented as a cumulative one in the face of the state, the church and society. The dialectic of these three subjects on a single basis of higher secular theological education consists in the creation of a social relations management body based on church, legal, and social laws. The task of secular theological education is viewed as a personnel training capable of conducting theological, state and public activities on a scientific basis as a single activity to preserve the spirituality and integrity of the church, state and society. To prepare for the implementation of new reforms in education, it is necessary to study the features of higher secular theological education in the modern conditions of our country. Also, it is imperative to take into account its enormous potential and develop proposals aimed at forming a multi-level, flexible, accessible, open, based on the traditions of Russian culture and education of a new generation for the further development of the system of continuing education.
|DZYATKOVSKAYA E., ZAKHLEBNY A.|
Key words: environmental education, culture, personality, environmental culture, basic personal culture.
|THE PROBLEM OF SUCCESSION OF SOCIETY’ AND PERSONALITY’ ECOLOGICAL CULTURE
The authors set the task of determining the invariants of ecological culture and their successive reflection in the basic culture of personality - the subject of preservation and expanded reproduction of ecological culture. The methodological basis of the research was semiotic, axiological and activity approaches, linking personality and culture in the historical, culturological and pedagogical context. On the basis of the identified invariants of the ecological culture of the society, the ideas about the structure of the basic culture of an individual were analyzed. They revealed a deficit of reflexive-evaluative and semiotic elements, which makes it difficult to represent the features of ecological culture associated with its integrative function as a basic component of any culture. The set of necessary and sufficient elements of the basic culture of the personality, reflecting invariant characteristics of ecological culture is proved. The results of the study are significant for didactics of constructing pre-subject content of general education, the theory of environmental culture formation successively at different stages of human life, the forecast mainstream environmental education and education in the 21st century.
|IVANISHCHEVA N., KOCHEMASOVA L.|
Key words: types of continuous education, students of the Pedagogical University, educational activity, flexible entry into the teaching profession, educational needs, electronic sources of information.
|NON-FORMAL EDUCATION FOR STUDENTS OF PEDAGOGICAL UNIVERSITIES
The article is devoted to the problem of non-formal education as a type of continuous education in the strategy of building an individual learning route for students, their personal and professional development. The paper is focused on the realization of the individual's interest in pedagogical knowledge, obtaining additional experience in practical activities in the context of an innovative scenario for the development of Russian education. The empirical analysis is based on the results of a study conducted using the questionnaire method. The authors solve the urgent problem of assessing the means of non-formal education, which can play a certain reinforcing role in the professional preparation of a future teacher for innovative pedagogical activity. The results of an electronic survey of students of the Orenburg State Pedagogical University are presented. The general population is 417 undergraduate, specialist, and graduate students. The empirical study under-taken and the conclusions drawn based on its results showed that the availability of non-formal education allows students to realize vitally important goals for lifelong learning outside the university. The results of the survey indicate that the respondents are most in demand for open educational resources (Internet sites, applications on the phone, etc.).
|KOTIUROVA I., TOKKO N.|
Key words: corpus linguistics, learner corpus, corpus of student writings, language errors, German as foreign language (DaF), PACT.
|TYPICAL ERRORS ANALYSIS BY RUSSIAN-SPEAKING STUDENTS IN GERMAN TEXTS IN THE LEARNER CORPUS PACT
In the digitalization era, the attention of foreign language teachers is increasingly turned to linguistic corpora, in particular, learner corpora. The corpora potential and importance in foreign language learning and teaching can hardly be overestimated. The aim of this paper is to present the possibilities of PACT (Petrozavodsk Annotated Corpus of Texts), a Corpus of Student Writings in a foreign language, for analyzing students' typical errors. The authors of the paper present dia-grams based on the corpus, showing the distribution of errors by grade. The graph of students' errors from 1st to 5th year gives a clear idea that by the end of the studies grammatical errors go into the background, but the number of stylistic, logical, discursive and lexical errors increases. The number of lexical, orthographic, punctuation and word order errors exceeds other classes, remaining high throughout the whole study period from the 1st to the 5th year. The reasons for this are largely due to interference with both the native Russian language and English as the first foreign language. The PACT corpus helps teachers in preventing learners' errors, and gives students the opportunity to work independently on their errors and to design an individual educational trajectory.
Key words: accreditation of educational programs, quality of education, planned results of the educational program, funds of evaluation funds, complex practical task, assessment of the formation of competence.
|EDUCATIONAL PROGRAMS ASSESSMENT IN THE ASPECT OF COMPETENCE FORMATION
The article considers the features of engineering educational programs accreditation in higher education. The goals and methods of confirming the compliance of the education quality with the established accreditation indicators are analyzed. The options for student learning evaluation through the «degree of achievement of the planned results of the educational program» are considered. Assignment examples of the from the funds of assessment tools in the disciplines of the main professional educational program of higher education 09.03.01 «Computer science and computer technology of Petrozavodsk State University» are given. Refinement and execution of assignments from the fund of assessment tools for the discipline for assessing universal and professional competencies in general according to the methodology proposed by the Foundation for Infrastructure and Educational Programs (RUSNANO group) are demonstrated. The structure of the document «Trajectories (stages) of the competence formation of the main professional educational program of higher education» as part of the educational program and its use for assessing the formation of competencies is considered. It is proposed to create a bank of complex practical tasks for assessing the formation of competencies of the Federal State Educational Standards of Higher Education of programs implemented by the university.
Key words: Chinese-Russian educational programs, Chinese students, Russian as a foreign language, the initial stage, integrated development of speaking skills.
|INTEGRATED DEVELOPMENT OF SPEAKING SKILLS OF CHINESE STUDENTS BEGINNING TO LEARN RUSSIAN AS A FOREIGN LANGUAGE
The article deals with the problem of teaching Chinese students to speak Russian as a foreign language and reveals the need for an integrated development of speaking skills among Chinese students beginning to study it. With the development and deepening of China – Russian relations, cooperation between the two countries in the field of education is expanding: a number of joint educational programs are being carried out and bilateral exchanges are increasing. In recent years, the number of Chinese students studying Russian has been constantly growing. However, a contradiction between the currently increasing need to study Russian and the insufficient level of language training of students is evident. Practice shows that many Chinese students lag behind in mastering the Russian language speaking skills, which creates obstacles for their future studies and life in Russia, limiting student opportunities to participate in vocational education. After analyzing the goals and needs of Chinese students in learning the Russian language, their national characteristics, as well as the specifics of the Russian language itself and teaching foreign language speaking at the initial stage, we develop theoretical and practical aspects of the integrated mastering of the students` foreign language speaking skills, of language knowledge (phonetic, lexical, and grammar) and related speech sub-skills. Keywords: Chinese-Russian educational programs, Chinese students, Russian as a foreign language, the initial stage, integrated development of speaking skills.
Key words: Karelian-Finnish State University, Komi Pedagogical Institute, Great Patriotic War, evacuation, studentship, labor mobilization, studies, scientific expeditions.
|THE WORK OF THE KARELIAN-FINNISH STATE UNIVERSITY IN THE EVACUATION (1941–1944)
In 1941–1942 more than 250 universities were evacuated from the front line of the USSR to the east. Their work in evacuation has been studied mainly on the materials of educational institutions in Moscow, Leningrad, and the largest centers. However, the strength and flexibility of the Soviet system of education were presented via the fact that even small regional universities that did not have academic traditions showed resilience in critical conditions. The author analyzes the work of the Karelian-Finnish State University that was established in 1940 in Petrozavodsk and forced to stay in Syktyvkar in 1941–1944. Due to the partial evacuation of the university property, material support from regional authorities, and the managerial efforts of K. D. Mitropolsky the rector, Karelian-Finnish State University did not interrupt its work during the war. The university managed to form a qualified staff of teachers, specialists from the Komi Pedagogical Institute, scientists from the Base of the Academy of Sciences of the USSR for the Study of the North named after A.I. CM. Kirov and researchers evacuated from other cities. For example, 13 Ph.D. theses were successfully defended at the meetings of the Academic Council of Karelian-Finnish State University. During the evacuation period, geologists, biologists, and philologists intensified expeditionary work to study the natural resources and traditional culture of the European North. The maximum number of Karelian-Finnish State University students during the evacuation reached 200 people. The student environment became dramatically feminized. In the article the role of mobilization practices and measures of social support for teachers and students of Karelian-Finnish State University for the is described for the first time; much attention is paid to their daily life. The source base for the study was the administrative and reporting documents of the fund of Petrozavodsk State University in the National Archives of the Republic of Karelia. The work used genetic, historical-critical and specific-problem methods, contextual and systemic approaches.
|IVANOVA M., BELEVSKIKH T.|
Key words: secondary vocational education, region, regional education system, labour market.
|REGIONAL VOCATIONAL EDUCATION: TURNING THE DREAM INTO REALITY (A CASE STUDY OF THE MURMANSK REGION)
Vocational education in Russia is currently characterized by a high-scale trends' inconsistency. On the one hand, the annual growth of applicant flow, the state monitoring data, survey results, and numerous job vacancies for graduates of secondary vocational education determine both its popularity and success. On the other hand, educational institutions' unavailability, the decline in applicants' general training, as well as students' low personal and professional motivation lead to a loss of students throughout the learning process and decrease in number of graduates, who have completed their studies, passed the final examination and confirmed their professional competence. The article provides the analysis of secondary vocational education practices of Murmansk region. The analysis was based on the quantitative method for statistical processing and expert assessment method, which allowed the authors to question the current popularity of secondary vocational education. The conducted study showed the two sides of the matter. One side presents dreams and demands of the regional labour market related to the training of secondary vocational education specialists, as well as sociological study data reflecting hopes and motivation of colleges' applicants and their parents. The other side presents objective requirements for secondary vocational education institutions' work and graduation figures.
|TIKHOMIROVA O., MUKHAMEDYAROVA N.|
Key words: indicators of professional competence of teachers, pre-professional pedagogical training of students.
|DIAGNOSTIC TOOLS FOR IDENTIFYING PROFESSIONAL DEFICITS OF TEACHERS FOR PRE-PROFESSIONAL PEDAGOGICAL TRAINING
The article deals with the problem of assessing the professional competence of teachers of pre-professional pedagogical training. Pre-professional pedagogical training in the present period is one of the key stages in the continuous education of a teacher. The essence of the problem lies in determining the structure and indicators of professional competence of teachers of pre-professional pedagogical training and developing diagnostic tools based on them. Defining the structure and indicators of professional competence of teachers of pre-professional pedagogical training, the authors propose to rely on understanding the results of the work of teachers of pre-professional training. These results include universal pedagogical competencies formed at different levels of pedagogical education. Therefore, the main groups of indicators of professional compe-tence of teachers of pre-professional pedagogical training identified by the authors are based on the components of universal pedagogical competencies: cognitive, activity and personal. The tool pro-posed by the authors makes it possible to determine the general level of professional competence of a teacher of pre-professional pedagogical training, to identify professional deficits and prospects for professional development. The diagnostic technique is based on a set of self-assessment and testing methods. The article presents the main stages of the development of tools, its characteristics and a description of the results of testing.