List of abstracts, 2024 all issues

The article substantiates the need to use narratives as a source and narrative analysis as a diagnostic tool by the need for practice in the development of professional values of future teachers and the limitations of existing diagnostic techniques in psychology and pedagogy. The work describes the content of the diagnostic task, justifies the choice of analysis scheme and presents the results of applying J. Bruner’s narrative analysis to the stories of Omsk State Pedagogical University students about the teacher of the future. Qualitative analysis of the narratives made it possible to identify the most significant for 2nd-3rd year students in four groups of professional values: in the group of social values (prestige of the profession); in the group of professional values (creative approach to business); in the group of spiritual and moral values (love and kindness towards children). But they consider personal values (empathy, fairness, responsiveness) to be the most important. Alarming points are indicated: our respondents value professional knowledge, erudition, and mastery of pedagogical technologies much less, speaking in texts from the position of a student, not a teacher. The obtained results of using narrative analysis to diagnose professional values allowed us to draw a conclusion about its advantages: ease of use, the ability to reach a wide audience, and student interest. Risks include the impossibility of developing digital scales and accurate assessment tools, and the difficulty of assessing the authorship of stories. A conclusion is made about the educational potential of this approach, since in the process of creating artistic stories, students analyze their own experience and design a professional future; directions for further research are determined.

The relevance of considering the cultural concept of «heritage» is due to the promotion of ideas of sustainable development (SD) in modern education. The cultural concept of «heritage» can be presented as a model for studying the unity and contradictions of the natural, social, and as a source of creating and maintaining a common and vital environment for everyone. The article reveals the features of the cultural concept of «heritage» in the context of education for sustainable development (ESD). Purpose of the study: to identify and describe the cultural concept of «heritage» based on the study of the work of E.-Kh. Galshiev’s «Mirror of Wisdom» («Mirror of Wisdom, explaining what is accepted and rejected according to two laws»), an outstanding monument of pre-revolutionary Buryat literature, according to the author, representing two moral laws - worldly and spiritual. The method of analysis of theoretical sources was used. Research results: theoretical material on the topic was analyzed, the features of the cultural concept «heritage» were revealed, the cultural concept «heritage» was identified and described in the work of E.-Kh. Galshiev «Mirror of Wisdom».

The article presents a practical contribution to the field of education and intercultural relations, contributing to the deepening of ties between Russia and Greece through the exchange of linguistic and cultural values. The importance of the dialogue of cultures in the creation and application of a ethno-oriented textbook in the process of learning Russian as a foreign language is emphasized. Based on the results of the study, a study guide called «Learning Russian through Translation» was developed, aimed at an active dialogue between Russian and Greek cultures, as well as improving the quality of translation skills and abilities of Greek students. The manual is based on the principles of a linguoculturological approach and includes authentic texts, as well as tasks aimed at conveying meaning and context in translation. This approach allows students not only to master the Russian language, but also to better understand the cultural characteristics and traditions of Russian society through language practice.

One of the main conditions for the functioning of maritime transport is the safety of navigation. Therefore, graduates of a maritime university are required to meet a number of requirements related to the ability to navigate in any difficult or emergency situation, quickly make competent decisions, ensuring the least risk of losses. The main task of a modern maritime university is to ensure a high professional level in a developing society, changing labor market needs through effective training and high quality of the educational process of continuous training of personnel. This article examines the process of organizing professional training for specialists in the maritime industry on the basis of the Federal State Educational Institution of Higher Education «Admiral Ushakov Maritime State University», which includes such main stages as secondary, secondary vocational and higher vocational education, postgraduate training, and retraining of specialists. The authors establish and describe characteristic relationships in the structure of training: school-college-university-additional vocational education. The article focuses on cooperation with maritime enterprises and companies, which allows one to prepare for upcoming professional activities. Based on the analysis carried out, the basic principles of continuous training of specialists of seafaring per-sonnel and the sphere of management of maritime activities are identified. Within the framework of the described stages of continuous education on the basis of a university, the process of managing the educational space is studied, taking into account the functions of the activities of educational subjects and the integration of the content of professional training. As a result of conducting and analyzing a survey of crew members of sea vessels, the authors came to a conclusion about the feasibility and effectiveness of the described structure of professional training of specialists in the maritime industry in the system of continuing education.

Psychological and pedagogical classes as a pedagogical phenomenon are not an innovation. Interest in them arose at various periods in the history of Russian education and was due to the need for teaching staff. The current situation in Russian schools can be characterized as one of such periods. An important factor in the effectiveness of psycho-pedagogical classes as a pedagogical phenomenon is the condition for their inclusion and the definition of their role in the integral system of continuous pedagogical education. Monitoring as an effective mechanism for supporting the activities of psychological and pedagogical classes allows you to timely identify their condition, track the dynamics of changes, note problem situations and build a development perspective. This article presents the results of monitoring the experience of psychological and pedagogical classes in St. Petersburg. Monitoring was carried out in the following areas: regulatory and organizational conditions for the work of psychological and pedagogical classes; content, methods and forms of training; resource support for their activities; working with parents. Conclusions based on the results of qualitative and quantitative analysis of the activities of psychological and pedagogical classes, their interpretation made it possible to confirm the presence of problem areas in the organization of activities of psychological and pedagogical classes identified by other researchers, which indicates the presence of some systemic problems in the organization of this activity. The factual and analytical material presented in the article can be useful for a systematic analysis of the activities of psychological and pedagogical classes in the country, since the effectiveness of their activities largely determines the quality of teaching staff, and therefore the quality of education at all levels of the life-long education system.

The article represents an analysis of educational content introduced to prepare International Relations Students for oral political communication. The author deals with the problem of choosing and processing the content created in a foreign language and links the choice criteria to the linguistic, pragmatic, rhetorical and other features of political communication in its oral form. The dialogical and often multilateral nature of political communication suggests the application of interactive teaching methods to help students master oral political communication in French. Describing a possible organization of a thematic cycle of lessons the author introduces the notion of increasing interactivity implying a progressive increase in the application of interactive methods lesson by lesson as well as their increasing complexity.

The article is aimed at studying the problem of providing quality feedback to improve skills in summarising in writing in English, which is one of the key academic skills. In the context of lifelong education, the relevance of the study is determined by the need to provide students with a constructive feedback to overcome the problems, as well as to motivate students. The purpose of the study is to compare the results of providing feedback with the use of ICT and the ones yielded through the traditional approach. The study was carried out using the following theoretical methods: review of academic and methodological literature, analysis, synthesis, study of teaching experience, as well as the method of educational experiment. Teaching second-year non-linguistic students to write in English was organized with the use of Write & Improve, a digital tool with internal (information about individual results is sent to each student) and external (students’ digital footprint available to the lecturer) feedback. In ICT-based training, students received written feedback both from the digital tool (internal feedback) and from their lecturer through the same electronic resource, while in the traditional approach the feedback was provided only from the lecturer in the form of written and oral comments. The study confirmed the efficiency of using an electronic resource with internal feedback. According to the criteria listed in the Common European Framework of Reference for Languages (CEFR), the students achieved higher results in processing text in writing in English when studying with a digital tool rather than in the traditional approach. The article suggests the following ad-vantages of using the electronic resource: objective assessment of students’ written texts according to the CEFR scale, possible individualization of the pedagogical impact, and the opportunity to intensify extracurricular work of students and save time.

The purpose of the study includes three main points: to identify and justify the formation students’ academic mobility methodology; to reveal its sociocultural, interdisciplinary, integrated and epistemological meanings in the process of foreign language training at engineering university for practical intercultural communication; to determine the formed students’ metacompetencies as well as its content. The scientific novelty represents the substantiating of mobile learning methodology in the process of foreign language training at an engineering university, which is based on sociocultural, interdisciplinary, integrated and epistemological approaches. Approbation of this methodology was implemented at Kazan National Research Technological University with a group of first-year Masters enrolled in the program of Biotechnical Systems and Technologies. The group consists of 10 students and the new mobile learning methodology contributes to successful foreign internship at Yeditepe University, Turkey. As a result, the methodology of mobile learning makes it possible to form students’ psychological readiness, metalinguistic awareness, a new technical culture, as well as to prepare engineering university students for any international educational task in the shortest possible time and contribute to the actualization of the processes of reorientation of universities to the new educational space of «friendly» countries.

The realization of national interests irrespective of the existing problems requires building up technological sovereignty, which implies reducing import dependence, increasing innovation activity and the growth rate of innovative products. The level of technological dependence varies for different sectors of the economy, the most unfavorable situation is observed in the IT-sector, machine building, oil and gas complex. The key subjects of solving the tasks of independent development of the industrial complex are engineering personnel possessing competences of technological development and quickly adapting to new scientific and technological challenges. The purpose of this study was identification of the requirements to the content and organisation of engineers' training to ensure technological independence of the industrial (oil and gas chemical) complex. The analysis of the content of engineering activity to achieve technological independence of the oil and gas chemical complex (OGCC) allowed to identify the requirements to the competence of engineers. The modelling of the process of training future engineers was carried out based on these data. It has been established that the expansion of the range of engineering activities to ensure technological independence requires the formation of technological development competences in engineers. The developed model shows the structure and innovative content of the educational process for the formation of actual engineering competences. Pedagogical experiment has shown the effectiveness of professional training of future engineers to solve multidimensional problems of scientific-technological and organisational-managerial character. The competence of graduates will accelerate the processes of introduction of new technologies and transformation of obsolete ones, import substitution, which contributes to the achievement of technological independence.

Motivation is most often considered as a key factor of creative self-realization. However, the factors contributing to the formation of a life strategy for creative self-realization in childhood, adolescence and adolescence are rarely studied. The article develops a hypothesis about the development of motivation for creative self-realization as an interaction of factors of internal and external motivation, leading to their mutually enriching integration. A survey of 200 parents of children aged 7 to 20 years showed that creative self-realization as a key result of education and upbringing of children is significant for 51 % of respondents. 68 % of parents consider it equally important to support both external and internal motivation. Parents who consider creative self-realization as a key result of education and upbringing of children are also focused on the development of both external and internal motivation of children, although they pay higher attention to the latter of them. There are three periods in school age. The first is before the age of 12, when, according to parents, 71 % of primary school children's internal motivation is strongly influenced by the «challenge of integration», which leads to both an increase in the proportion of children with good development of both types of motivation (22,2 %) and the proportion of «demotivated» children (11,1 %). At 13‒14 years of age There is a «reverse jump» to 70.8 % of the leadership of internal motivation or the leadership of external motivation (12,5 %). At the age of 15‒18, there is an increased impact of external motivation, as a result, according to parents, by the age of 19‒20, internal and external motivation is equally good in 40 % of their children (parents considering creative self-realization as a key result of education and upbringing of children, 44,4 %; on average, for all ages, the proportion of children with good development of internal and external motivation is 20,5 %); The proportion of children with leading external motivation also reaches a maximum (25 %).

Currently, the process of reforming and rebooting secondary vocational education is actively underway, aimed at integrating the secondary vocational education system and the economic sector. Secondary professional education needs to update the system for measuring new educational results in order to ensure high-quality training of future specialists. The authors believe that the point-rating system for assessing learning outcomes is one of these forms. The article provides practical experience in using BRS with the system of secondary vocational education for first-year students in the discipline «Mathematics». It is believed that the introduction of BRS into the educational process, as a way of effective and objective assessment of educational activities, contributes to the development of motivation, systematization of educational work, and increased student independence. The purpose of the article is to test the statistical hypothesis in the presence/absence, regardless of the learning outcomes of first-year students of secondary vocational education, using an observation system using the example of the discipline «Mathematics». The study is based on the following data: grade in mathematics in the certificate, grade during the entrance test, grade during ongoing control, intermediate certification. The results of the study allow us to draw conclusions about the independence of the results of the intermediate certification of first-year students by type of measurement system.