S. Pankova, M. Koske, I. Voyutskaya, Y. Mishuchkova
The problem of the formation of professional competencies of specialists in economic secu-rity is caused not only by new technologies, but also by the transformation of existing spheres of professional activity. Russian universities provide training economists in the field of Economic Security in the lack of a corresponding professional standards set offi-cially approved by the Ministry of Labor of the Russian Federation. Thus it updates the search for evidence-based practices that allow formation of majors' professional competen-cies based on corresponding job functions, occupational profile and adequately responding to the labor market demand. To solve it, a theoretical justification is given and an algorithm for the formation of professional competencies. The aim of the study - is to justify the link between theory and practice for implementing a competency-based approach to training economic security professionals by developing an algorithm formation of professional competencies in unity with the sequence of determin-ing indicators of their achievement based on the consistency of the provisions with the re-quirements of the labor market. The methodology and methods of the study are based on the application of the following general scientific and special research technique: gathering of empirical data, comparison, abstraction, specification, analogy. Research results provides a short summary of recommendations for ensuring the effective-ness of the indicators of professional competencies formation during university tenure based on the experiential learning and theory opportunities for students in the field of eco-nomic security to apply the needed knowledge and skills set they gain. A model has been developed for the formation of professional competencies of an economic security specialist, which provides universities with tools to determine the necessary knowledge, skills and abilities in the field of professional activity, which can be diagnosed using appropriate indicators.
{"title":"Professional Competencies of Specialists in Economic Security Degree Programme","authors":"S. Pankova, M. Koske, I. Voyutskaya, Y. Mishuchkova","doi":"10.26907/esd.18.1.12","DOIUrl":"https://doi.org/10.26907/esd.18.1.12","url":null,"abstract":"The problem of the formation of professional competencies of specialists in economic secu-rity is caused not only by new technologies, but also by the transformation of existing spheres of professional activity. Russian universities provide training economists in the field of Economic Security in the lack of a corresponding professional standards set offi-cially approved by the Ministry of Labor of the Russian Federation. Thus it updates the search for evidence-based practices that allow formation of majors' professional competen-cies based on corresponding job functions, occupational profile and adequately responding to the labor market demand. To solve it, a theoretical justification is given and an algorithm for the formation of professional competencies. The aim of the study - is to justify the link between theory and practice for implementing a competency-based approach to training economic security professionals by developing an algorithm formation of professional competencies in unity with the sequence of determin-ing indicators of their achievement based on the consistency of the provisions with the re-quirements of the labor market. The methodology and methods of the study are based on the application of the following general scientific and special research technique: gathering of empirical data, comparison, abstraction, specification, analogy. Research results provides a short summary of recommendations for ensuring the effective-ness of the indicators of professional competencies formation during university tenure based on the experiential learning and theory opportunities for students in the field of eco-nomic security to apply the needed knowledge and skills set they gain. A model has been developed for the formation of professional competencies of an economic security specialist, which provides universities with tools to determine the necessary knowledge, skills and abilities in the field of professional activity, which can be diagnosed using appropriate indicators.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"305 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130052870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Vlasova, V. Zakirova, L. Kamalova, L. Kayumova, E. Sabirova, Irina Khairova
The article presents a structural practice-oriented model of preparing a future teacher for an active professional activity, taking into account the educational standards of primary general education, based on practical forms of educational activity, provided with a high level of theoretical knowledge and possession of the methodology and technologies of self-knowledge. The model embodies the original scientific and methodological support for the process of professional training of future teachers at Kazan University, the system priority of which was the realization of the student's personal capabilities through interactive methods of his cognitive, communicative and axiological activities. Scientific and methodological support is considered as an applied empirical mechanism for optimizing and updating the content and methodological training of future teachers who are capable of creative organization of the process of teaching younger students, of effective adjustment and development of basic educational programs in elementary school. The information-logistical approach has become the leading one in the study of the problem, which is important in conditions when the content of education is shifting from memorization to the search, selection and comprehension of information, and teacher training is carried out in an environment that provides an integrated perception of experience, allowing him to be included in the advanced design of the content of education. The article describes a system of interrelated practice-oriented activities, determined by the dynamics of content modules, the conditions for their implementation and evaluation criteria, aimed at developing the professional competencies of future teachers, improving their qualifications and professional skills in obtaining personal, meta-subject and subject results. The original scientific and methodological support for the process of professional training of future teachers offers interactive methods that represent innovative and unique tools for designing the learning process and predicting its effectiveness, allowing you to most accurately determine the advantages and problems of the real educational process of teacher training when testing new technologies and teaching methods. The implementation of the proposed scientific and methodological support expands and actualizes the resource content of the educational process through empirical research based on the study, analysis and generalization of real innovative pedagogical experience.
{"title":"Mechanisms for Optimizing and Updating the Content and Methodological Training of Future Primary School Teachers","authors":"V. Vlasova, V. Zakirova, L. Kamalova, L. Kayumova, E. Sabirova, Irina Khairova","doi":"10.26907/esd.18.1.07","DOIUrl":"https://doi.org/10.26907/esd.18.1.07","url":null,"abstract":"The article presents a structural practice-oriented model of preparing a future teacher for an active professional activity, taking into account the educational standards of primary general education, based on practical forms of educational activity, provided with a high level of theoretical knowledge and possession of the methodology and technologies of self-knowledge. The model embodies the original scientific and methodological support for the process of professional training of future teachers at Kazan University, the system priority of which was the realization of the student's personal capabilities through interactive methods of his cognitive, communicative and axiological activities. Scientific and methodological support is considered as an applied empirical mechanism for optimizing and updating the content and methodological training of future teachers who are capable of creative organization of the process of teaching younger students, of effective adjustment and development of basic educational programs in elementary school. The information-logistical approach has become the leading one in the study of the problem, which is important in conditions when the content of education is shifting from memorization to the search, selection and comprehension of information, and teacher training is carried out in an environment that provides an integrated perception of experience, allowing him to be included in the advanced design of the content of education. The article describes a system of interrelated practice-oriented activities, determined by the dynamics of content modules, the conditions for their implementation and evaluation criteria, aimed at developing the professional competencies of future teachers, improving their qualifications and professional skills in obtaining personal, meta-subject and subject results. The original scientific and methodological support for the process of professional training of future teachers offers interactive methods that represent innovative and unique tools for designing the learning process and predicting its effectiveness, allowing you to most accurately determine the advantages and problems of the real educational process of teacher training when testing new technologies and teaching methods. The implementation of the proposed scientific and methodological support expands and actualizes the resource content of the educational process through empirical research based on the study, analysis and generalization of real innovative pedagogical experience.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126773543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity. The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk. The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process. The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.
{"title":"The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment","authors":"K. Gileva","doi":"10.26907/esd.18.1.08","DOIUrl":"https://doi.org/10.26907/esd.18.1.08","url":null,"abstract":"In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity. The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk. The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process. The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115053873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotional Intelligence (EI) has been identified as a key competence that helps people to relate with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace. Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI levels of the participants using demographic variables. The purposive sampling technique was used to sample 200 engineering students from various engineering departments. The study results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent. Also, when the demographic variables were assessed, it was revealed that gender and age were not statistically significant on EI which means that gender and age does not affect a person’s EI. Albeit, in this study, work experience and family income were statistically significant on EI which implied that a person’s work experience and family income could affect their EI. When the EI levels of these participants are developed and improved, they will thrive and succeed both at the workplace, college and in life as a whole as their EI levels are significantly high.
{"title":"Emotional Intelligence Levels of IIT Students in India","authors":"Christabel Odame, Mrinalini Pandey","doi":"10.26907/esd.18.1.02","DOIUrl":"https://doi.org/10.26907/esd.18.1.02","url":null,"abstract":"Emotional Intelligence (EI) has been identified as a key competence that helps people to relate with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace. Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI levels of the participants using demographic variables. The purposive sampling technique was used to sample 200 engineering students from various engineering departments. The study results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent. Also, when the demographic variables were assessed, it was revealed that gender and age were not statistically significant on EI which means that gender and age does not affect a person’s EI. Albeit, in this study, work experience and family income were statistically significant on EI which implied that a person’s work experience and family income could affect their EI. When the EI levels of these participants are developed and improved, they will thrive and succeed both at the workplace, college and in life as a whole as their EI levels are significantly high.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134199297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The results of the educational process often cause criticism from the state, parental and pedagogical communities and society as a whole. This is due to the fact that norms created at the institutional level of the education system do not always allow achieving goals at the procedural level. It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable answer to the question if the existing norms really help to achieve educational goals. In this regard, the purpose of the study is to assess the quality of norms and norm-setting in the field of education and to determine the possibilities and prospects for the deliberate participation of the pedagogical community in it. An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal laws; codes of pedagogical ethics, etc. The experts' assessment of the norms showed that normative regulation of the sphere of education set the important priorities in upbringing. However, there are problems associated with the implementation of these priorities due to excessive bureaucratization; limitation of the creative potential of teachers; unwillingness to constructively interact with other subjects of norm-setting, etc. The majority of teachers cannot influence the creation, change or abolition of norms that regulate the educational process at school (with the exception of the local norms). But they are ready to actively participate in the public discussion of the norms regulating upbringing. The research results can be used to further study of the education system through the prism of norm-setting activity, and can also be useful for the formation and implementation of mechanisms for the participation of the pedagogical community in determining the value-normative priorities of upbringing.
{"title":"Assessment of the Quality of Norm-Setting in the Educational System in a Modern School","authors":"E. Koval, A. Sychev, Nataliya Zhadunova","doi":"10.26907/esd.18.1.11","DOIUrl":"https://doi.org/10.26907/esd.18.1.11","url":null,"abstract":"The results of the educational process often cause criticism from the state, parental and pedagogical communities and society as a whole. This is due to the fact that norms created at the institutional level of the education system do not always allow achieving goals at the procedural level. It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable answer to the question if the existing norms really help to achieve educational goals. In this regard, the purpose of the study is to assess the quality of norms and norm-setting in the field of education and to determine the possibilities and prospects for the deliberate participation of the pedagogical community in it. An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal laws; codes of pedagogical ethics, etc. The experts' assessment of the norms showed that normative regulation of the sphere of education set the important priorities in upbringing. However, there are problems associated with the implementation of these priorities due to excessive bureaucratization; limitation of the creative potential of teachers; unwillingness to constructively interact with other subjects of norm-setting, etc. The majority of teachers cannot influence the creation, change or abolition of norms that regulate the educational process at school (with the exception of the local norms). But they are ready to actively participate in the public discussion of the norms regulating upbringing. The research results can be used to further study of the education system through the prism of norm-setting activity, and can also be useful for the formation and implementation of mechanisms for the participation of the pedagogical community in determining the value-normative priorities of upbringing.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114394988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified. The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.
{"title":"Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity","authors":"G. Chemodanova","doi":"10.26907/esd.18.1.06","DOIUrl":"https://doi.org/10.26907/esd.18.1.06","url":null,"abstract":"In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified. The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126681805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main idea behind this research is to create and use a system for managing the quality of university education based on criterion scoring and monitoring of professional student development, the comparison of information received with the graduate requirements specified in the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the adjustment of didactic conditions for professional and personal student development based on these indicators. The availability of such information provides the possibility to compare the actual student development with FSES HE requirements for a particular field of education. It also gives the opportunity to modify the educational process and identify “gaps” in contents, technologies and other characteristics of educational process and make the appropriate changes. The technology that is used to evaluate the maturity level of a future engineer’s competence does not represent the evaluation of education quality as such. However, it creates a continuously updating database for implementing such evaluation. It is used to determine the effectiveness of contents, methods, means and forms of educational activities, etc. The suggested technology can be applied as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering failures in educational process management. By assessing the gaps in students’ knowledge, skills and thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps and “defects”.
{"title":"Technology for Assessing the Level of Competence Formation of a Graduate of Technical University","authors":"R. Zakieva, A. Leontiev, V. Serikov","doi":"10.26907/esd.18.1.09","DOIUrl":"https://doi.org/10.26907/esd.18.1.09","url":null,"abstract":"The main idea behind this research is to create and use a system for managing the quality of university education based on criterion scoring and monitoring of professional student development, the comparison of information received with the graduate requirements specified in the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the adjustment of didactic conditions for professional and personal student development based on these indicators. The availability of such information provides the possibility to compare the actual student development with FSES HE requirements for a particular field of education. It also gives the opportunity to modify the educational process and identify “gaps” in contents, technologies and other characteristics of educational process and make the appropriate changes. The technology that is used to evaluate the maturity level of a future engineer’s competence does not represent the evaluation of education quality as such. However, it creates a continuously updating database for implementing such evaluation. It is used to determine the effectiveness of contents, methods, means and forms of educational activities, etc. The suggested technology can be applied as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering failures in educational process management. By assessing the gaps in students’ knowledge, skills and thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps and “defects”.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122867885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Одно из самых частных замечаний, которые редакция журнала «Образование и саморазвитие» делает авторам на этапе предварительного рассмотрения статей, – это слабо раскрытая дискуссионность результатов исследования. Иногда материал, представленный в разделах «Дискуссия» или «Обсуждение», вообще не является дискуссионным. В этой редакторской статье я покажу, как избежать ошибок такого типа. Если рассматривать общую структуру статьи, для эмпирических работ мы рекомендуем использовать общепринятую рамку IMRaD. Это английская аббревиатура, которая состоит из названий основных разделов рукописи: введение, методология, результаты и дискуссия. В рамках этой структуры возможны варианты в зависимости от специфики журнала. Например, введение может содержать анализ исследованности проблемы, результаты могут быть интегрированы с дискуссией или дискуссия может быть объединена с заключением. Несмотря на то что подобная практика допустима, мы не советуем нашим авторам прибегать к интеграции. Это объясняется тем, что при объединении довольно сложно выдержать баланс и не сместить фокус в ту или иную сторону. Когда авторы соединяют результаты с дискуссией, чаще всего центр описания смещается в сторону результатов, а обсуждение или совсем не представлено, или размыто в большом потоке авторских данных. Дискуссия в виде отдельной рубрики исключает недостатки подобного рода.
{"title":"И снова структура! Основные заблуждения при написании раздела «Дискуссия»","authors":"Dinara Bisimbaeva","doi":"10.26907/esd.18.1.01r","DOIUrl":"https://doi.org/10.26907/esd.18.1.01r","url":null,"abstract":"Одно из самых частных замечаний, которые редакция журнала «Образование и саморазвитие» делает авторам на этапе предварительного рассмотрения статей, – это слабо раскрытая дискуссионность результатов исследования. Иногда материал, представленный в разделах «Дискуссия» или «Обсуждение», вообще не является дискуссионным. В этой редакторской статье я покажу, как избежать ошибок такого типа. Если рассматривать общую структуру статьи, для эмпирических работ мы рекомендуем использовать общепринятую рамку IMRaD. Это английская аббревиатура, которая состоит из названий основных разделов рукописи: введение, методология, результаты и дискуссия. В рамках этой структуры возможны варианты в зависимости от специфики журнала. Например, введение может содержать анализ исследованности проблемы, результаты могут быть интегрированы с дискуссией или дискуссия может быть объединена с заключением. Несмотря на то что подобная практика допустима, мы не советуем нашим авторам прибегать к интеграции. Это объясняется тем, что при объединении довольно сложно выдержать баланс и не сместить фокус в ту или иную сторону. Когда авторы соединяют результаты с дискуссией, чаще всего центр описания смещается в сторону результатов, а обсуждение или совсем не представлено, или размыто в большом потоке авторских данных. Дискуссия в виде отдельной рубрики исключает недостатки подобного рода.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125341948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Golovanova, A. Alipichev, T. Ayupov, T. Baltina, T. Gorskaya, O. Donetskaya, Maria Lapina, E.N. Uteeva, Florida Fazlyeva, Enge Khasanova
The modern transformation of all spheres of life is associated with rapid technological and digital development. The educational sphere, focusing on external demands, systematically introduces technological and digital solutions into the processes of pedagogical systems functioning, focusing on the expansion of the educational space, on increasing the availability of educational services. In order to create a comfortable and effective digital environment in universities, it is important to take into account not only the level of development of digital competencies of students and teachers, but also their basic needs and requirements in this area. We set a goal to identify the most successful digital solutions used at this stage in university education from the students’ perspective and to consider the factors inhibiting these processes. To solve the problems, we used methods of theoretical analysis and empirical processing of research data. The main method was a survey of students using the questionnaires “Digital learning environment and online learning format” and “Quality of digital educational resources and organizational aspects of e-learning” developed by the authors. More than a thousand students from Russian universities took part in the survey. The results of the survey showed what means of communication in online learning are considered by students to be the most effective, what means of increasing productivity and what means of organization and support in online learning are most useful to them. The platforms and learning systems were considered in detail to understand the important characteristics of these services for students. The analysis highlighted the main areas in the digital transformation of the educational environment, which should be targeted for their development and improvement.
{"title":"Digital Educational Environment and Online Learning Format Through the Lens of Students: Pros and Cons","authors":"I. Golovanova, A. Alipichev, T. Ayupov, T. Baltina, T. Gorskaya, O. Donetskaya, Maria Lapina, E.N. Uteeva, Florida Fazlyeva, Enge Khasanova","doi":"10.26907/esd.17.3.16","DOIUrl":"https://doi.org/10.26907/esd.17.3.16","url":null,"abstract":"The modern transformation of all spheres of life is associated with rapid technological and digital development. The educational sphere, focusing on external demands, systematically introduces technological and digital solutions into the processes of pedagogical systems functioning, focusing on the expansion of the educational space, on increasing the availability of educational services. In order to create a comfortable and effective digital environment in universities, it is important to take into account not only the level of development of digital competencies of students and teachers, but also their basic needs and requirements in this area. We set a goal to identify the most successful digital solutions used at this stage in university education from the students’ perspective and to consider the factors inhibiting these processes. To solve the problems, we used methods of theoretical analysis and empirical processing of research data. The main method was a survey of students using the questionnaires “Digital learning environment and online learning format” and “Quality of digital educational resources and organizational aspects of e-learning” developed by the authors. More than a thousand students from Russian universities took part in the survey. The results of the survey showed what means of communication in online learning are considered by students to be the most effective, what means of increasing productivity and what means of organization and support in online learning are most useful to them. The platforms and learning systems were considered in detail to understand the important characteristics of these services for students. The analysis highlighted the main areas in the digital transformation of the educational environment, which should be targeted for their development and improvement.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114687587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A number of studies in cognitive psychology indicate that human behavior is largely governed by irrational factors (heuristics, cognitive biases, attitudes). These factors influence vital decisions, which can subsequently affect a person’s life and behavior in a broad temporal perspective. There is a lack of research on identifying the individual-typological and personal characteristics that make the irrational behavior more likely to occur. Our research is aimed at revealing the interrelation of predictors of irrational behavior (superstitiousness, “prelogical” defense, unconstructive, categorical, personally superstitious and esoteric thinking, naive optimism), individual-typological and personality characteristics of respondents. We used I. R. Abitov’s questionnaire, J. Tobacyk’s Paranormal Belief Scale adapted by D. S. Grigoriev, I. Y. Stoyanova’s Beliefs and Superstitions Questionnaire, and S. Epstein’s Constructive Thinking Inventory (adapted by S. N. Enikolopov and S. V. Lebedev) to reveal the expression of irrational behavior predictors. The individual-typological characteristics were identified using the Temperament Accentuation Test and the Individual-Typological Questionnaire, while the personal characteristics were identified using the G. V. Zalewski Psychological Rigidity Questionnaire and the C. Scheyer and M. Carver Test for Optimism. It was found that a decrease in the constructive thinking is associated with the expression of such characteristics as shyness, aggression, neuroticism (anxiety), sensitivity to external influences, various manifestations of rigidity, emotional instability and pessimism. It was also found that the expression of these characteristics, as well as pessimism and aversion to changes in self-esteem and personal position, is associated with a tendency to show categorical (“black and white”) thinking. Naive optimism is more often shown by respondents with such characteristics as hyperthymia and increased social activity. The relationship of personality-superstitious thinking with pessimism, fear of new situations, shyness, neuroticism (anxiety), and a tendency to exaggerate one’s difficulties were found. The novelty of our study lies in the discovery of complexes of characteristics that can increase the likelihood of irrational behavior. Reviewing the literature on the topic of the research, we did not find any works made in the mainstream of such an approach. The complexes of individual-typological and personal characteristics revealed in the given research can be considered as “targets” of psychological correction and prevention to decrease the risk of socially dangerous behavior.
认知心理学的许多研究表明，人类行为在很大程度上受非理性因素(启发式、认知偏见、态度)的支配。这些因素影响着重要的决定，这些决定随后会从长远的角度影响一个人的生活和行为。在识别使非理性行为更容易发生的个体类型和个人特征方面，缺乏研究。本研究旨在揭示被调查者非理性行为的预测因子(迷信、“前逻辑”防御、非建设性、分类、个人迷信和深奥思维、天真乐观主义)与个体类型和人格特征之间的相互关系。我们使用I. R. Abitov问卷、J. Tobacyk的超自然信仰量表(D. S. Grigoriev改编)、I. Y. Stoyanova的信仰与迷信问卷和S. N. Enikolopov和S. V. Lebedev改编的S. Epstein的建设性思维量表来揭示非理性行为预测因子的表达。个体类型特征采用气质强化测试和个体类型问卷进行识别，个体特征采用Zalewski心理刚性问卷和C. Scheyer和M. Carver乐观测验进行识别。研究发现，建设性思维的减少与害羞、攻击性、神经质(焦虑)、对外部影响敏感、各种僵化表现、情绪不稳定和悲观等特征的表达有关。研究还发现，这些特征的表达，以及对自尊和个人地位变化的悲观和厌恶，都与表现出绝对(“非黑即白”)思维的倾向有关。天真的乐观主义更常出现在具有亢奋和社交活动增加等特征的受访者身上。研究发现，人格迷信思维与悲观、害怕新环境、害羞、神经质(焦虑)和夸大困难的倾向有关。我们研究的新颖之处在于发现了可以增加非理性行为可能性的特征复合体。回顾有关本研究主题的文献，我们没有发现任何以这种方法为主流的作品。本研究揭示的个体类型和个人特征的复合体可以作为心理矫正和预防的“目标”，以降低社会危险行为的风险。
{"title":"Interrelation of Predictors of Irrational Behavior, Individual-Typological and Personal Characteristics","authors":"I. Abitov, I. Gorodetskaya, A. Dvoinin","doi":"10.26907/esd.17.3.11","DOIUrl":"https://doi.org/10.26907/esd.17.3.11","url":null,"abstract":"A number of studies in cognitive psychology indicate that human behavior is largely governed by irrational factors (heuristics, cognitive biases, attitudes). These factors influence vital decisions, which can subsequently affect a person’s life and behavior in a broad temporal perspective. There is a lack of research on identifying the individual-typological and personal characteristics that make the irrational behavior more likely to occur. Our research is aimed at revealing the interrelation of predictors of irrational behavior (superstitiousness, “prelogical” defense, unconstructive, categorical, personally superstitious and esoteric thinking, naive optimism), individual-typological and personality characteristics of respondents. We used I. R. Abitov’s questionnaire, J. Tobacyk’s Paranormal Belief Scale adapted by D. S. Grigoriev, I. Y. Stoyanova’s Beliefs and Superstitions Questionnaire, and S. Epstein’s Constructive Thinking Inventory (adapted by S. N. Enikolopov and S. V. Lebedev) to reveal the expression of irrational behavior predictors. The individual-typological characteristics were identified using the Temperament Accentuation Test and the Individual-Typological Questionnaire, while the personal characteristics were identified using the G. V. Zalewski Psychological Rigidity Questionnaire and the C. Scheyer and M. Carver Test for Optimism. It was found that a decrease in the constructive thinking is associated with the expression of such characteristics as shyness, aggression, neuroticism (anxiety), sensitivity to external influences, various manifestations of rigidity, emotional instability and pessimism. It was also found that the expression of these characteristics, as well as pessimism and aversion to changes in self-esteem and personal position, is associated with a tendency to show categorical (“black and white”) thinking. Naive optimism is more often shown by respondents with such characteristics as hyperthymia and increased social activity. The relationship of personality-superstitious thinking with pessimism, fear of new situations, shyness, neuroticism (anxiety), and a tendency to exaggerate one’s difficulties were found. The novelty of our study lies in the discovery of complexes of characteristics that can increase the likelihood of irrational behavior. Reviewing the literature on the topic of the research, we did not find any works made in the mainstream of such an approach. The complexes of individual-typological and personal characteristics revealed in the given research can be considered as “targets” of psychological correction and prevention to decrease the risk of socially dangerous behavior.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127726782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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