L. Kamalova, R. Gaifullina, Makhabbat Umbetova, Irina Novgorodtseva
Telehealth in the context of the spread of COVID-19 requires doctors to use a new set of communicative skills in medical practice: good diction, the ability to conduct interviews with a patient, active listening skills, summing up, empathy, acting techniques. The aim of the study is to theoretically substantiate and experimentally test the effectiveness of telehealth communication strategies of medical students in the context of the COVID-19 pandemic. The leading methods of the study: Test “Assessment of communicative skills” by Karelin (2011); Yusupov’s Ability to Empathy Test (Ilyin, 2011); Online simulators “Development of Communication Competencies of a Doctor” (Kamalova & Gaifullina, 2022). We have proven that a patient-centered approach is an effective communication strategy. We developed a special course “Communicative competence of future doctors” for medical students majoring in “Medical business”. Online simulators have been developed to assess the medical students’ use of a patient-centered approach to communication with patients, posted on the Online Test Pad platform. The results of the study can be used in the professional training of medical students majoring in “Medical care”.
{"title":"Telehealth Communication Strategies of Medical Students in the Context of the COVID-19 Pandemic","authors":"L. Kamalova, R. Gaifullina, Makhabbat Umbetova, Irina Novgorodtseva","doi":"10.26907/esd.17.3.18","DOIUrl":"https://doi.org/10.26907/esd.17.3.18","url":null,"abstract":"Telehealth in the context of the spread of COVID-19 requires doctors to use a new set of communicative skills in medical practice: good diction, the ability to conduct interviews with a patient, active listening skills, summing up, empathy, acting techniques. The aim of the study is to theoretically substantiate and experimentally test the effectiveness of telehealth communication strategies of medical students in the context of the COVID-19 pandemic. The leading methods of the study: Test “Assessment of communicative skills” by Karelin (2011); Yusupov’s Ability to Empathy Test (Ilyin, 2011); Online simulators “Development of Communication Competencies of a Doctor” (Kamalova & Gaifullina, 2022). We have proven that a patient-centered approach is an effective communication strategy. We developed a special course “Communicative competence of future doctors” for medical students majoring in “Medical business”. Online simulators have been developed to assess the medical students’ use of a patient-centered approach to communication with patients, posted on the Online Test Pad platform. The results of the study can be used in the professional training of medical students majoring in “Medical care”.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"2011 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":"130235239","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. Khotinets, E. Shishova, Enge Zinnurova, O. Kozhevnikova, Daria Medvedeva, Yulia Novgorodova, Rimma Kumysheva
Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children's opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments. The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment. To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication - the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence - a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis. Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech develop
{"title":"The Development of Cognitive Regulation in Connection with the Communicative Competence of Monolingual and Balanced Bilingual Children","authors":"V. Khotinets, E. Shishova, Enge Zinnurova, O. Kozhevnikova, Daria Medvedeva, Yulia Novgorodova, Rimma Kumysheva","doi":"10.26907/esd.17.3.22","DOIUrl":"https://doi.org/10.26907/esd.17.3.22","url":null,"abstract":"Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children's opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments. The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment. To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication - the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence - a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis. Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech develop","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"37 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":"115470214","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, R. Khamatvalieva, V. Zakirova, A. Zhumabayeva, Albina Sadikova
The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning. The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes. The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability. The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes. To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling. The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan. Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.
{"title":"The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning","authors":"V. Vlasova, R. Khamatvalieva, V. Zakirova, A. Zhumabayeva, Albina Sadikova","doi":"10.26907/esd.17.3.15","DOIUrl":"https://doi.org/10.26907/esd.17.3.15","url":null,"abstract":"The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning. The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes. The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability. The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes. To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling. The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan. Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"105 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":"124748187","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}
Considering the significance of corrective feedback to improve language learners’ speaking performance, the current study aimed to examine the impact of direct oral corrective feedback on speaking accuracy and motivation to speak of Iranian EFL learners. To this end, 46 EFL learners who were preparing themselves for the IELTS exam, both male and female, were invited to participate in this study. Having homogenized the participants through the Oxford Placement Test, the researchers divided them into one experimental and one control group. As to the pretest, a valid IELTS speaking test and a motivation to speak questionnaire were administered to both groups in order to measure the learners’ speaking ability and motivation to speak level. The experimental group received direct oral corrective feedback on their speaking performance for 15 sessions. The control group did not receive any special kind of corrective feedback. A posttest, equivalent to the pretest, was administered after the end of the treatment sessions to both groups to find whether direct oral corrective feedback affected the learners’ speaking accuracy and motivation to speak. The results of statistical data analysis indicated that the experimental group significantly outperformed the control group on both speaking accuracy, and motivation to speak. Pedagogical implications are suggested to language teachers and teacher trainers.
{"title":"The Effect of Direct Oral Corrective Feedback on Motivation to Speak and Speaking Accuracy of EFL Learners","authors":"Hadi Hamidi, Danial Babajani Azizi, M. Kazemian","doi":"10.26907/esd.17.3.05","DOIUrl":"https://doi.org/10.26907/esd.17.3.05","url":null,"abstract":"Considering the significance of corrective feedback to improve language learners’ speaking performance, the current study aimed to examine the impact of direct oral corrective feedback on speaking accuracy and motivation to speak of Iranian EFL learners. To this end, 46 EFL learners who were preparing themselves for the IELTS exam, both male and female, were invited to participate in this study. Having homogenized the participants through the Oxford Placement Test, the researchers divided them into one experimental and one control group. As to the pretest, a valid IELTS speaking test and a motivation to speak questionnaire were administered to both groups in order to measure the learners’ speaking ability and motivation to speak level. The experimental group received direct oral corrective feedback on their speaking performance for 15 sessions. The control group did not receive any special kind of corrective feedback. A posttest, equivalent to the pretest, was administered after the end of the treatment sessions to both groups to find whether direct oral corrective feedback affected the learners’ speaking accuracy and motivation to speak. The results of statistical data analysis indicated that the experimental group significantly outperformed the control group on both speaking accuracy, and motivation to speak. Pedagogical implications are suggested to language teachers and teacher trainers.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"2009 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":"124988640","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 article presents results from an empirical research study with 208 pedagogic specialists. Its main objective was to find teachers’ views about their cooperation with specialists from social work system regarding working with children at risk in Bulgaria, as well as to find the extend of such cooperation and its future perspectives. Children at risk learn, educate, and socialize in different types of educational institutions and they also receive support and protectio0n from different organizations for social protection at their residence territory. That is why the development of effective cooperation between those two systems is especially important. Empirical research was done with a survey questionnaire designed for the research itself. The questionnaire includes questions in three main areas: teachers’ evaluation about the challenges they face when working with children at risk; characteristics of their interaction with social protection system; changes which need to be made at both systems so work with children at risk to be more effective. Research results show that teachers are mainly dissatisfied with their interaction with social work system due to lack of information, additional workload, and lack of effective support for those working at school level. More and more teachers state that children at risk create new challenges in their work and teachers face unusual requirements when they interact with social workers. In addition, teachers are not familiar with institutions for social work and social services, and they contact them only in severe cases of family dysfunction and aggression, while expecting social workers to practically solve the problem of the child. They want to transfer all this type of work to social services and outside of educational institutions. Teachers also state that there is a lot of documentation which complicates the interaction between the two systems (educational and social work). They think that there is a need of change in social workers’ work, while work of teachers should not be changed.
{"title":"Intersections between Education and Social Work in Working with Children at Risk: The Perspective of Pedagogical Specialists","authors":"B. Kriviradeva, Yonka Parvanova","doi":"10.26907/esd.17.3.10","DOIUrl":"https://doi.org/10.26907/esd.17.3.10","url":null,"abstract":"The article presents results from an empirical research study with 208 pedagogic specialists. Its main objective was to find teachers’ views about their cooperation with specialists from social work system regarding working with children at risk in Bulgaria, as well as to find the extend of such cooperation and its future perspectives. Children at risk learn, educate, and socialize in different types of educational institutions and they also receive support and protectio0n from different organizations for social protection at their residence territory. That is why the development of effective cooperation between those two systems is especially important. Empirical research was done with a survey questionnaire designed for the research itself. The questionnaire includes questions in three main areas: teachers’ evaluation about the challenges they face when working with children at risk; characteristics of their interaction with social protection system; changes which need to be made at both systems so work with children at risk to be more effective. Research results show that teachers are mainly dissatisfied with their interaction with social work system due to lack of information, additional workload, and lack of effective support for those working at school level. More and more teachers state that children at risk create new challenges in their work and teachers face unusual requirements when they interact with social workers. In addition, teachers are not familiar with institutions for social work and social services, and they contact them only in severe cases of family dysfunction and aggression, while expecting social workers to practically solve the problem of the child. They want to transfer all this type of work to social services and outside of educational institutions. Teachers also state that there is a lot of documentation which complicates the interaction between the two systems (educational and social work). They think that there is a need of change in social workers’ work, while work of teachers should not be changed.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"1 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":"122861588","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 widespread dissemination of humanitarian ideas, integration and inclusive processes create new challenges for the professional education of special education teachers. The focus is on methodological training, the ability to work with different children, organizational and methodological heterogeneity. A new social order is the methodological competence of a specialist who does not have just knowledge and skills, but experience in effectively solving the pedagogical problems of students with special education needs. The aim of the article is to identify the state of the methodological competence of Belarusian future special education teachers (graduates of higher educational institutions), to see the features of the existing methodological training, to determine the main strategies for increasing its effectiveness at the national level. The leading method is self-assessment of students’ state of methodological competence. The study involved 578 students from four Belarusian universities. The article describes the structure and content of future teachers’ methodological competence (4th year students) in the context of the ability to implement the educational process in the new conditions of variable educational practice. The research materials allow us to see the problem areas of the existing practice of methodological training in Belarusian universities and to assess the possible directions of its modernization.
{"title":"Methodological Training of Special Education Teachers in Belarus: State and Development Strategies","authors":"S. Gaidukevich","doi":"10.26907/esd.17.3.06","DOIUrl":"https://doi.org/10.26907/esd.17.3.06","url":null,"abstract":"The widespread dissemination of humanitarian ideas, integration and inclusive processes create new challenges for the professional education of special education teachers. The focus is on methodological training, the ability to work with different children, organizational and methodological heterogeneity. A new social order is the methodological competence of a specialist who does not have just knowledge and skills, but experience in effectively solving the pedagogical problems of students with special education needs. The aim of the article is to identify the state of the methodological competence of Belarusian future special education teachers (graduates of higher educational institutions), to see the features of the existing methodological training, to determine the main strategies for increasing its effectiveness at the national level. The leading method is self-assessment of students’ state of methodological competence. The study involved 578 students from four Belarusian universities. The article describes the structure and content of future teachers’ methodological competence (4th year students) in the context of the ability to implement the educational process in the new conditions of variable educational practice. The research materials allow us to see the problem areas of the existing practice of methodological training in Belarusian universities and to assess the possible directions of its modernization.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"1 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":"129466888","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}
This article offers a first insight into the digital environment of Slovenian toddlers. We report on the use of digital technology and toys allowed by parents in their children’s home environment. The study is based on the results of an online questionnaire completed by parents of 26 Slovenian children up to 2 years of age (M = 17.8 months; SD = 5.6). On average, 9% of all children’s toys are digital toys and they spend 10% of their play time playing with digital toys. Among the most commonly, but still only occasionally, used digital toys or technology are smartphones and tablets. Compared to other types of digital technology, parents believed that screen-based digital toys in particular supported their child’s skills development. Ultimately, parents do not strongly associate digital technologies with positive developmental and educational effects, but rather they believe that digital technology provides entertainment, enables information-seeking and keeps children busy. Nevertheless they allow, or will allow, the child to use digital technology mainly because they believe it enables learning. Further research, if needed, will be carried out to look closely at the children’s use of digital technology and its effects on young children’s development.
{"title":"Digital Devices in Early Childhood Play: Digital Technology in the First Two Years of Slovene Toddlers’ Lives","authors":"Violeta Rosanda, Tina Kavčič, A. Istenič","doi":"10.26907/esd.17.3.08","DOIUrl":"https://doi.org/10.26907/esd.17.3.08","url":null,"abstract":"This article offers a first insight into the digital environment of Slovenian toddlers. We report on the use of digital technology and toys allowed by parents in their children’s home environment. The study is based on the results of an online questionnaire completed by parents of 26 Slovenian children up to 2 years of age (M = 17.8 months; SD = 5.6). On average, 9% of all children’s toys are digital toys and they spend 10% of their play time playing with digital toys. Among the most commonly, but still only occasionally, used digital toys or technology are smartphones and tablets. Compared to other types of digital technology, parents believed that screen-based digital toys in particular supported their child’s skills development. Ultimately, parents do not strongly associate digital technologies with positive developmental and educational effects, but rather they believe that digital technology provides entertainment, enables information-seeking and keeps children busy. Nevertheless they allow, or will allow, the child to use digital technology mainly because they believe it enables learning. Further research, if needed, will be carried out to look closely at the children’s use of digital technology and its effects on young children’s development.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"100 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":"124060538","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}
R. Valeeva, Gulfiya Parfilova, I. Demakova, E. Adamyan, F. Kremen, Sergey Kremen, V. Lesev, O. Mikhailenko, Rimma Bagova, Lyubov Pak, N. Ivanishcheva, L. Kochemasova, A. Eremina, Nadiya Yusupova, G. Skudareva
The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education. The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology. E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study. The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.
{"title":"Motivation of Student Teachers’ Professional Career","authors":"R. Valeeva, Gulfiya Parfilova, I. Demakova, E. Adamyan, F. Kremen, Sergey Kremen, V. Lesev, O. Mikhailenko, Rimma Bagova, Lyubov Pak, N. Ivanishcheva, L. Kochemasova, A. Eremina, Nadiya Yusupova, G. Skudareva","doi":"10.26907/esd.17.3.14","DOIUrl":"https://doi.org/10.26907/esd.17.3.14","url":null,"abstract":"The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education. The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology. E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study. The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"16 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":"127867308","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}
N. Lebedeva, V. Ismatullina, Shamil Sheymardanov, T. Zhussipbek
Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher's pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I - the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II - evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.
{"title":"The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan","authors":"N. Lebedeva, V. Ismatullina, Shamil Sheymardanov, T. Zhussipbek","doi":"10.26907/esd.17.3.20","DOIUrl":"https://doi.org/10.26907/esd.17.3.20","url":null,"abstract":"Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher's pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I - the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II - evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"31 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":"132655449","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}
G. Biktagirova, G.B. Tazhenova, Aray Konyrova, Meruert Utegenova, Anargul Abdikarimova, Maria Dvinskikh
Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today's complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education. The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction. The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists' training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.
{"title":"Formation of Professionalism of Future Social Teachers in the System of Training in Russia and Kazakhstan (Comparative Aspect)","authors":"G. Biktagirova, G.B. Tazhenova, Aray Konyrova, Meruert Utegenova, Anargul Abdikarimova, Maria Dvinskikh","doi":"10.26907/esd.17.3.13","DOIUrl":"https://doi.org/10.26907/esd.17.3.13","url":null,"abstract":"Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today's complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education. The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction. The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists' training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"43 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":"130963873","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：