События последних лет создали особые условия для развития российского научно-педагогического сообщества, потребовав серьезных изменений в проблематике, содержании и организации исследовательской деятельности. Несмотря на значительно увеличившееся число педагогических исследований, в этой области остается немало проблем. Снижение качества исследовательской деятельности вызвано прежде всего в ее несоответствии потребностям современной образовательной практики, в излишней теоретизации, в увлечении прошлым педагогики, в компилятивности. В условиях быстро меняющегося образования возрастает запрос на актуальные исследования, результаты которых необходимы современному учебному процессу. Требуется находить принципиально новые решения, осуществляя кардинальные изменения в образовательной политике и практике.
{"title":"От редактора: Открытие новых горизонтов партнерства в исследованиях образования","authors":"Shamil Sheymardanov, A. Kalimullin","doi":"10.26907/esd.17.3.01r","DOIUrl":"https://doi.org/10.26907/esd.17.3.01r","url":null,"abstract":"События последних лет создали особые условия для развития российского научно-педагогического сообщества, потребовав серьезных изменений в проблематике, содержании и организации исследовательской деятельности. Несмотря на значительно увеличившееся число педагогических исследований, в этой области остается немало проблем. Снижение качества исследовательской деятельности вызвано прежде всего в ее несоответствии потребностям современной образовательной практики, в излишней теоретизации, в увлечении прошлым педагогики, в компилятивности. В условиях быстро меняющегося образования возрастает запрос на актуальные исследования, результаты которых необходимы современному учебному процессу. Требуется находить принципиально новые решения, осуществляя кардинальные изменения в образовательной политике и практике.","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":"115215363","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. Rifa’i, W. Winarno, Ahmad Fadholi, Priyanggo Karunia Rahman
This study aims to examine the implementation of quality management principles and service quality in higher education institutions (HEI’s) based on student responses. This study involved 570 students from public and private universities in Bangka, the province of Bangka Belitung, Indonesia. This is a quantitative study with a correlational research design. The results showed that the implementation of quality management principles in universities had a very high correlation with service quality (r = 0.88). The results of this study prove that improving the implementation of quality management principles, such as development of cooperation, HR (human resources) focus, continuous development, process approach, leadership, process focus, and goal consistency of higher education will improve the quality of service rendered to students.
{"title":"The Students’ Responses toward Implementation of Quality Management Principles and Service Quality in Higher Education","authors":"A. Rifa’i, W. Winarno, Ahmad Fadholi, Priyanggo Karunia Rahman","doi":"10.26907/esd.17.3.02","DOIUrl":"https://doi.org/10.26907/esd.17.3.02","url":null,"abstract":"This study aims to examine the implementation of quality management principles and service quality in higher education institutions (HEI’s) based on student responses. This study involved 570 students from public and private universities in Bangka, the province of Bangka Belitung, Indonesia. This is a quantitative study with a correlational research design. The results showed that the implementation of quality management principles in universities had a very high correlation with service quality (r = 0.88). The results of this study prove that improving the implementation of quality management principles, such as development of cooperation, HR (human resources) focus, continuous development, process approach, leadership, process focus, and goal consistency of higher education will improve the quality of service rendered to students.","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":"128712389","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 prevalence of dynamic tools to assess English language achievement has led to burgeoning research on exploring different aspects of teachers' beliefs toward Dynamic Assessment (DA). In the educational system of Iran, experts and researchers who have undergone second language education may verify that there is very little, if any, attention given to the perceptions held by instructors and teachers regarding Dynamic Assessment (DA). In an attempt to remedy this gap, the current study aimed to investigate the familiarity with DA of Iranian EFL teachers working in two educational settings (e.g., language institutes and universities). The study also set out to explore the teachers' attitudes toward the practicality of DA in the two settings. To address the research questions, a sequential explanatory mixed methods design was employed. The instruments of this study comprised a questionnaire and an Email interview with 12 ELT assessment experts in order to have their interpretations of the research findings. The results of the t-tests showed no significant difference between the two groups of teachers in terms of their familiarity with DA and their attitudes toward the practicality of DA in the two contexts. In addition, content analysis of the Email interview data revealed that the ELT assessment experts' primary arguments for the insignificant difference between the two groups in terms of the two variables related to the fact that DA has remained at the theoretical level, that there is a lack of teacher training in DA and the strict rules of Iran's educational system which prohibit teachers from applying DA principles and procedures in their classes. The implications of the findings for teacher education, materials development as well as for program administrators, EFL teachers, and learners will be discussed.
{"title":"A Comparative Study of University and Private Language Institute EFL Teachers' Familiarity with and Classroom Practicality Perceptions of Dynamic Assessment","authors":"Musa Nushi, A. Momeni","doi":"10.26907/esd.17.3.04","DOIUrl":"https://doi.org/10.26907/esd.17.3.04","url":null,"abstract":"The widespread prevalence of dynamic tools to assess English language achievement has led to burgeoning research on exploring different aspects of teachers' beliefs toward Dynamic Assessment (DA). In the educational system of Iran, experts and researchers who have undergone second language education may verify that there is very little, if any, attention given to the perceptions held by instructors and teachers regarding Dynamic Assessment (DA). In an attempt to remedy this gap, the current study aimed to investigate the familiarity with DA of Iranian EFL teachers working in two educational settings (e.g., language institutes and universities). The study also set out to explore the teachers' attitudes toward the practicality of DA in the two settings. To address the research questions, a sequential explanatory mixed methods design was employed. The instruments of this study comprised a questionnaire and an Email interview with 12 ELT assessment experts in order to have their interpretations of the research findings. The results of the t-tests showed no significant difference between the two groups of teachers in terms of their familiarity with DA and their attitudes toward the practicality of DA in the two contexts. In addition, content analysis of the Email interview data revealed that the ELT assessment experts' primary arguments for the insignificant difference between the two groups in terms of the two variables related to the fact that DA has remained at the theoretical level, that there is a lack of teacher training in DA and the strict rules of Iran's educational system which prohibit teachers from applying DA principles and procedures in their classes. The implications of the findings for teacher education, materials development as well as for program administrators, EFL teachers, and learners will be discussed.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"34 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":"128366172","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. Drozdikova-Zaripova, N. Kostyunina, L. Latypova, Anastasiya Luchinina, A. Zolotykh
Modern young people live in the dynamically changing world, in conditions of constant changes in the sphere of public life and, especially in personal terms and the sharp change of habitual stereotypes. The specificity of age aspects and psychological characteristics in adolescence contributes to the expansion of the number of addicts. It is the desire to assert oneself, to know oneself more, the formation of worldview and moral convictions that sometimes contribute to the loss of a sense of security, the emergence of fear of reality, and the distortion of ideas about the image of the “selfness”. Selfie craze among young people has become a "global catastrophe". Today it is hard to find young people who would not take pictures of themselves and would not post photos on various social networks, chats. And it is crucial for a young person to receive feedback from their friends who have seen the post. In this regard, the issues of studying the psychological characteristics of persons suffering from various forms of addictive disorders are gaining relevance in science, since the presence of addiction is due to the personality characteristics and the accompanying negative emotions (irresponsibility, uncertainty, anxiety), its environment and interaction with people. At the same time, there are almost no scientific papers on the study of personality characteristics prone to selfie addiction; most of the works are only of indirect, fragmentary nature. The authors of the current paper analyzed various approaches, etiology, mechanisms, symptoms of development and risk factors for the formation of selfie addiction in high school students, and presented the results of a study of the personal determinants of high-school boys’ and girls’ selfie addiction. The purpose of the research is to study the personal characteristics of children’s prone to selfie addiction. Research methods: theoretical methods, including theoretical analysis of psychological and pedagogical literature, comparison and generalization of experience; empirical methods (experiment, testing, questioning and diagnostic methods, observation); data processing methods (quantitative and qualitative analysis). The diagnostic tools were chosen taking into account the components of the structure of the anti-addictive attitude to the emergence of selfie addiction, which determine the personal determinants of the manifestation of selfie addiction. The study involved 172 students (aged 16-18) of secondary schools of the Republic of Tatarstan (Russia), of which 93 were girls and 79 were boys. As a result of the study, it was revealed that 37.2% of respondents have signs of selfie addiction, while girls are most prone to addictive behavior. Gender differences in potential addicts in the manifestation of a tendency to selfie addiction were found in the assessment of the meaningfulness of life, satisfaction with their personal characteristics, self-esteem, and the level of knowledge about self-dependence.
{"title":"Personal Determinants of Selfie Addiction in High-School Students","authors":"A. Drozdikova-Zaripova, N. Kostyunina, L. Latypova, Anastasiya Luchinina, A. Zolotykh","doi":"10.26907/esd.17.3.17","DOIUrl":"https://doi.org/10.26907/esd.17.3.17","url":null,"abstract":"Modern young people live in the dynamically changing world, in conditions of constant changes in the sphere of public life and, especially in personal terms and the sharp change of habitual stereotypes. The specificity of age aspects and psychological characteristics in adolescence contributes to the expansion of the number of addicts. It is the desire to assert oneself, to know oneself more, the formation of worldview and moral convictions that sometimes contribute to the loss of a sense of security, the emergence of fear of reality, and the distortion of ideas about the image of the “selfness”. Selfie craze among young people has become a \"global catastrophe\". Today it is hard to find young people who would not take pictures of themselves and would not post photos on various social networks, chats. And it is crucial for a young person to receive feedback from their friends who have seen the post. In this regard, the issues of studying the psychological characteristics of persons suffering from various forms of addictive disorders are gaining relevance in science, since the presence of addiction is due to the personality characteristics and the accompanying negative emotions (irresponsibility, uncertainty, anxiety), its environment and interaction with people. At the same time, there are almost no scientific papers on the study of personality characteristics prone to selfie addiction; most of the works are only of indirect, fragmentary nature. The authors of the current paper analyzed various approaches, etiology, mechanisms, symptoms of development and risk factors for the formation of selfie addiction in high school students, and presented the results of a study of the personal determinants of high-school boys’ and girls’ selfie addiction. The purpose of the research is to study the personal characteristics of children’s prone to selfie addiction. Research methods: theoretical methods, including theoretical analysis of psychological and pedagogical literature, comparison and generalization of experience; empirical methods (experiment, testing, questioning and diagnostic methods, observation); data processing methods (quantitative and qualitative analysis). The diagnostic tools were chosen taking into account the components of the structure of the anti-addictive attitude to the emergence of selfie addiction, which determine the personal determinants of the manifestation of selfie addiction. The study involved 172 students (aged 16-18) of secondary schools of the Republic of Tatarstan (Russia), of which 93 were girls and 79 were boys. As a result of the study, it was revealed that 37.2% of respondents have signs of selfie addiction, while girls are most prone to addictive behavior. Gender differences in potential addicts in the manifestation of a tendency to selfie addiction were found in the assessment of the meaningfulness of life, satisfaction with their personal characteristics, self-esteem, and the level of knowledge about self-dependence. ","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"216 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":"126988315","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}
Nina A. Koval, V. Zakirova, N. Utochkin, S. Savinkov, L. Kayumova, Elena Zlateva, N. Surenskaya, B.I. Tenyushev, Anna Zavalina, Marina Lobach, Jordan Gjorchev
The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher's activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.
{"title":"The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession","authors":"Nina A. Koval, V. Zakirova, N. Utochkin, S. Savinkov, L. Kayumova, Elena Zlateva, N. Surenskaya, B.I. Tenyushev, Anna Zavalina, Marina Lobach, Jordan Gjorchev","doi":"10.26907/esd.17.3.19","DOIUrl":"https://doi.org/10.26907/esd.17.3.19","url":null,"abstract":"The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher's activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"199 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":"124455016","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 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.
{"title":"The State of Professional Development Programme of Specialists in Correction and Development Training Centres regarding the Assessment of Quality Education among Pupils with Severe Multiple Disorders in the Republic of Belarus","authors":"Elena Lemekh","doi":"10.26907/esd.17.3.07","DOIUrl":"https://doi.org/10.26907/esd.17.3.07","url":null,"abstract":"In 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"44 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":"132310759","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 events of recent years have produced unique circumstances for the development of the Russian scientific and educational community, requiring significant changes in the topics, subjects, and methods of study. Numerous issues persisted in this field despite the rapidly rising number of educational studies, most of which were caused by their inconsistency with the demands of current educational practice. The excessive theorizing, passion for Russian pedagogy’s history, compilation, and other negative aspects of research are signs of its declining quality. Contrarily, when educational conditions changed quickly, there was a corresponding rise in the demand for pertinent research, the materials and outcomes of which have become crucial to the current educational process. This is especially important when it comes to the need to make decisions and adjustments regarding educational policy based on data obtained from scientific study.
{"title":"Editorial: Getting New Horizons of Partnerships in Education Research","authors":"Shamil Sheymardanov, A. Kalimullin","doi":"10.26907/esd.17.3.01","DOIUrl":"https://doi.org/10.26907/esd.17.3.01","url":null,"abstract":"The events of recent years have produced unique circumstances for the development of the Russian scientific and educational community, requiring significant changes in the topics, subjects, and methods of study. Numerous issues persisted in this field despite the rapidly rising number of educational studies, most of which were caused by their inconsistency with the demands of current educational practice. The excessive theorizing, passion for Russian pedagogy’s history, compilation, and other negative aspects of research are signs of its declining quality. Contrarily, when educational conditions changed quickly, there was a corresponding rise in the demand for pertinent research, the materials and outcomes of which have become crucial to the current educational process. This is especially important when it comes to the need to make decisions and adjustments regarding educational policy based on data obtained from scientific study.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"80 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":"124656327","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}
Oksana Vashetina, E. Asafova, B. Kaur, Balwant Singh, Parveen Sharma, M. Prata-Linhares, Vania Maria de Oliveira Vieira, Maria Alzira de Almeida Pimenta, Marilene Ribeiro Resende, Tatiana Sibgatullina
The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil. Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students' self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession. The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc. The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship. The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.
{"title":"Professional Development of Teachers and Future Teachers: Factors and Challenges","authors":"Oksana Vashetina, E. Asafova, B. Kaur, Balwant Singh, Parveen Sharma, M. Prata-Linhares, Vania Maria de Oliveira Vieira, Maria Alzira de Almeida Pimenta, Marilene Ribeiro Resende, Tatiana Sibgatullina","doi":"10.26907/esd.17.3.09","DOIUrl":"https://doi.org/10.26907/esd.17.3.09","url":null,"abstract":"The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil. Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students' self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession. The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc. The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship. The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"63 Suppl 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":"128163084","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}
S. Bashinova, O. Kokoreva, Natalya Peshkova, Venera Khamdamova
The basis of successful socialization of children with ASD is a sufficient degree of mastery of social and domestic skills for optimal functioning in society. The process of such children acquiring social and everyday behavior skills is lengthy and gradual, and its effectiveness depends largely on the adults raising the child, and, above all, on the parents. In order to reduce possible negativism in relation to the learning situation, children with ASD need an explanation of the importance of the task and a requirement that will have a greater effect if they come from an adult who is close to the child. For the gradual mastering of elementary skills of social and domestic behavior, constant daily training is necessary, which can only be provided in a family environment. In terms of effectiveness, the best way to teach children with ASD social and domestic behavior is recognized as operant learning, the optimal conditions for the implementation of which are formed in a family setting. Thus, the family and its corrective influence on the child with ASD becomes the focus of attention. The parental type of attitude is a necessary condition for the effective development of children with autism. If the relationship is properly built in the family, the child with ASD is given considerable time, which allows the parents to conduct corrective and developmental work in the conditions of family upbringing. In this case parents encourage any manifestations of the child’s initiative, activity and independence. Therefore, the aim of the study is to analyze the influence of the type of parental relations on the general level of development of social and domestic behavior in general and its specific components skills, which will allow to form a system of further comprehensive work to build a developmental environment for children with this nosology. The paper presents the results of our own experimental study containing a qualitative analysis of empirical data, from which it is clear that children with ASD, brought up in families with parental relations of the type “cooperation” demonstrate higher rates for all components of social and domestic behavior, at the same time type “acceptance” provides a significant level of social failure and infantilization of the child with the ability to interact with a close adult. The “symbiosis” type causes the risk of occurrence of persistent dependence of the child with ASD on parents, leading to social disadaptation. The most disorganizing type of parental attitude is “little loser” which provokes a child with ASD to be as dependent as possible on parental assistance in all the aspects of social and domestic life. The results obtained can be used as a basis for targeted, comprehensive and systematic correctional and developmental work with families with children with ASD on the formation and development of social and domestic behavior.
{"title":"Determination of the Development of Social Behavior of Preschool Children with Autism Spectrum Disorder by the Type of Parental Attitude","authors":"S. Bashinova, O. Kokoreva, Natalya Peshkova, Venera Khamdamova","doi":"10.26907/esd.17.3.12","DOIUrl":"https://doi.org/10.26907/esd.17.3.12","url":null,"abstract":"The basis of successful socialization of children with ASD is a sufficient degree of mastery of social and domestic skills for optimal functioning in society. The process of such children acquiring social and everyday behavior skills is lengthy and gradual, and its effectiveness depends largely on the adults raising the child, and, above all, on the parents. In order to reduce possible negativism in relation to the learning situation, children with ASD need an explanation of the importance of the task and a requirement that will have a greater effect if they come from an adult who is close to the child. For the gradual mastering of elementary skills of social and domestic behavior, constant daily training is necessary, which can only be provided in a family environment. In terms of effectiveness, the best way to teach children with ASD social and domestic behavior is recognized as operant learning, the optimal conditions for the implementation of which are formed in a family setting. Thus, the family and its corrective influence on the child with ASD becomes the focus of attention. The parental type of attitude is a necessary condition for the effective development of children with autism. If the relationship is properly built in the family, the child with ASD is given considerable time, which allows the parents to conduct corrective and developmental work in the conditions of family upbringing. In this case parents encourage any manifestations of the child’s initiative, activity and independence. Therefore, the aim of the study is to analyze the influence of the type of parental relations on the general level of development of social and domestic behavior in general and its specific components skills, which will allow to form a system of further comprehensive work to build a developmental environment for children with this nosology. The paper presents the results of our own experimental study containing a qualitative analysis of empirical data, from which it is clear that children with ASD, brought up in families with parental relations of the type “cooperation” demonstrate higher rates for all components of social and domestic behavior, at the same time type “acceptance” provides a significant level of social failure and infantilization of the child with the ability to interact with a close adult. The “symbiosis” type causes the risk of occurrence of persistent dependence of the child with ASD on parents, leading to social disadaptation. The most disorganizing type of parental attitude is “little loser” which provokes a child with ASD to be as dependent as possible on parental assistance in all the aspects of social and domestic life. The results obtained can be used as a basis for targeted, comprehensive and systematic correctional and developmental work with families with children with ASD on the formation and development of social and domestic behavior.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"87 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":"125543026","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. Nigmatullina, E. Sadretdinova, A. Dolotkazina, E. Davydova, U. Mamokhina, E. Chereneva, Evgenia Dergacheva, Natalia Medova, A. Vinevskaya
The article deals with the problem of organizing and implementing a system of comprehensive support for children with autism spectrum disorders in the Russian Federation. The purpose of the work is to identify features, trends, directions, risks and benefits of implementing successful regional practices of comprehensive support for children with ASD. The authors analyzed modern domestic and foreign studies, monitoring results, concluded that the effectiveness of the implemented regional models “university (institute) – organizations” dealing with the issues of supporting children with autism spectrum disorders, methods and forms. Difficulties and risks are identified, recommendations are given for the implementation of strategies for their further implementation.
{"title":"Comprehensive Support System for Children with Autism Spectrum Disorders: Regional Experience","authors":"I. Nigmatullina, E. Sadretdinova, A. Dolotkazina, E. Davydova, U. Mamokhina, E. Chereneva, Evgenia Dergacheva, Natalia Medova, A. Vinevskaya","doi":"10.26907/esd.17.3.21","DOIUrl":"https://doi.org/10.26907/esd.17.3.21","url":null,"abstract":"The article deals with the problem of organizing and implementing a system of comprehensive support for children with autism spectrum disorders in the Russian Federation. The purpose of the work is to identify features, trends, directions, risks and benefits of implementing successful regional practices of comprehensive support for children with ASD. The authors analyzed modern domestic and foreign studies, monitoring results, concluded that the effectiveness of the implemented regional models “university (institute) – organizations” dealing with the issues of supporting children with autism spectrum disorders, methods and forms. Difficulties and risks are identified, recommendations are given for the implementation of strategies for their further implementation.","PeriodicalId":158711,"journal":{"name":"Education & Self Development","volume":"4 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":"126074605","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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