Pub Date : 2022-08-31DOI: 10.12731/2658-4034-2022-13-4-108-132
A. Dyachuk, A. Shpakou, Julia Ju. Bocharova, L. Klimatckaia
The purpose of study is to highlight the differences in students’ appeal to coping strategies in various forms of implementation of the educational process in the context of different anti-epidemic approaches during the pandemic. Materials and Methods. The materials of the empirical study obtained on a selection of students of pedagogical and medical universities of Krasnoyarsk and Grodno are presented. 1356 students of 2–4 courses aged 18–26 years were interviewed in February 2021. The repertoire of coping strategies was studied using standardized questionnaire methods. Results. The results of the study demonstrate that there are differences in the choice of coping strategies by students depending on the learning conditions and anti-epidemiological measures. In most cases the students from two countries demonstrate active cognitive coping strategies, turning to the past to anticipate possible difficulties and premeditation. At the same time, significant differences are noted in active cognitive coping strategies and acceptance or denial of a situation. The analysis of the coping strategies use has been made with the consideration of the students’ gender and professional training. The similarity of the general direction of coping behavior among young men and women has been revealed, with differences in the strategies for their implementation, depending on the assessment of the situation, their capabilities and resources. It has been highlighted that the students’ professionalization has a strong influence on how and in what ways they perceive a stressful situation. Thus, the students of pedagogical profiles are the most vulnerable group in coping with a stressful situation of learning during the pandemic.
{"title":"COMPARATIVE ANALYSIS OF COPING STRATEGIES WITH STRESS OF STUDENTS IN DIFFERENT LEARNING CONDITIONS DURING THE PANDEMIC","authors":"A. Dyachuk, A. Shpakou, Julia Ju. Bocharova, L. Klimatckaia","doi":"10.12731/2658-4034-2022-13-4-108-132","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-4-108-132","url":null,"abstract":"The purpose of study is to highlight the differences in students’ appeal to coping strategies in various forms of implementation of the educational process in the context of different anti-epidemic approaches during the pandemic. \u0000Materials and Methods. The materials of the empirical study obtained on a selection of students of pedagogical and medical universities of Krasnoyarsk and Grodno are presented. 1356 students of 2–4 courses aged 18–26 years were interviewed in February 2021. The repertoire of coping strategies was studied using standardized questionnaire methods. \u0000Results. The results of the study demonstrate that there are differences in the choice of coping strategies by students depending on the learning conditions and anti-epidemiological measures. In most cases the students from two countries demonstrate active cognitive coping strategies, turning to the past to anticipate possible difficulties and premeditation. At the same time, significant differences are noted in active cognitive coping strategies and acceptance or denial of a situation. The analysis of the coping strategies use has been made with the consideration of the students’ gender and professional training. The similarity of the general direction of coping behavior among young men and women has been revealed, with differences in the strategies for their implementation, depending on the assessment of the situation, their capabilities and resources. It has been highlighted that the students’ professionalization has a strong influence on how and in what ways they perceive a stressful situation. Thus, the students of pedagogical profiles are the most vulnerable group in coping with a stressful situation of learning during the pandemic.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45983183","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}
Pub Date : 2022-08-31DOI: 10.12731/2658-4034-2022-13-4-7-21
R. Malikov, A. Galiakberova
The subject of this study is the pedagogical thought of the Tatar educator of the late XIX – early XX century Gabdulla Tukai (April 26, 1886 – April 15, 1913). A lot has been written about the great Tatar poet-educator. His biography and poetry are investigated. His works have been translated into many languages of the world, and we can say with confidence that he is read all over the world. Nevertheless, the educator is not fully disclosed as teachers, despite the fact that he is a methodologist, the author of textbooks and teaching aids. His artistic works have not been investigated for the identification of didactic content. The purpose of the study is to identify the directions of education reflected in the poetry of the educator. The research used methods of analysis and synthesis, comparison and comparison, induction and deduction. The methodology of the study consisted of consistency, complexity, integrity, personal, activity, and essential approaches. As a result of the study, the following areas of education were identified: patriotic, labor, moral, aesthetic. The results of the research can be applied in the process of teaching the history of pedagogy and pedagogical thought in secondary and higher pedagogical educational institutions. Conclusions: the work of the educator G. Tukai contains thoughts about various areas of education that should be used in the modern educational process.
{"title":"PEDAGOGICAL THOUGHT OF THE EDUCATOR OF THE LATE XIX - EARLY XX CENTURY GABDULLA TUKAI ON VARIOUS AREAS OF EDUCATION","authors":"R. Malikov, A. Galiakberova","doi":"10.12731/2658-4034-2022-13-4-7-21","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-4-7-21","url":null,"abstract":"The subject of this study is the pedagogical thought of the Tatar educator of the late XIX – early XX century Gabdulla Tukai (April 26, 1886 – April 15, 1913). A lot has been written about the great Tatar poet-educator. His biography and poetry are investigated. His works have been translated into many languages of the world, and we can say with confidence that he is read all over the world. Nevertheless, the educator is not fully disclosed as teachers, despite the fact that he is a methodologist, the author of textbooks and teaching aids. His artistic works have not been investigated for the identification of didactic content. The purpose of the study is to identify the directions of education reflected in the poetry of the educator. The research used methods of analysis and synthesis, comparison and comparison, induction and deduction. The methodology of the study consisted of consistency, complexity, integrity, personal, activity, and essential approaches. As a result of the study, the following areas of education were identified: patriotic, labor, moral, aesthetic. The results of the research can be applied in the process of teaching the history of pedagogy and pedagogical thought in secondary and higher pedagogical educational institutions. Conclusions: the work of the educator G. Tukai contains thoughts about various areas of education that should be used in the modern educational process.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44944435","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}
Pub Date : 2022-08-31DOI: 10.12731/2658-4034-2022-13-4-88-107
Sofya. K. Efremova, L. Kavun
The relevance of the study is due to an increase in the number of emotional and affective disorders in young parents during the period of adaptation to parenthood. If we consider the expectation of a child and the period of adaptation to the role of a parent as a crisis situation when young parents face the uncertainty of the future, with a change in their status, it seems important to consider the role of life orientations in socio-psychological adaptation to parenthood. The subject of the study is the relationship of life–meaning orientations and emotional state in men and women during the period of socio-psychological adaptation to parenthood. The aim is to identify the relationship between the emotional state of men and women during pregnancy and in the period after the birth of a child with the characteristics of the meaningfulness of life. As a result of the study, it was revealed that there is a relationship between the emotional state and the degree of meaningfulness of life in men and women during the period of adaptation to the role of a parent. In the future, based on the results of the study, a correctional program will be compiled for the prevention of emotional and affective disorders in young parents. The novelty of this study is that for the first time, changes in the characteristics of the meaningfulness of life that occur in young parents during the period of adaptation to parenthood were revealed. The revealed interrelations of the parameters of the value-semantic sphere with the components of anxiety make it possible to make a corrective program to reduce the level of anxiety after the birth of a child through work with the value-semantic sphere.
{"title":"THE RELATIONSHIP OF LIFE-MEANING ORIENTATIONS AND EMOTIONAL STATE IN MEN AND WOMEN DURING THE PERIOD OF ADAPTATION TO PARENTHOOD","authors":"Sofya. K. Efremova, L. Kavun","doi":"10.12731/2658-4034-2022-13-4-88-107","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-4-88-107","url":null,"abstract":"The relevance of the study is due to an increase in the number of emotional and affective disorders in young parents during the period of adaptation to parenthood. If we consider the expectation of a child and the period of adaptation to the role of a parent as a crisis situation when young parents face the uncertainty of the future, with a change in their status, it seems important to consider the role of life orientations in socio-psychological adaptation to parenthood. The subject of the study is the relationship of life–meaning orientations and emotional state in men and women during the period of socio-psychological adaptation to parenthood. The aim is to identify the relationship between the emotional state of men and women during pregnancy and in the period after the birth of a child with the characteristics of the meaningfulness of life. As a result of the study, it was revealed that there is a relationship between the emotional state and the degree of meaningfulness of life in men and women during the period of adaptation to the role of a parent. In the future, based on the results of the study, a correctional program will be compiled for the prevention of emotional and affective disorders in young parents. The novelty of this study is that for the first time, changes in the characteristics of the meaningfulness of life that occur in young parents during the period of adaptation to parenthood were revealed. The revealed interrelations of the parameters of the value-semantic sphere with the components of anxiety make it possible to make a corrective program to reduce the level of anxiety after the birth of a child through work with the value-semantic sphere.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140480","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}
Pub Date : 2022-08-31DOI: 10.12731/2658-4034-2022-13-4-58-70
B. Dmitrienko, O. A. Kovaleva, E. Rubets
The relevance of the study. The paper is devoted to the study of the creative activity evaluating problem. The subject of the study is the evaluation criteria. At present, it seems obvious that there is a need to systematize and structure knowledge in the field of theory and methods of teaching fine arts. In particular, special attention should be paid to the problem of evaluating students’ works in the fine arts lesson. Despite the fact that the Federal State Standard of General Education sets requirements for the development of the basic educational program, the question of the correct assessment of the creative activity of students remains open for modern teachers. In this regard, the purpose of this paper is to study the specifics of evaluating creative activity and its results in a fine art lesson at school. Results and discussion. The classical five–point assessment system is not fully sufficient in fine art lessons, therefore, an internal one–hundred-point assessment system should be included, which would clearly indicate strengths and weaknesses of each student. Conclusion. The assessment of students’ creative achievements is a multifaceted process that requires taking into account a number of students` characteristics and the clear and consistent understanding of the criteria apparatus.
{"title":"THE ISSUE OF CREATIVE ACTIVITY EVALUATION AT THE ART LESSON","authors":"B. Dmitrienko, O. A. Kovaleva, E. Rubets","doi":"10.12731/2658-4034-2022-13-4-58-70","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-4-58-70","url":null,"abstract":"The relevance of the study. The paper is devoted to the study of the creative activity evaluating problem. The subject of the study is the evaluation criteria. At present, it seems obvious that there is a need to systematize and structure knowledge in the field of theory and methods of teaching fine arts. \u0000In particular, special attention should be paid to the problem of evaluating students’ works in the fine arts lesson. Despite the fact that the Federal State Standard of General Education sets requirements for the development of the basic educational program, the question of the correct assessment of the creative activity of students remains open for modern teachers. \u0000In this regard, the purpose of this paper is to study the specifics of evaluating creative activity and its results in a fine art lesson at school. \u0000Results and discussion. The classical five–point assessment system is not fully sufficient in fine art lessons, therefore, an internal one–hundred-point assessment system should be included, which would clearly indicate strengths and weaknesses of each student. \u0000Conclusion. The assessment of students’ creative achievements is a multifaceted process that requires taking into account a number of students` characteristics and the clear and consistent understanding of the criteria apparatus.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43503536","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-22-37
S. Agafonov, Alexander A. Shirin, Nikita Zavodny, Vladimir V. Kaznacheev
Introduction. One of the most important methodological conditions for the growth of technical skills in volleyball already at the early stages of long-term training is the relationship between the structure of movements and the level of development of physical qualities and abilities. Compliance of the level of physical fitness of an athlete with the parameters of his sports equipment possession is the most important condition for an effective method of technical training in volleyball. The article presents the results of a study aimed at the implementation of training programs for the technical training of 9-10 year old volleyball players. Purpose: to develop and experimentally test the effectiveness of exercise complexes for the development of physical and psychomotor abilities of young volleyball players (muscle strength of the hand and phalanges of the fingers, the speed of contraction of the muscles of the hands, the ability to differentiate muscle tension, etc.), which are of decisive importance in the process of technical training of athletes at the initial stage. Methodology. The following methods were used in the study: generalization and analysis of literary sources; pedagogical testing; biomedical; pedagogical observation; statistical data processing. Results. The conducted research confirmed the put forward hypothesis that the development of technical elements in volleyball already at the early stages of training is determined by the proper level of development of special physical qualities and abilities. At the end of the pedagogical experiment using the new methodology, volleyball players from the experimental group significantly outperformed the athletes from the control group in almost all parameters of technical readiness. Application area. The developed sets of exercises can be used by sports teachers when compiling work programs within the framework of basic and additional education at the Volleyball course.
{"title":"FEATURES OF TECHNICAL TRAINING OF YOUNG VOLLEYBALL PLAYERS","authors":"S. Agafonov, Alexander A. Shirin, Nikita Zavodny, Vladimir V. Kaznacheev","doi":"10.12731/2658-4034-2022-13-3-22-37","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-22-37","url":null,"abstract":"Introduction. One of the most important methodological conditions for the growth of technical skills in volleyball already at the early stages of long-term training is the relationship between the structure of movements and the level of development of physical qualities and abilities. Compliance of the level of physical fitness of an athlete with the parameters of his sports equipment possession is the most important condition for an effective method of technical training in volleyball. The article presents the results of a study aimed at the implementation of training programs for the technical training of 9-10 year old volleyball players. \u0000Purpose: to develop and experimentally test the effectiveness of exercise complexes for the development of physical and psychomotor abilities of young volleyball players (muscle strength of the hand and phalanges of the fingers, the speed of contraction of the muscles of the hands, the ability to differentiate muscle tension, etc.), which are of decisive importance in the process of technical training of athletes at the initial stage. \u0000Methodology. The following methods were used in the study: generalization and analysis of literary sources; pedagogical testing; biomedical; pedagogical observation; statistical data processing. \u0000Results. The conducted research confirmed the put forward hypothesis that the development of technical elements in volleyball already at the early stages of training is determined by the proper level of development of special physical qualities and abilities. At the end of the pedagogical experiment using the new methodology, volleyball players from the experimental group significantly outperformed the athletes from the control group in almost all parameters of technical readiness. \u0000Application area. The developed sets of exercises can be used by sports teachers when compiling work programs within the framework of basic and additional education at the Volleyball course.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42625621","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-7-21
Alena I. Zudina
The objective of the research is to study the effectiveness of using blended learning technology to develop professional-oriented foreign language communicative competence of students in teaching a foreign language. Currently, the rapid processes of global political, economic, cultural and religious integration and the increasing role of intercultural communication determine the level of proficiency of a foreign language specialist in any field. The key goal of teaching a foreign language is a specialist ready to continuously improve his professional competencies, including foreign-language communicative competence. The process of developing a foreign language communicative competence is more effective provided if blended learning technology is actively used. Blended learning is considered as a comprehensive educational technology that combines the traditional form of face-to-face education in the audience under the guidance of a teacher in real time and learning through a digital educational environment, which allows to build the process of teaching a foreign language in accordance with modern requirements for university graduates. The article pays special attention to the concept, as well as various approaches to the use of various models of blended learning technology in the process of developing a professional-oriented foreign language communicative competence in teaching a foreign language. The results of the study show that blended learning technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence. Purpose. The article is devoted to the topic of efficiency of using innovative technologies in teaching foreign languages, which is relevant in the conditions of modern education. The subject of analysis is blended learning technology. The author aims to unlock the potential of using blended learning technology to form a professional-oriented foreign language communicative competence. Methodology. The basis of the research is the methods of studying and analyzing publications that examine aspects of this problem, summarizing our own experience in using blended learning technology, as well as systematizing the information studied. Results. Blended learning technology is one of the modern approaches to teaching a foreign language in a university. Combining traditional forms of education in the audience and innovative forms through electronic educational platforms and online resources, this technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence. Practical implications. The results of the study can be applied in teaching
{"title":"DEVELOPMENT OF PROFESSIONAL-ORIENTED FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE THROUGH THE USE OF BLENDED LEARNING TECHNOLOGY","authors":"Alena I. Zudina","doi":"10.12731/2658-4034-2022-13-3-7-21","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-7-21","url":null,"abstract":"The objective of the research is to study the effectiveness of using blended learning technology to develop professional-oriented foreign language communicative competence of students in teaching a foreign language. \u0000Currently, the rapid processes of global political, economic, cultural and religious integration and the increasing role of intercultural communication determine the level of proficiency of a foreign language specialist in any field. The key goal of teaching a foreign language is a specialist ready to continuously improve his professional competencies, including foreign-language communicative competence. \u0000The process of developing a foreign language communicative competence is more effective provided if blended learning technology is actively used. \u0000Blended learning is considered as a comprehensive educational technology that combines the traditional form of face-to-face education in the audience under the guidance of a teacher in real time and learning through a digital educational environment, which allows to build the process of teaching a foreign language in accordance with modern requirements for university graduates. \u0000The article pays special attention to the concept, as well as various approaches to the use of various models of blended learning technology in the process of developing a professional-oriented foreign language communicative competence in teaching a foreign language. \u0000The results of the study show that blended learning technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence. \u0000Purpose. The article is devoted to the topic of efficiency of using innovative technologies in teaching foreign languages, which is relevant in the conditions of modern education. The subject of analysis is blended learning technology. The author aims to unlock the potential of using blended learning technology to form a professional-oriented foreign language communicative competence. \u0000Methodology. The basis of the research is the methods of studying and analyzing publications that examine aspects of this problem, summarizing our own experience in using blended learning technology, as well as systematizing the information studied. \u0000Results. Blended learning technology is one of the modern approaches to teaching a foreign language in a university. Combining traditional forms of education in the audience and innovative forms through electronic educational platforms and online resources, this technology contributes to the formation of independence and responsibility of students, their self-education and development of the ability to continuously improve their professional competencies, including professional-oriented foreign language communicative competence. \u0000Practical implications. The results of the study can be applied in teaching","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798633","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-191-214
E. Shmeleva, P. Kislyakov, Natalya Yu. Priyatkina, Ayzek-Leyb S. Meerson, S. D. Belov, V. K. Markelov, E. A. Ananyeva
Relevance. The relevance of the topic comes from its various aspects and manifestations of behavior aimed at helping other people and society, including using the digital environment. The article discusses the technology of students’ project activities for the creation of prosocial media. The experience of prosocial design on the platform of the University 20.35 is presented. The purpose of the study. Based on the study of the attitude of young people to media resources promoting assistance to other people and society, to develop and implement educational intensive technology to create by students prosocial media. Methods and methodology. The methodological basis of the study was the approaches of media education. Methods: data selection and systematization, document analysis, Internet media monitoring, quantitative analysis of publications in youth Internet media, design. Empirical data are comprehended and processed using content analysis, quantitative analysis methods (descriptive statistics, percentage analysis. The calculations were made on the basis of the SPPS 22 statistical software package. Results. The preferences of young people in the choice of forms of presentation of prosocial topics in the media space are revealed, their reactions to prosocial posts, blogs, videos, publications are studied, the structure of the projected prosocial media environment is determined. An educational intensive technology has been implemented to create a test prototype for the prosocial media “Let’s make the world a better place!”. Conclusion. Based on the results of the study of the attitude of young people to prosocial media, a technology for teaching the design of prosocial media was developed and implemented, which allowed students to form attitudes to prosocial activity. The scope of the results. The results of the study should be taken into account when developing programs and projects aimed at ensuring the digital socialization of young people.
{"title":"PROSOCIAL MEDIA RESOURCE: PROJECT-EDUCATIONAL INTENSIVE OF STUDENTS","authors":"E. Shmeleva, P. Kislyakov, Natalya Yu. Priyatkina, Ayzek-Leyb S. Meerson, S. D. Belov, V. K. Markelov, E. A. Ananyeva","doi":"10.12731/2658-4034-2022-13-3-191-214","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-191-214","url":null,"abstract":"Relevance. The relevance of the topic comes from its various aspects and manifestations of behavior aimed at helping other people and society, including using the digital environment. The article discusses the technology of students’ project activities for the creation of prosocial media. The experience of prosocial design on the platform of the University 20.35 is presented. \u0000The purpose of the study. Based on the study of the attitude of young people to media resources promoting assistance to other people and society, to develop and implement educational intensive technology to create by students prosocial media. \u0000Methods and methodology. The methodological basis of the study was the approaches of media education. Methods: data selection and systematization, document analysis, Internet media monitoring, quantitative analysis of publications in youth Internet media, design. Empirical data are comprehended and processed using content analysis, quantitative analysis methods (descriptive statistics, percentage analysis. The calculations were made on the basis of the SPPS 22 statistical software package. \u0000Results. The preferences of young people in the choice of forms of presentation of prosocial topics in the media space are revealed, their reactions to prosocial posts, blogs, videos, publications are studied, the structure of the projected prosocial media environment is determined. An educational intensive technology has been implemented to create a test prototype for the prosocial media “Let’s make the world a better place!”. \u0000Conclusion. Based on the results of the study of the attitude of young people to prosocial media, a technology for teaching the design of prosocial media was developed and implemented, which allowed students to form attitudes to prosocial activity. \u0000The scope of the results. The results of the study should be taken into account when developing programs and projects aimed at ensuring the digital socialization of young people.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47062130","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-109-129
I. Zakharova, L. R. Sadykova, N. Khakimova
The purpose of the work is to summarize the results of a pilot study of the assessment of the structural components of the professional competence of a rural school teacher, to determine the principles and directions of research on the design of a diagnostic map for assessing the professional deficits of a teacher working in a rural school. Research methods. In the course of the research, a theoretical analysis of pedagogical literature was carried out, which allowed to clarify the degree of relevance and depth of study of the problem under study. The conducted pilot study of each teacher’s assessment of their level of pedagogical competence made it possible to determine the direction of designing practice-oriented tasks in order to diagnose professional deficits of a rural school teacher. The results of the study. The theoretical analysis of the structural components of the professional competence of the teacher in the aspect of the implementation of the requirements of the updated Federal State Educational Standards and the developed draft Professional standard of the teacher. The results of a pilot study of the assessment of the structural components of the professional competence of a rural teacher, including a small school, are shown. The blocks of teachers’ competencies to be evaluated are defined: normative, subject, psychological and pedagogical, methodological and analytical. Various models for assessing the level of formation of professional competencies of teachers are presented and analyzed. The principles and directions of applied research on the design of a diagnostic card for assessing professional deficits of a teacher working in a rural school are determined. The scope of the results. The article will be useful for teachers of pedagogical universities, organizations of additional professional education, students studying in the areas of “Pedagogical education”.
{"title":"ASSESSMENT OF THE PROFESSIONAL COMPETENCE OF A RURAL SCHOOL TEACHER","authors":"I. Zakharova, L. R. Sadykova, N. Khakimova","doi":"10.12731/2658-4034-2022-13-3-109-129","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-109-129","url":null,"abstract":"The purpose of the work is to summarize the results of a pilot study of the assessment of the structural components of the professional competence of a rural school teacher, to determine the principles and directions of research on the design of a diagnostic map for assessing the professional deficits of a teacher working in a rural school. \u0000Research methods. In the course of the research, a theoretical analysis of pedagogical literature was carried out, which allowed to clarify the degree of relevance and depth of study of the problem under study. The conducted pilot study of each teacher’s assessment of their level of pedagogical competence made it possible to determine the direction of designing practice-oriented tasks in order to diagnose professional deficits of a rural school teacher. \u0000The results of the study. The theoretical analysis of the structural components of the professional competence of the teacher in the aspect of the implementation of the requirements of the updated Federal State Educational Standards and the developed draft Professional standard of the teacher. The results of a pilot study of the assessment of the structural components of the professional competence of a rural teacher, including a small school, are shown. The blocks of teachers’ competencies to be evaluated are defined: normative, subject, psychological and pedagogical, methodological and analytical. Various models for assessing the level of formation of professional competencies of teachers are presented and analyzed. The principles and directions of applied research on the design of a diagnostic card for assessing professional deficits of a teacher working in a rural school are determined. \u0000The scope of the results. The article will be useful for teachers of pedagogical universities, organizations of additional professional education, students studying in the areas of “Pedagogical education”.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44656604","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-56-69
Natalya A. Yatsevich
This article raises the problem associated with the formation of pedagogical competencies of specialists studying in residency. The labor functions of pediatricians are expanding thanks to pedagogical competencies that allow children and their parents to cultivate a value attitude to health and a healthy lifestyle, to develop motivation in mastering health-saving skills. Taking into account the complexity of the formation of pedagogical competencies of pediatricians at the residency stage, in the 2021-2022 academic year, a theoretical study was conducted at the St. Petersburg State Pediatric Medical University, involving the study of this issue. Purpose. To study the theory and practice of the formation of professional and pedagogical competencies of pediatricians at the stage of training in residency. Methodology. This study is based on a socio-oriented approach that allows us to consider the state of the stated problem in Russian medical education. The study was carried out with the help of a theoretical analysis of the literature on pedagogy and psychology of higher education, the history of medical education. Results. The materials of the theoretical study made it possible to actualize the problem of the formation of pedagogical competencies among pediatricians, to describe approaches to the interpretation of the concept of “pedagogical competencies”, to clarify the features of the formation of pedagogical competencies of specialists studying in residency. Conclusions. The content of theoretical research can be integrated into the system of training doctors at the stage of pre-diploma and postgraduate medical education.
{"title":"FORMATION OF PROFESSIONAL AND PEDAGOGICAL COMPETENCIES OF PEDIATRICIANS AS AN URGENT PROBLEM OF MODERN MEDICAL EDUCATION","authors":"Natalya A. Yatsevich","doi":"10.12731/2658-4034-2022-13-3-56-69","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-56-69","url":null,"abstract":"This article raises the problem associated with the formation of pedagogical competencies of specialists studying in residency. The labor functions of pediatricians are expanding thanks to pedagogical competencies that allow children and their parents to cultivate a value attitude to health and a healthy lifestyle, to develop motivation in mastering health-saving skills. Taking into account the complexity of the formation of pedagogical competencies of pediatricians at the residency stage, in the 2021-2022 academic year, a theoretical study was conducted at the St. Petersburg State Pediatric Medical University, involving the study of this issue. \u0000Purpose. To study the theory and practice of the formation of professional and pedagogical competencies of pediatricians at the stage of training in residency. \u0000Methodology. This study is based on a socio-oriented approach that allows us to consider the state of the stated problem in Russian medical education. The study was carried out with the help of a theoretical analysis of the literature on pedagogy and psychology of higher education, the history of medical education. \u0000Results. The materials of the theoretical study made it possible to actualize the problem of the formation of pedagogical competencies among pediatricians, to describe approaches to the interpretation of the concept of “pedagogical competencies”, to clarify the features of the formation of pedagogical competencies of specialists studying in residency. \u0000Conclusions. The content of theoretical research can be integrated into the system of training doctors at the stage of pre-diploma and postgraduate medical education.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138222","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}
Pub Date : 2022-06-30DOI: 10.12731/2658-4034-2022-13-3-153-166
T. N. Kochetkova
The purpose of the work: to explore the characteristics of the self-concept of a person with a homosexual identity. Methods and methodology of the work. Both qualitative and quantitative research methods were used for the purposes of the study, i.e., observation, conversation, projective techniques, testing. Data processing was carried out in Exsel and AtteStat. The study involved 32 respondents, 11 of whom identified themselves as women in a male body, 21 – as men being sexually attracted only to representatives of their own sex. The average age of the participants was 24.7. Results of the study. All participants in the study have difficulty in establishing social contacts, having a conflicting self-concept, which they consider real, as well as a disharmonious ideal self-concept due to an unstable self-esteem and ambivalent or negative self-attitude. They gravitate towards co-dependent relationships, they have failed to resolve interpersonal conflicts, which are primarily associated with their parents and close relatives. Both the psychological self-concept and the body image are conditioned by the respondents’ dependence on the opinions of others, which prevents them from accepting their own personality, being different from the overwhelming majority due to the sexual orientation, which is still stigmatized in society. Practical implications. The results of the study might be useful in practice, helping to select the appropriate tools, to identify the nature of intrapsychic and interpersonal conflicts, to carry out consultative, psychocorrectional and psychotherapeutic work aimed at helping to accept one’s own psychological and physical self-concept.
{"title":"PSYCHOLOGICAL AND PHYSICAL SELF-CONCEPT OF A PERSON WITH NON-HETEROSEXUAL SEXUAL ORIENTATION","authors":"T. N. Kochetkova","doi":"10.12731/2658-4034-2022-13-3-153-166","DOIUrl":"https://doi.org/10.12731/2658-4034-2022-13-3-153-166","url":null,"abstract":"The purpose of the work: to explore the characteristics of the self-concept of a person with a homosexual identity. \u0000Methods and methodology of the work. Both qualitative and quantitative research methods were used for the purposes of the study, i.e., observation, conversation, projective techniques, testing. Data processing was carried out in Exsel and AtteStat. The study involved 32 respondents, 11 of whom identified themselves as women in a male body, 21 – as men being sexually attracted only to representatives of their own sex. The average age of the participants was 24.7. \u0000Results of the study. All participants in the study have difficulty in establishing social contacts, having a conflicting self-concept, which they consider real, as well as a disharmonious ideal self-concept due to an unstable self-esteem and ambivalent or negative self-attitude. They gravitate towards co-dependent relationships, they have failed to resolve interpersonal conflicts, which are primarily associated with their parents and close relatives. Both the psychological self-concept and the body image are conditioned by the respondents’ dependence on the opinions of others, which prevents them from accepting their own personality, being different from the overwhelming majority due to the sexual orientation, which is still stigmatized in society. \u0000Practical implications. The results of the study might be useful in practice, helping to select the appropriate tools, to identify the nature of intrapsychic and interpersonal conflicts, to carry out consultative, psychocorrectional and psychotherapeutic work aimed at helping to accept one’s own psychological and physical self-concept.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421873","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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