The study is aimed at assessing the level of EI of medical students. We used the literature analysis’ method, the Lusin’s questionnaire, mathematical processing of research results, comparative analysis, synthesis and generalization. The study involved 324 students of SSMU named after V.I. Razumovsky: 242 women and 82 men. The average age of participants was 20 years. We found that the respondents generally have an average level of emotional intelligence development, which is sufficient to perform professional tasks. However, there is a disproportion in the scores on the emotion management scale, dominated by very low and low scores. With such indicators for students, the risk of emotional burnout increases. It was also revealed that students with higher grades had poorer control over expression. In addition, it was found that men have a better-developed skill of understanding and managing their own emotions, as well as control of expression, which we associate with the different hormonal background and existing gender attitudes in society about the rules for raising children. The novelty of this study lies in the selection and description of the optimal ways to improve the medical educational process, which are based on the discovered level of EI development among students. The obtained results can be used to adapt the existing medical education system to the tasks of forming medical workers with developed emotional intelligence.
{"title":"Identifying the Level of Medical Students’ Emotional Intelligence to Determine the Need for Improvement of the Educational Process","authors":"Valentina Solovyova, Natalia Inozemtseva","doi":"10.26907/esd.18.3.11","DOIUrl":"https://doi.org/10.26907/esd.18.3.11","url":null,"abstract":"The study is aimed at assessing the level of EI of medical students. We used the literature analysis’ method, the Lusin’s questionnaire, mathematical processing of research results, comparative analysis, synthesis and generalization. The study involved 324 students of SSMU named after V.I. Razumovsky: 242 women and 82 men. The average age of participants was 20 years. We found that the respondents generally have an average level of emotional intelligence development, which is sufficient to perform professional tasks. However, there is a disproportion in the scores on the emotion management scale, dominated by very low and low scores. With such indicators for students, the risk of emotional burnout increases. It was also revealed that students with higher grades had poorer control over expression. In addition, it was found that men have a better-developed skill of understanding and managing their own emotions, as well as control of expression, which we associate with the different hormonal background and existing gender attitudes in society about the rules for raising children. The novelty of this study lies in the selection and description of the optimal ways to improve the medical educational process, which are based on the discovered level of EI development among students. The obtained results can be used to adapt the existing medical education system to the tasks of forming medical workers with developed emotional intelligence.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127210","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 continuous professional development of the teacher (CDP) has long been considered a prerequisite for the career and also for economic progress. CDP must be compared to standards which also make it possible to construct validation systems for the teachers’ skills in progress. The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the research “The continuous professional development of the teacher: from the Improvement Plan to the appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated the documentation of practices (connected with school’s self-evaluation, teacher evaluation and appraisal procedures) to improve the quality of teaching and to develop teacher professionalism. Three phases of research training occurred: a) The first phase involved a specific document analysis of “Rav” and “PdM” (acronyms for Self-Assessment Report - Rapporto di Auto-Valutazione - and Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching staff and served as the primary materials for self-evaluation and decision-making. b) In the second phase, referred to as "professional development," the skills audit and standards were introduced and collaboratively developed with the teachers. These documents formed the foundation of a teacher's professional development program. c) The third phase was dedicated to "merit appraisal." It focused on selecting and analyzing the best appraisal sheets, which were considered the primary documents for assessing merit and promoting teachers. The school staff involved over 300 people, including teachers and principals. The results of the study underlined: the impact of the documentary practices introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers' professional development, shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.
教师的持续专业发展(CDP)一直被认为是职业发展的前提，也是经济发展的前提。CDP必须与标准进行比较，这些标准也使建立教师技能进步的验证系统成为可能。教学专业化问题也出现在意大利的立法辩论中。我们概述了一项研究“教师的持续专业发展:从改进计划到评估”，该研究由意大利南部的33所学校、巴里大学和意大利天主教协会(UCIIM，教师协会)进行。本研究项目以文献资料的方式(与学校自我评价、教师评价、考核程序相关)探讨提高教学质量、培养教师专业精神的实践。开展了三个阶段的研究培训:a)第一阶段涉及对“Rav”和“PdM”(Self-Assessment Report - Rapporto di Auto-Valutazione的缩写)和“改进计划- Piano di Miglioramento”的具体文件分析。这些文件被提交给教学人员，并作为自我评价和决策的主要材料。b)在第二阶段，称为“专业发展”，引入技能审计和标准，并与教师合作开发。这些文件构成了教师专业发展计划的基础。c)第三阶段致力于“绩效评估”。它侧重于选择和分析最佳评价表，这些评价表被认为是评估教师绩效和提升教师的主要文件。学校教职工超过300人，包括教师和校长。研究结果强调:学校评核制度引入纪录实践对专业发展的影响;校校合作支持校本评估和教师专业发展的重要性，从自上而下的导向转向更多的教师自我调节的主动;校长作为教师导师的方法论教育选择。
{"title":"The Documentation for the System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy","authors":"Loredana Perla, Laura Sara Agrati, Viviana Vinci","doi":"10.26907/esd.18.3.05","DOIUrl":"https://doi.org/10.26907/esd.18.3.05","url":null,"abstract":"The continuous professional development of the teacher (CDP) has long been considered a prerequisite for the career and also for economic progress. CDP must be compared to standards which also make it possible to construct validation systems for the teachers’ skills in progress. The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the research “The continuous professional development of the teacher: from the Improvement Plan to the appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated the documentation of practices (connected with school’s self-evaluation, teacher evaluation and appraisal procedures) to improve the quality of teaching and to develop teacher professionalism. Three phases of research training occurred: a) The first phase involved a specific document analysis of “Rav” and “PdM” (acronyms for Self-Assessment Report - Rapporto di Auto-Valutazione - and Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching staff and served as the primary materials for self-evaluation and decision-making. b) In the second phase, referred to as \"professional development,\" the skills audit and standards were introduced and collaboratively developed with the teachers. These documents formed the foundation of a teacher's professional development program. c) The third phase was dedicated to \"merit appraisal.\" It focused on selecting and analyzing the best appraisal sheets, which were considered the primary documents for assessing merit and promoting teachers. The school staff involved over 300 people, including teachers and principals. The results of the study underlined: the impact of the documentary practices introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers' professional development, shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126475","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 research relevance can be explained by the fact that ethnic pedagogy with its rich traditions and experience in educating young people should serve as a tool in the context of globalization. Pedagogical science will be effective in addressing the values that lie in oral creativity and within customs and traditions of peoples. The study aims to reveal the mechanisms and tools of ethnic pedagogy in a multicultural educational environment. The leading research method is modeling. This method enables us to consider the development of multicultural education as a process of purposeful and conscious mastery of a certain type of multiethnic culture, the formation of which occurs through interethnic integration, social adaptation of the individual in a multinational society, through the knowledge of the cultural layer of the language reflecting the values. The author's developed model shows the process of formation and improvement of multicultural education in the elements of ethnic pedagogy and methodological provisions of the pedagogical process. The significance of the study lies in the combination of solutions to educational tasks for preservation of human cultural identity, development of tolerant behavior and respect for cultural differences of interethnic integration, development of common and unique traditions, lifestyle, values of nearby peoples.
{"title":"Development of Multicultural Education in Tatarstan and Kazakhstan","authors":"Guzaliya Fahrutdinova, Zarina Ibrayeva, Kulzhanat Bulatbayeva","doi":"10.26907/esd.18.3.12","DOIUrl":"https://doi.org/10.26907/esd.18.3.12","url":null,"abstract":"The research relevance can be explained by the fact that ethnic pedagogy with its rich traditions and experience in educating young people should serve as a tool in the context of globalization. Pedagogical science will be effective in addressing the values that lie in oral creativity and within customs and traditions of peoples. The study aims to reveal the mechanisms and tools of ethnic pedagogy in a multicultural educational environment. The leading research method is modeling. This method enables us to consider the development of multicultural education as a process of purposeful and conscious mastery of a certain type of multiethnic culture, the formation of which occurs through interethnic integration, social adaptation of the individual in a multinational society, through the knowledge of the cultural layer of the language reflecting the values. The author's developed model shows the process of formation and improvement of multicultural education in the elements of ethnic pedagogy and methodological provisions of the pedagogical process. The significance of the study lies in the combination of solutions to educational tasks for preservation of human cultural identity, development of tolerant behavior and respect for cultural differences of interethnic integration, development of common and unique traditions, lifestyle, values of nearby peoples.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127029","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 crisis situation, the pandemic, with the closure of the educational space, has stimulated the integration of the virtual environment and digital technology into the educational space and has brought new leadership challenges. We investigated the experience of employees in the educational space (schools with adapted programmes, primary schools and secondary schools) during the pandemic. We found that employees experienced the negative aspect of facing the pandemic requirements for a virtual work environment. They were faced with the challenge of seeking help during the work process. They also had problems with remote work effectiveness, motivation and satisfaction. We were interested in the school leaders' response to work, the role of the leadership in the process of employee adaptation, and how to identify, understand and use the development tool of coaching when working in a virtual environment. A development tool is an aid to the work process, which enhances work performance. The study confirmed that a development-oriented work process depends on a higher utility value of coaching, from a positive employee response to the use of digital technologies in the work process and leaders' support in this. To the extent that employees were more open to using the Internet in the work process, they also reacted more positively to the new working conditions which required shifting online during the pandemic. A more positive response was also present in those where the leader's support was higher. We also detected a more positive response to the work process among employees who expressed an opinion about the higher useful value of coaching during the work process. We found that employees' response to online technologies was quite positive. Employees' response to the virtual work process was positive. Employees were open to the use of online technologies if the role of the employer was supportive. This leads to a better development-oriented work process.
{"title":"Coaching in the Leadership for Development-Oriented Work in Educational Organization in a Crisis Situation","authors":"Helena Šlebir Lekan, Andreja Istenič","doi":"10.26907/esd.18.3.04","DOIUrl":"https://doi.org/10.26907/esd.18.3.04","url":null,"abstract":"The crisis situation, the pandemic, with the closure of the educational space, has stimulated the integration of the virtual environment and digital technology into the educational space and has brought new leadership challenges. We investigated the experience of employees in the educational space (schools with adapted programmes, primary schools and secondary schools) during the pandemic. We found that employees experienced the negative aspect of facing the pandemic requirements for a virtual work environment. They were faced with the challenge of seeking help during the work process. They also had problems with remote work effectiveness, motivation and satisfaction. We were interested in the school leaders' response to work, the role of the leadership in the process of employee adaptation, and how to identify, understand and use the development tool of coaching when working in a virtual environment. A development tool is an aid to the work process, which enhances work performance. The study confirmed that a development-oriented work process depends on a higher utility value of coaching, from a positive employee response to the use of digital technologies in the work process and leaders' support in this. To the extent that employees were more open to using the Internet in the work process, they also reacted more positively to the new working conditions which required shifting online during the pandemic. A more positive response was also present in those where the leader's support was higher. We also detected a more positive response to the work process among employees who expressed an opinion about the higher useful value of coaching during the work process. We found that employees' response to online technologies was quite positive. Employees' response to the virtual work process was positive. Employees were open to the use of online technologies if the role of the employer was supportive. This leads to a better development-oriented work process.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132045","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}
Vera Khotinets, Evgeniya Shishova, Yulia Novgorodova, Oksana Kozhevnikova, Daria Medvedeva
The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic. To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children's version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist's toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling). The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.
{"title":"Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language","authors":"Vera Khotinets, Evgeniya Shishova, Yulia Novgorodova, Oksana Kozhevnikova, Daria Medvedeva","doi":"10.26907/esd.18.3.14","DOIUrl":"https://doi.org/10.26907/esd.18.3.14","url":null,"abstract":"The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic. To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children's version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist's toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling). The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127020","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}
Alexander Bermous, Roza Valeeva, Tatiana Baklashova
The aim of the study was to organize a reflexive understanding of the issues and trends in the development of the research in teacher education in Russia through the analysis of some aspects of the International Forum on Teacher Education on the basis of Kazan Federal University (https://ifte.kpfu.ru/). In this context, three tasks were solved: the development of the concepts of the "field description" of conference activities; formation of a preliminary "field image" of the IFTE-2023, identification of leading trends and urgent tasks in the organization of conference events in the near future. The research methodology included three components: conducting a survey of the Forum participants, aimed at identifying existing priorities, attitudes in the field of teacher education; analysis of the topics of "key reports"; analysis of the statements of experts participating in the panel discussion on the problems of teacher education, held on May 25, 2023 as part of IFTE-2023. The results obtained allow us to draw conclusions in the following aspects: on the use of key ideas for the study of research and innovation activities in the field of education; generalized requirements for the design of conference-oriented events on teacher education; preliminary assessment of the relevance and significance of events; conditions for improving the quality and efficiency of conference discussions; priority areas of research on practical pedagogy; activation of public participation in interdisciplinary and inter institutional projects; priorities for the transformation of teacher education.
{"title":"Transformation of Research and Innovations in the Sphere of Teacher Education: Reviewing the Results of the 9th International Forum on Teacher Education (IFTE-2023)","authors":"Alexander Bermous, Roza Valeeva, Tatiana Baklashova","doi":"10.26907/esd.18.3.02","DOIUrl":"https://doi.org/10.26907/esd.18.3.02","url":null,"abstract":"The aim of the study was to organize a reflexive understanding of the issues and trends in the development of the research in teacher education in Russia through the analysis of some aspects of the International Forum on Teacher Education on the basis of Kazan Federal University (https://ifte.kpfu.ru/). In this context, three tasks were solved: the development of the concepts of the \"field description\" of conference activities; formation of a preliminary \"field image\" of the IFTE-2023, identification of leading trends and urgent tasks in the organization of conference events in the near future. The research methodology included three components: conducting a survey of the Forum participants, aimed at identifying existing priorities, attitudes in the field of teacher education; analysis of the topics of \"key reports\"; analysis of the statements of experts participating in the panel discussion on the problems of teacher education, held on May 25, 2023 as part of IFTE-2023. The results obtained allow us to draw conclusions in the following aspects: on the use of key ideas for the study of research and innovation activities in the field of education; generalized requirements for the design of conference-oriented events on teacher education; preliminary assessment of the relevance and significance of events; conditions for improving the quality and efficiency of conference discussions; priority areas of research on practical pedagogy; activation of public participation in interdisciplinary and inter institutional projects; priorities for the transformation of teacher education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127205","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 idea of competence is widely discussed in education, accompanied by fierce controversy, when it is strictly associated with work training and, therefore, is criticized. This process of seeking solutions to problems reveals someone's competence. In light of this, the competence of modern educators should deserve to be treated with more attention than a research topic. It is crucial because teacher competence is fundamental to developing student competence which should be the school’s priority function. Having as a premise the controversies that involve the concept of competence, the relevance of developing competence in a humanistic perception, and also the centrality of the Attitude dimension (values) in education, we set out to reflect on how teacher competence influences the development of the student's competence. The methodology involved was bibliographic research. The results indicate that the association of the competence concept with the corporate world and the lack of a clear and shared definition of competence need to be overcome to favor that it could be developed.
{"title":"Competence of the Modern Educator: In Search of Finding Values (Brazilian case)","authors":"Maria Alzira de Almeida Pimenta","doi":"10.26907/esd.18.3.06","DOIUrl":"https://doi.org/10.26907/esd.18.3.06","url":null,"abstract":"The idea of competence is widely discussed in education, accompanied by fierce controversy, when it is strictly associated with work training and, therefore, is criticized. This process of seeking solutions to problems reveals someone's competence. In light of this, the competence of modern educators should deserve to be treated with more attention than a research topic. It is crucial because teacher competence is fundamental to developing student competence which should be the school’s priority function. Having as a premise the controversies that involve the concept of competence, the relevance of developing competence in a humanistic perception, and also the centrality of the Attitude dimension (values) in education, we set out to reflect on how teacher competence influences the development of the student's competence. The methodology involved was bibliographic research. The results indicate that the association of the competence concept with the corporate world and the lack of a clear and shared definition of competence need to be overcome to favor that it could be developed.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135126678","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}
В данном спецвыпуске журнала «Образование и саморазвитие» представлены статьи, подготовленные на основе докладов отечественных и зарубежных коллег на IX Международном форуме по педагогическому образованию, проведенном 24–26 мая в Казанском федеральном университете. Одной из основных миссий КФУ является объединение усилий российских и зарубежных ученых в исследовании актуальных проблем подготовки педагогических кадров. К сожалению, в силу ряда причин российская система педагогического образования была лишь фрагментарно представлена в международном научно-педагогическом сообществе. Между тем историческое прошлое, традиции, особенности политического и социально-экономического развития сформировали в России достаточно интересную систему образования. Поэтому основной философией нашей научной деятельности, важным элементом которой является Международный форум по педагогическому образованию IFTE, было и остается сотрудничество с учеными всего мира, изучение лучших образовательных практик, объективное освещение истории и современного состояния подготовки учителей в России, сопоставление их с мировыми тенденциями и процессами, происходящими сейчас или происходящими на том или ином историческом этапе.
{"title":"От редактора: Качество педагогического образования в международных исследованиях","authors":"Aydar Kalimullin","doi":"10.26907/esd.18.3.01r","DOIUrl":"https://doi.org/10.26907/esd.18.3.01r","url":null,"abstract":"В данном спецвыпуске журнала «Образование и саморазвитие» представлены статьи, подготовленные на основе докладов отечественных и зарубежных коллег на IX Международном форуме по педагогическому образованию, проведенном 24–26 мая в Казанском федеральном университете. Одной из основных миссий КФУ является объединение усилий российских и зарубежных ученых в исследовании актуальных проблем подготовки педагогических кадров. К сожалению, в силу ряда причин российская система педагогического образования была лишь фрагментарно представлена в международном научно-педагогическом сообществе. Между тем историческое прошлое, традиции, особенности политического и социально-экономического развития сформировали в России достаточно интересную систему образования. Поэтому основной философией нашей научной деятельности, важным элементом которой является Международный форум по педагогическому образованию IFTE, было и остается сотрудничество с учеными всего мира, изучение лучших образовательных практик, объективное освещение истории и современного состояния подготовки учителей в России, сопоставление их с мировыми тенденциями и процессами, происходящими сейчас или происходящими на том или ином историческом этапе.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127045","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 global transformation of society, which consists in changing existing patterns of behavior, traditional norms and values, causes uncertainty. Today young people face difficulties of self-determination, which causes internal tension and leads to social maladaptation and ultimately to violation of identity. Numerous studies indicate an increase in deviant behavior among young people caused by violation of socio-psychological adaptation, a change in the value-semantic sphere of personality. The article presents the results of a study of 221 respondents enrolled in higher education programs. Some respondents had signs of deviant behavior. To conduct a psychodiagnostics study, the OKO digital platform was used (https://oko.kpfu.ru). Statistical methods (Student's t-test, correlation analysis) were used to analyze and interpret the data. The findings made it possible to determine the degree of identity formation of persons prone to deviant behavior, as well as to identify psychological features that contribute to the formation of personality identity.
{"title":"Formation of the Identity of University Students Prone to Deviant Behavior","authors":"Ruslan Khakimzyanov","doi":"10.26907/esd.18.3.13","DOIUrl":"https://doi.org/10.26907/esd.18.3.13","url":null,"abstract":"The global transformation of society, which consists in changing existing patterns of behavior, traditional norms and values, causes uncertainty. Today young people face difficulties of self-determination, which causes internal tension and leads to social maladaptation and ultimately to violation of identity. Numerous studies indicate an increase in deviant behavior among young people caused by violation of socio-psychological adaptation, a change in the value-semantic sphere of personality. The article presents the results of a study of 221 respondents enrolled in higher education programs. Some respondents had signs of deviant behavior. To conduct a psychodiagnostics study, the OKO digital platform was used (https://oko.kpfu.ru). Statistical methods (Student's t-test, correlation analysis) were used to analyze and interpret the data. The findings made it possible to determine the degree of identity formation of persons prone to deviant behavior, as well as to identify psychological features that contribute to the formation of personality identity.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127023","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 special issue of the Education and Self-Development journal presents articles based on the presentations of Russian and international colleagues at the 9th International Forum on Teacher Education (IFTE) held May 24–26 at Kazan Federal University. One of the main missions of KFU is to unite the efforts of Russian and foreign scholars in the study of topical issues of teacher training. Unfortunately, for a number of reasons, the Russian system of teacher education was only fragmentarily represented in the international scientific and pedagogical community. Meanwhile, the historical past, traditions, features of political and socio-economic development have formed a rather interesting educational system in Russia. Therefore, the main philosophy of our scientific activity, an important element of which is the IFTE, has been and remains cooperation with scientists from around the world, studying the best educational practices, objectively covering the history and current state of teacher training in Russia, comparing them with global trends and processes taking place now or taking place at a particular historical stage.
{"title":"Quality of Teacher Education in International Studies","authors":"Aydar Kalimullin","doi":"10.26907/esd.18.3.01","DOIUrl":"https://doi.org/10.26907/esd.18.3.01","url":null,"abstract":"This special issue of the Education and Self-Development journal presents articles based on the presentations of Russian and international colleagues at the 9th International Forum on Teacher Education (IFTE) held May 24–26 at Kazan Federal University. One of the main missions of KFU is to unite the efforts of Russian and foreign scholars in the study of topical issues of teacher training. Unfortunately, for a number of reasons, the Russian system of teacher education was only fragmentarily represented in the international scientific and pedagogical community. Meanwhile, the historical past, traditions, features of political and socio-economic development have formed a rather interesting educational system in Russia. Therefore, the main philosophy of our scientific activity, an important element of which is the IFTE, has been and remains cooperation with scientists from around the world, studying the best educational practices, objectively covering the history and current state of teacher training in Russia, comparing them with global trends and processes taking place now or taking place at a particular historical stage.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135127203","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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