Nadezhda Tsvetkova, Pavel Kislyakov, Kira Lagvilava, Natalia Semenova
The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff's theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff's multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.
{"title":"Regional Specifics of Psychological Well-Being among Graduate Students of the Faculty of Psychology","authors":"Nadezhda Tsvetkova, Pavel Kislyakov, Kira Lagvilava, Natalia Semenova","doi":"10.26907/esd.18.3.15","DOIUrl":"https://doi.org/10.26907/esd.18.3.15","url":null,"abstract":"The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff's theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff's multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.","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":"135127207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article substantiates that in order to build an effective variant of an individual development route for a child with autism spectrum disorders, it is necessary to know the level of formation of his/her educational potential. The profile of the formation of the educational potential of preschool children with ASD, according to the authors, contains 11 indicators. The specifics of developing a route map for preschoolers with ASD are conducted taking into account the identified parameters of educational potential. The purpose of the article is to study the formation of the educational potential of preschoolers with ASD to develop a variant of an individual development route. The proposed methods are designed for preschoolers with autism spectrum disorders and adapted by a group of authors from the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD. The minimum level of development of basic communication and speech skills was revealed; at a low level of development – parameters of the game, the cognitive sphere: difficulties in processing information, violation of the formation of the child’s worldview. Such parameters of educational potential as ‘social behavior’, ‘perception’, ‘artistic and aesthetic development’, ‘fine motor skills’, ‘self-service’ and ‘maladaptive behavior’ are almost at the same level of being unformed. The most developed (at the level of partial formation) is an indicator for the development of ‘large motor skills.’ The findings highlighted the importance of developing individual routes for the development of educational potential in preschoolers with ASD to optimize the process of adaptation to society, effective learning, and self-realization as a socialized subject of society. Taking into account the dominance of the parameters of the child’s potential in the development, it is necessary to select technologies for support and training.
{"title":"Educational Potential of Preschool Children with ASD","authors":"Irina Nigmatullina, Elvira Sadretdinova, Veronika Vasina, Valeriya Stepashkina, Natalya Kryukovskaya, Aksana Famina, Nataliya Myodova, Evgenia Dergachyova, Galiya Abaeva, Meirbek Toktabaev","doi":"10.26907/esd.18.3.10","DOIUrl":"https://doi.org/10.26907/esd.18.3.10","url":null,"abstract":"The article substantiates that in order to build an effective variant of an individual development route for a child with autism spectrum disorders, it is necessary to know the level of formation of his/her educational potential. The profile of the formation of the educational potential of preschool children with ASD, according to the authors, contains 11 indicators. The specifics of developing a route map for preschoolers with ASD are conducted taking into account the identified parameters of educational potential. The purpose of the article is to study the formation of the educational potential of preschoolers with ASD to develop a variant of an individual development route. The proposed methods are designed for preschoolers with autism spectrum disorders and adapted by a group of authors from the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD. The minimum level of development of basic communication and speech skills was revealed; at a low level of development – parameters of the game, the cognitive sphere: difficulties in processing information, violation of the formation of the child’s worldview. Such parameters of educational potential as ‘social behavior’, ‘perception’, ‘artistic and aesthetic development’, ‘fine motor skills’, ‘self-service’ and ‘maladaptive behavior’ are almost at the same level of being unformed. The most developed (at the level of partial formation) is an indicator for the development of ‘large motor skills.’ The findings highlighted the importance of developing individual routes for the development of educational potential in preschoolers with ASD to optimize the process of adaptation to society, effective learning, and self-realization as a socialized subject of society. Taking into account the dominance of the parameters of the child’s potential in the development, it is necessary to select technologies for support and training.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"1 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":"135127215","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}
Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators' growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner's pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators' teaching methods, research endeavours, and leadership approaches.
{"title":"Being, Becoming, and Belonging: Professional Identity of Teacher Educators","authors":"Manpreet Kaur Bagga","doi":"10.26907/esd.18.3.03","DOIUrl":"https://doi.org/10.26907/esd.18.3.03","url":null,"abstract":"Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators' growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner's pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators' teaching methods, research endeavours, and leadership approaches.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"52 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":"135127206","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 study explores the relationship between the strategies of parental involvement in education and the ability of schoolchildren to proactive behavior (agency), which allows them to adapt more successfully to changing external conditions. The data was obtained through the Internet survey of students engaged in extracurricular activities about the transition to remote formats of education during the pandemic and lockdown. The latent profile analysis was applied to better understand the differences between respondents in terms of changes in interaction with parents. The results showed that the joint activity of children and parents may be associated with the shaping of the so-called ‘cooperative agency’, whereas the strategy (related to giving more freedom to children, along with the facilitation support) is associated with other behavioral characteristics, which might be called ‘autonomous agency.’ We also found that the lack of interaction with parents, as well as strict control by parents, do not contribute to successful adaptation to the crisis conditions, which might be due to the lack of support of a child’s proactive behavior. It is also shown that the practice of discussing with parents the prospects of participation in educational and research projects is crucial both for shaping proactive behavior and also for expanding the perceived opportunities in crisis periods.
{"title":"Parental Strategies and Agency of Children Engaged in Extracurricular Activities during the Pandemic","authors":"Mikhail Goshin, Dmitry Grigoryev, Pavel Sorokin","doi":"10.26907/esd.18.3.08","DOIUrl":"https://doi.org/10.26907/esd.18.3.08","url":null,"abstract":"The study explores the relationship between the strategies of parental involvement in education and the ability of schoolchildren to proactive behavior (agency), which allows them to adapt more successfully to changing external conditions. The data was obtained through the Internet survey of students engaged in extracurricular activities about the transition to remote formats of education during the pandemic and lockdown. The latent profile analysis was applied to better understand the differences between respondents in terms of changes in interaction with parents. The results showed that the joint activity of children and parents may be associated with the shaping of the so-called ‘cooperative agency’, whereas the strategy (related to giving more freedom to children, along with the facilitation support) is associated with other behavioral characteristics, which might be called ‘autonomous agency.’ We also found that the lack of interaction with parents, as well as strict control by parents, do not contribute to successful adaptation to the crisis conditions, which might be due to the lack of support of a child’s proactive behavior. It is also shown that the practice of discussing with parents the prospects of participation in educational and research projects is crucial both for shaping proactive behavior and also for expanding the perceived opportunities in crisis periods.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"15 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":"135127208","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 relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type. The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages. The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established - coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one. As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative. The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan. The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.
{"title":"Bilingual Education in Tatarstan","authors":"Valeryan Gabdulkhakov","doi":"10.26907/esd.18.3.07","DOIUrl":"https://doi.org/10.26907/esd.18.3.07","url":null,"abstract":"The relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type. The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages. The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established - coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one. As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative. The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan. The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"25 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":"135127212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of research on the practices of formative assessment in modern conditions of development of internal systems for assessing the quality of education. The relevance of the article is related to the consideration of formative assessment in conjunction with the problem of subjectivity as a special result of learning. The purpose of the article is to present formative assessment in terms of its impact on the cognitive competence of students and the promotion of educational content to interdisciplinary technologies. The author's scientific and theoretical conclusions are confirmed by the results of observation of a group of high school students in Moscow schools, for whom the principles and techniques of formative assessment were tested. The empirical experience of involving students in the educational discourse of formative assessment is represented by quantitative values processed using the statistical model χ2. The novelty of the research consists in clarifying the concept of formative assessment and substantiating the corresponding component of internal systems for assessing the quality of General education as a priority direction in the implementation of General education programs. The practical significance of the study is related to the confirmation of the effectiveness of formative assessment for the cognitive development of students.
{"title":"Formative Assessment as a Component of Internal Education Quality Assessment Systems","authors":"G. Savinykh","doi":"10.26907/esd.17.4.11","DOIUrl":"https://doi.org/10.26907/esd.17.4.11","url":null,"abstract":"The article presents the results of research on the practices of formative assessment in modern conditions of development of internal systems for assessing the quality of education. The relevance of the article is related to the consideration of formative assessment in conjunction with the problem of subjectivity as a special result of learning. The purpose of the article is to present formative assessment in terms of its impact on the cognitive competence of students and the promotion of educational content to interdisciplinary technologies. The author's scientific and theoretical conclusions are confirmed by the results of observation of a group of high school students in Moscow schools, for whom the principles and techniques of formative assessment were tested. The empirical experience of involving students in the educational discourse of formative assessment is represented by quantitative values processed using the statistical model χ2. The novelty of the research consists in clarifying the concept of formative assessment and substantiating the corresponding component of internal systems for assessing the quality of General education as a priority direction in the implementation of General education programs. The practical significance of the study is related to the confirmation of the effectiveness of formative assessment for the cognitive development of students.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72927152","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 COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students’ acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers’ perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools’ own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period.
{"title":"Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic","authors":"Shrutidhara Mahanta, R. Sharma","doi":"10.26907/esd.17.4.04","DOIUrl":"https://doi.org/10.26907/esd.17.4.04","url":null,"abstract":"The COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students’ acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers’ perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools’ own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78427895","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}
Nadezhda Ozornina, Polina Efimova, Nicole Timoshenko, A. Bochaver
The coronavirus pandemic led to a massive transition to distance learning at schools. All participants in the educational process adapt their lifestyle, workplace, communication methods and leisure forms to the new circumstances. Nowadays the consequences of this phenomenon begin to be studied. This article is devoted to the study of the experience of learning, communication and leisure of teenagers in conditions of social isolation and school closure and approbation of the risk and protective factors model in the context of adaptation to the distance learning. Thematic analysis of semi-structured interviews with adolescents aged 13-17 from Moscow, Ryazan, Tomsk, Moscow and Sverdlovsk regions allows us to characterize five thematic categories in terms of the main factors that make it more difficult or easier for schoolchildren to adapt to the distance learning. The categories include: school and teacher relations; supplementary education and hobbies; relationships with peers; family context; individual and personal characteristics of schoolchildren. The pilot nature of this study and a small sample limit the possibilities of extrapolating the conclusions to all groups of Russian schoolchildren, but allow us to problematize the complex nature of the difficulties faced by adolescents and demonstrate a wide range of resources that allow them to cope with them. Based on the results, we developed short recommendations that can be used by the management of educational organizations, teachers, and parents to reduce stress and simplify the adaptation of students during distance learning.
{"title":"Zoom, Skype or Photos of Paper Sheets: Adolescents about the Transition to Distance Learning During the Pandemic","authors":"Nadezhda Ozornina, Polina Efimova, Nicole Timoshenko, A. Bochaver","doi":"10.26907/esd.17.4.12","DOIUrl":"https://doi.org/10.26907/esd.17.4.12","url":null,"abstract":"The coronavirus pandemic led to a massive transition to distance learning at schools. All participants in the educational process adapt their lifestyle, workplace, communication methods and leisure forms to the new circumstances. Nowadays the consequences of this phenomenon begin to be studied. This article is devoted to the study of the experience of learning, communication and leisure of teenagers in conditions of social isolation and school closure and approbation of the risk and protective factors model in the context of adaptation to the distance learning. Thematic analysis of semi-structured interviews with adolescents aged 13-17 from Moscow, Ryazan, Tomsk, Moscow and Sverdlovsk regions allows us to characterize five thematic categories in terms of the main factors that make it more difficult or easier for schoolchildren to adapt to the distance learning. The categories include: school and teacher relations; supplementary education and hobbies; relationships with peers; family context; individual and personal characteristics of schoolchildren. The pilot nature of this study and a small sample limit the possibilities of extrapolating the conclusions to all groups of Russian schoolchildren, but allow us to problematize the complex nature of the difficulties faced by adolescents and demonstrate a wide range of resources that allow them to cope with them. Based on the results, we developed short recommendations that can be used by the management of educational organizations, teachers, and parents to reduce stress and simplify the adaptation of students during distance learning.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80987248","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 relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.
{"title":"Distance Teaching of Professional Intergroup Communication to Non-Linguistic Students","authors":"I. Abramova, E. Shishmolina","doi":"10.26907/esd.17.4.18","DOIUrl":"https://doi.org/10.26907/esd.17.4.18","url":null,"abstract":"The relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85495497","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}
E. Gilemkhanova, R. Khusainova, I. Lushpaeva, Milyausha Khairutdinova
Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers' well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone. Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.
{"title":"A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment","authors":"E. Gilemkhanova, R. Khusainova, I. Lushpaeva, Milyausha Khairutdinova","doi":"10.26907/esd.17.4.20","DOIUrl":"https://doi.org/10.26907/esd.17.4.20","url":null,"abstract":"Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers' well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone. Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82130284","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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