The article deals with the problem of rejuvenation of the staff potential in scientific organizations and higher educational institutions through the selection and motivation of talented young specialists to build their career trajectory in the field of science, high technology and higher education. The authors provide a detailed description of the target characteristics necessary for successful work in a creative environment. Based on original methods and building on the basic provisions of the theory of motivational complex work activities and use of the MMPI diagnostic test, they define the reference variant personality, and motivational profile of the scientist and compare it with the real profiles of undergraduate and graduate students wishing or not wishing to continue their graduate education with subsequent employment in a higher school or scientific organization. By logical comparison of the reference and real profiles, the article came to the paradoxical conclusion that people who are predisposed to scientific activity do not have aspirations to enter graduate school. Those who are professionally unfit for scientific activity, on the contrary, tend towards graduate school. Based on the analysis of the causes of this situation, a number of proposals for improving the system of professional selection and motivation of talented young professionals are formulated and justified. They are mainly related to the development of diagnostic tests for career guidance and the use of the postdoctoral institute. The authors suggest that the implementation of these proposals will contribute to the rejuvenation and strengthening of the human resources of higher educational institutions and scientific organizations in the Russian Federation.
{"title":"Target Characteristics of Creative Young Professionals in the Field of Science and Higher Education","authors":"A. Litvinyuk, S. Ledneva, E. Kuzub","doi":"10.26907/esd.17.1.13","DOIUrl":"https://doi.org/10.26907/esd.17.1.13","url":null,"abstract":"The article deals with the problem of rejuvenation of the staff potential in scientific organizations and higher educational institutions through the selection and motivation of talented young specialists to build their career trajectory in the field of science, high technology and higher education. The authors provide a detailed description of the target characteristics necessary for successful work in a creative environment. Based on original methods and building on the basic provisions of the theory of motivational complex work activities and use of the MMPI diagnostic test, they define the reference variant personality, and motivational profile of the scientist and compare it with the real profiles of undergraduate and graduate students wishing or not wishing to continue their graduate education with subsequent employment in a higher school or scientific organization. By logical comparison of the reference and real profiles, the article came to the paradoxical conclusion that people who are predisposed to scientific activity do not have aspirations to enter graduate school. Those who are professionally unfit for scientific activity, on the contrary, tend towards graduate school. Based on the analysis of the causes of this situation, a number of proposals for improving the system of professional selection and motivation of talented young professionals are formulated and justified. They are mainly related to the development of diagnostic tests for career guidance and the use of the postdoctoral institute. The authors suggest that the implementation of these proposals will contribute to the rejuvenation and strengthening of the human resources of higher educational institutions and scientific organizations in the Russian Federation.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74372199","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}
B. Radulović, M. Stojanović, Milanka Džinović, O. Zajkov
Gifted education is specific and requires extensive investment from teachers to respond to their students’ cognitive and social needs. Due to the link between beliefs and behaviors, teachers’ views on this issue are often monitored to ensure that gifted students receive educational opportunities appropriate to their learning needs. This paper presents student teachers’ attitudes to gifted education and their perception of the teaching profession. It was considered essential to look at how future teachers relate to the teaching profession to prevent possible problems and better respond to gifted students’ needs. Eighty-three students of the Teacher Education Faculty, University of Belgrade, participated in the research. A customized Gagné and Nadeau questionnaire Attitudes towards the gifted and their education and a customized questionnaire Teacher job satisfaction were used. The results showed that students have favorable opinion of gifted education in Serbia. Thus, positive thinking and the theoretical concepts related to gifted education they studied will be appropriately incorporated into their teaching practice. It also shows that these students are sensitive to other groups of students with disabilities. A significant belief was that ‘Children with disabilities have the greatest need for special educational programs.’ The research showed that students are satisfied with the social position and opportunities for advancement that the teaching profession offers them, while they are somewhat more dissatisfied with society’s economic position. The positive results are encouraging because they indicate the existence and maintenance of a positive trend toward Serbia’s gifted education.
{"title":"Students’ Opinion of Gifted Education and Teaching Profession","authors":"B. Radulović, M. Stojanović, Milanka Džinović, O. Zajkov","doi":"10.26907/esd.17.1.07","DOIUrl":"https://doi.org/10.26907/esd.17.1.07","url":null,"abstract":"Gifted education is specific and requires extensive investment from teachers to respond to their students’ cognitive and social needs. Due to the link between beliefs and behaviors, teachers’ views on this issue are often monitored to ensure that gifted students receive educational opportunities appropriate to their learning needs. This paper presents student teachers’ attitudes to gifted education and their perception of the teaching profession. It was considered essential to look at how future teachers relate to the teaching profession to prevent possible problems and better respond to gifted students’ needs. Eighty-three students of the Teacher Education Faculty, University of Belgrade, participated in the research. A customized Gagné and Nadeau questionnaire Attitudes towards the gifted and their education and a customized questionnaire Teacher job satisfaction were used. The results showed that students have favorable opinion of gifted education in Serbia. Thus, positive thinking and the theoretical concepts related to gifted education they studied will be appropriately incorporated into their teaching practice. It also shows that these students are sensitive to other groups of students with disabilities. A significant belief was that ‘Children with disabilities have the greatest need for special educational programs.’ The research showed that students are satisfied with the social position and opportunities for advancement that the teaching profession offers them, while they are somewhat more dissatisfied with society’s economic position. The positive results are encouraging because they indicate the existence and maintenance of a positive trend toward Serbia’s gifted education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"28 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88269535","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}
There is currently a problem in engineering universities with the quality of training of graduates. This article discusses the formation of a system of partnership with basic enterprises, integrating the implementation of the main professional educational programs in a practical-modular format. Empirical methods were used to determine the level of graduate training in the engineering university by evaluating the effectiveness of the implementation process of practical-modular educational programs and identifying the dynamics with the participation of employers. The article examines the need for practice-modular training (PMO), the preconditions for its implementation, and highlights the problems solved through partnership between the university and enterprises, taking into account the interests of all the actors involved. It sets out the stages and the technology for implementing the programs, and specifically considers the case of training for the oil and gas business. The possibilities of an electronic educational environment, students’ project activities, and different types of practice in the implementation process of PMO are revealed. The effectiveness of PMO is demonstrated by the results of the State final certification, an independent comprehensive assessment of the training of graduates by employers. The article will be useful for teaching staff in engineering universities, specialists in the field of pedagogy, theory and methods of professional education, and the system of additional education.
{"title":"Implementation of Modular Engineering Programs in Collaboration with Employers","authors":"O. Gorshkova","doi":"10.26907/esd.17.1.11","DOIUrl":"https://doi.org/10.26907/esd.17.1.11","url":null,"abstract":"There is currently a problem in engineering universities with the quality of training of graduates. This article discusses the formation of a system of partnership with basic enterprises, integrating the implementation of the main professional educational programs in a practical-modular format. Empirical methods were used to determine the level of graduate training in the engineering university by evaluating the effectiveness of the implementation process of practical-modular educational programs and identifying the dynamics with the participation of employers. The article examines the need for practice-modular training (PMO), the preconditions for its implementation, and highlights the problems solved through partnership between the university and enterprises, taking into account the interests of all the actors involved. It sets out the stages and the technology for implementing the programs, and specifically considers the case of training for the oil and gas business. The possibilities of an electronic educational environment, students’ project activities, and different types of practice in the implementation process of PMO are revealed. The effectiveness of PMO is demonstrated by the results of the State final certification, an independent comprehensive assessment of the training of graduates by employers. The article will be useful for teaching staff in engineering universities, specialists in the field of pedagogy, theory and methods of professional education, and the system of additional education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77295921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Bakina, S. Sityaeva, O. Orlova, Valeria Ambrosova, E. Katkova, Alexander Shumeyko, A. Bazilevsky
There is a problem in evaluating improvements in education effectiveness that is related to the selection of appropriate, clear assessment criteria and methods for measuring the results of the educational process. This article discusses the possibility of using the students’ subjective well-being as a criterion for internal evaluation of the educational system effectiveness in a children's center. It describes indicators of subjective well-being and methods for studying them. The process was tested at the All-Russian Children’s Center “Ocean” in 2019. Two cohorts participated in the study: ‘Parus’ (92 people aged 13 to 17 years, average age 14.7 years) and ‘Brigantine’ (74 people aged 11 to 17 years, average age 15.2 years) - a total of 168 people. To study the cognitive component of well-being, the level of satisfaction among students in "Ocean," and the opportunity to realize their needs in this children’s center were assessed. The study used a modified methodology of international index of personal well-being, a modified version of the techniques ‘Level of correlation values and accessibility in various spheres of life’ developed by E. B Fantalova. To assess the emotional component of pupils’ well-being, their prevailing emotional background was studied using a modified version of the questionnaire ‘Feelings in school’ developed by T. N. Klyuyeva). The subjective well-being indicators in specific aspects of the children's center life were analyzed, both for the center as a whole and separately for the cohorts. This analysis made it possible to assess the possibilities of fulfilling different children’s needs in the Centre, the number of areas where there was an internal conflict (due to insufficient subjective availability of value) and an internal vacuum (due to excessive presence of low-value phenomena in the child’s life). An integral indicator of misalignment was taken into account, showing the degree of internal dissatisfaction and the obstacles to basic life needs.
在评价教育有效性的改进方面存在一个问题，这个问题与选择适当、明确的评价标准和方法来衡量教育过程的结果有关。本文探讨了将学生主观幸福感作为儿童中心教育系统有效性内部评价标准的可能性。它描述了主观幸福感的指标和研究它们的方法。该过程于2019年在全俄儿童中心“海洋”进行了测试。两组人参与了这项研究:“Parus”组(92人，年龄在13到17岁之间，平均年龄14.7岁)和“Brigantine”组(74人，年龄在11到17岁之间，平均年龄15.2岁)，共168人。为了研究幸福感的认知成分，我们评估了“海洋”儿童中心学生的满意度，以及在该儿童中心实现他们需求的机会。这项研究使用了一种改进的国际个人幸福指数方法，这是E. B . Fantalova开发的“生活各个领域的相关值和可及性水平”技术的改进版本。为了评估学生幸福感的情感成分，我们使用T. N.克柳耶娃(T. N. Klyuyeva)开发的“学校感受”问卷的修改版本研究了他们的普遍情感背景。对儿童中心生活的具体方面的主观幸福感指标进行了分析，既针对中心整体，也针对队列单独进行了分析。这一分析使人们能够评估中心满足不同儿童需要的可能性、存在内部冲突(由于主观价值不足)和内部真空(由于儿童生活中存在过多的低价值现象)的领域的数量。考虑到失调的一个综合指标，显示内部不满的程度和基本生活需要的障碍。
{"title":"Students’ Subjective Well-Being as a Criterion for Evaluating the Effectiveness of Children’s Centers: Evidence from All-Russian Children’s Center “Ocean”","authors":"A. Bakina, S. Sityaeva, O. Orlova, Valeria Ambrosova, E. Katkova, Alexander Shumeyko, A. Bazilevsky","doi":"10.26907/esd.17.1.15","DOIUrl":"https://doi.org/10.26907/esd.17.1.15","url":null,"abstract":"There is a problem in evaluating improvements in education effectiveness that is related to the selection of appropriate, clear assessment criteria and methods for measuring the results of the educational process. This article discusses the possibility of using the students’ subjective well-being as a criterion for internal evaluation of the educational system effectiveness in a children's center. It describes indicators of subjective well-being and methods for studying them. The process was tested at the All-Russian Children’s Center “Ocean” in 2019. Two cohorts participated in the study: ‘Parus’ (92 people aged 13 to 17 years, average age 14.7 years) and ‘Brigantine’ (74 people aged 11 to 17 years, average age 15.2 years) - a total of 168 people. To study the cognitive component of well-being, the level of satisfaction among students in \"Ocean,\" and the opportunity to realize their needs in this children’s center were assessed. The study used a modified methodology of international index of personal well-being, a modified version of the techniques ‘Level of correlation values and accessibility in various spheres of life’ developed by E. B Fantalova. To assess the emotional component of pupils’ well-being, their prevailing emotional background was studied using a modified version of the questionnaire ‘Feelings in school’ developed by T. N. Klyuyeva). The subjective well-being indicators in specific aspects of the children's center life were analyzed, both for the center as a whole and separately for the cohorts. This analysis made it possible to assess the possibilities of fulfilling different children’s needs in the Centre, the number of areas where there was an internal conflict (due to insufficient subjective availability of value) and an internal vacuum (due to excessive presence of low-value phenomena in the child’s life). An integral indicator of misalignment was taken into account, showing the degree of internal dissatisfaction and the obstacles to basic life needs.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80740717","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}
Research examining teachers’ attitudes toward gamification is scarce, although attitudes play a critical role in implementing a new pedagogical approach. The aim of this study was to understand whether Slovenian educators are familiar with the concept of gamification, whether they have experience using it, and what their attitudes are towards its use. A secondary goal was also to construct an instrument that can capture the affective, behavioral, and cognitive components of teachers’ attitudes toward gamification. Based on survey results from 103 Slovenian educators, teachers did not have a good understanding of gamification and had difficulty distinguishing it from game-based learning, although more than 60% reported using the principles of gamification at least once in the past year. However, teachers’ attitudes toward gamification are quite positive and they expressed an interest in learning more about how to use it in their teaching. They would use it mainly to make learning content more interesting and motivate their students but have concerns that it is difficult to implement and that it would overwhelm them. The main findings of the study show that Slovenian educators lack familiarity with gamification and competencies to effectively take advantage of its benefits but are open and positive about adopting this innovative method to motivate their students.
{"title":"How do Slovenian Educators feel about Gamification? Interested to Know More","authors":"Nežka Sajinčič, A. Sandak, A. Istenič","doi":"10.26907/esd.17.1.09","DOIUrl":"https://doi.org/10.26907/esd.17.1.09","url":null,"abstract":"Research examining teachers’ attitudes toward gamification is scarce, although attitudes play a critical role in implementing a new pedagogical approach. The aim of this study was to understand whether Slovenian educators are familiar with the concept of gamification, whether they have experience using it, and what their attitudes are towards its use. A secondary goal was also to construct an instrument that can capture the affective, behavioral, and cognitive components of teachers’ attitudes toward gamification. Based on survey results from 103 Slovenian educators, teachers did not have a good understanding of gamification and had difficulty distinguishing it from game-based learning, although more than 60% reported using the principles of gamification at least once in the past year. However, teachers’ attitudes toward gamification are quite positive and they expressed an interest in learning more about how to use it in their teaching. They would use it mainly to make learning content more interesting and motivate their students but have concerns that it is difficult to implement and that it would overwhelm them. The main findings of the study show that Slovenian educators lack familiarity with gamification and competencies to effectively take advantage of its benefits but are open and positive about adopting this innovative method to motivate their students.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86781229","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 development of digital competencies and digital literacy in the 21st century is one of the most urgent in the theory and practice of modern education. The need for an understanding of the analysis of scientific knowledge on this issue is confirmed by the high demand for digital competencies of specialists in the labor market. The paper organizes and presents publication trends in the field of human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary). The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this article provides a final overview of 55 articles. The results are presented in visual-graphic form. In particular, the concepts related to digital abilities used in scientific everyday life are presented in the form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific works describing human abilities in the digital sphere. The article presents a graphical visualization of the factors influencing the formation and development of digital literacy and digital competencies of university students. The results obtained will be of interest to researchers of digital literacy and digital competencies, teachers, and university leaders in the implementation of educational programs.
21世纪数字能力和数字素养的发展是现代教育理论和实践中最紧迫的问题之一。劳动力市场对专家数字能力的高需求证实了对这一问题的科学知识分析的理解的必要性。本文整理和介绍了人类数字能力领域的出版趋势，重点是对高等教育主题的深入研究。使用Web of Science, Google Scholar, RSCI (library)进行综述和分析工作。该分析基于2000年至2020年期间被引用最多的120篇论文，本文提供了55篇文章的最终概述。结果以视觉图形的形式呈现。特别是，与日常科学生活中使用的数字能力相关的概念以概念金字塔的形式呈现:从“数字技能”的基本概念到“数字素养”概念的最广泛含义。“云这个词反映了科学著作中描述人类在数字领域能力的最常用词汇。本文对影响大学生数字素养和数字能力形成与发展的因素进行了图形化可视化分析。所获得的结果将对数字素养和数字能力的研究人员、教师和实施教育计划的大学领导感兴趣。
{"title":"The Development of Digital Competencies and Digital Literacy in the 21st Century: A Survey of Studies","authors":"Anastasia V. Pesha","doi":"10.26907/esd.17.1.16","DOIUrl":"https://doi.org/10.26907/esd.17.1.16","url":null,"abstract":"The development of digital competencies and digital literacy in the 21st century is one of the most urgent in the theory and practice of modern education. The need for an understanding of the analysis of scientific knowledge on this issue is confirmed by the high demand for digital competencies of specialists in the labor market. The paper organizes and presents publication trends in the field of human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary). The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this article provides a final overview of 55 articles. The results are presented in visual-graphic form. In particular, the concepts related to digital abilities used in scientific everyday life are presented in the form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific works describing human abilities in the digital sphere. The article presents a graphical visualization of the factors influencing the formation and development of digital literacy and digital competencies of university students. The results obtained will be of interest to researchers of digital literacy and digital competencies, teachers, and university leaders in the implementation of educational programs.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82541250","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 deals with the phenomenon of multifunctionality in the education context, particularly in university foreign language education, considering teacher and student activities, materials and texts, as well as technologies and tasks. It demonstrates the need for the development and application of specific educational tools which are based on complex goal focus and expected integral outcomes of university education. Multifunctional tasks are considered to be an effective way to form and to enhance both key and subject-specific competences. The article describes the main characteristics of such tasks and the essential conditions to implement them in university foreign language classrooms. Examples of multifunctional tasks intended for foreign language learning are presented and their potential for teaching non-language subjects is also outlined.
{"title":"Multifunctionality as a Feature of Modern Education: Evidence from University Language Education","authors":"E. Borzova, M. Shemanaeva","doi":"10.26907/esd.17.1.14","DOIUrl":"https://doi.org/10.26907/esd.17.1.14","url":null,"abstract":"The article deals with the phenomenon of multifunctionality in the education context, particularly in university foreign language education, considering teacher and student activities, materials and texts, as well as technologies and tasks. It demonstrates the need for the development and application of specific educational tools which are based on complex goal focus and expected integral outcomes of university education. Multifunctional tasks are considered to be an effective way to form and to enhance both key and subject-specific competences. The article describes the main characteristics of such tasks and the essential conditions to implement them in university foreign language classrooms. Examples of multifunctional tasks intended for foreign language learning are presented and their potential for teaching non-language subjects is also outlined.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80223994","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}
Schoolchildren with learning disabilities have difficulties in communication and interaction with other people and this is related to their awareness of other’s subjective reality. A symbol is a “mental tool” for awareness of subjective reality. The symbol is a cultural presentation of subjective reality, mediating the relationship and interaction of two or more agents. The purpose of this study, based on cultural-historical methodology, is to identify and experimentally verify the use of symbols to understand this agent’s subjective reality by younger schoolchildren and adolescents with learning disabilities. The experimental method is based on identifying the dominant attitudes to the awareness of the agent’s subjective reality, as well as how it is interpreted and evaluated by the child. The study involved 80 students of secondary schools: 40 with normal development and 40 with learning disabilities (9-12 and 14-16 years old). It showed difficulties in understanding agent’s subjective reality and the predominance of a stable objective attitude to symbols and other people, with significant differences in the Mann-Whitney U test for the experimental group of participants of both ages. This feature is considered as an obstacle in the construction of interpersonal relationships and cooperation by children and adolescents and can serve as a target for psychological assistance.
{"title":"The Use of Symbols by Elementary Schoolchildren and Adolescents with Learning Disabilities as Tools of Awareness of Subjective Reality","authors":"A. Polyakov","doi":"10.26907/esd.17.1.10","DOIUrl":"https://doi.org/10.26907/esd.17.1.10","url":null,"abstract":"Schoolchildren with learning disabilities have difficulties in communication and interaction with other people and this is related to their awareness of other’s subjective reality. A symbol is a “mental tool” for awareness of subjective reality. The symbol is a cultural presentation of subjective reality, mediating the relationship and interaction of two or more agents. The purpose of this study, based on cultural-historical methodology, is to identify and experimentally verify the use of symbols to understand this agent’s subjective reality by younger schoolchildren and adolescents with learning disabilities. The experimental method is based on identifying the dominant attitudes to the awareness of the agent’s subjective reality, as well as how it is interpreted and evaluated by the child. The study involved 80 students of secondary schools: 40 with normal development and 40 with learning disabilities (9-12 and 14-16 years old). It showed difficulties in understanding agent’s subjective reality and the predominance of a stable objective attitude to symbols and other people, with significant differences in the Mann-Whitney U test for the experimental group of participants of both ages. This feature is considered as an obstacle in the construction of interpersonal relationships and cooperation by children and adolescents and can serve as a target for psychological assistance.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86354100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Veretennikova, O. Shikhova, Yuri Shikhov, A. Valeev
In the didactics of higher education, the issue of professional thinking development (so-called pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the same time, pedagogical thinking, and the methods of its development and diagnostics can provide clear guidelines for teaching individualization and correction mechanisms. These methods should focus on fostering the professional qualities for future teachers. The purpose of the article is to describe the proprietary technology for diagnosing the level of students’ pedagogical thinking - future preschool teachers - using the group expert assessment method. Research methods and techniques. The study was carried out through a competency-based approach, which coordinates the competence-oriented goals of future teachers’ professional training with the level of their pedagogical thinking. The method of the group expert assessment was used to justify the structure, content, and students' pedagogical thinking levels. We involved qualified university instructors and pre-school teachers as experts. Findings. We determined the basic structure of pedagogical thinking and its development levels for these students. This helped to define the choice of teaching aids and targeted assistance to students within individual educational pathways. The article shows the interrelation of components and interdependence of the pedagogical thinking for students with the structural components of the professional and pedagogical competence for a bachelor degree student. The novelty of the research. The authors propose a methodology for diagnosing the development level of students’ pedagogical thinking which is coordinated with the competence-oriented goals of their professional training. The federal-state educational standard of higher education and the Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and secondary education)” determines the content of these goals. Practical significance. The findings of the research can be applied by administrative authorities and university instructors for planning individual educational pathways of undergraduate students, as well as of post-graduate students studying the current issues of preschool education.
{"title":"Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach","authors":"V. Veretennikova, O. Shikhova, Yuri Shikhov, A. Valeev","doi":"10.26907/esd.17.1.18","DOIUrl":"https://doi.org/10.26907/esd.17.1.18","url":null,"abstract":"In the didactics of higher education, the issue of professional thinking development (so-called pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the same time, pedagogical thinking, and the methods of its development and diagnostics can provide clear guidelines for teaching individualization and correction mechanisms. These methods should focus on fostering the professional qualities for future teachers. The purpose of the article is to describe the proprietary technology for diagnosing the level of students’ pedagogical thinking - future preschool teachers - using the group expert assessment method. Research methods and techniques. The study was carried out through a competency-based approach, which coordinates the competence-oriented goals of future teachers’ professional training with the level of their pedagogical thinking. The method of the group expert assessment was used to justify the structure, content, and students' pedagogical thinking levels. We involved qualified university instructors and pre-school teachers as experts. Findings. We determined the basic structure of pedagogical thinking and its development levels for these students. This helped to define the choice of teaching aids and targeted assistance to students within individual educational pathways. The article shows the interrelation of components and interdependence of the pedagogical thinking for students with the structural components of the professional and pedagogical competence for a bachelor degree student. The novelty of the research. The authors propose a methodology for diagnosing the development level of students’ pedagogical thinking which is coordinated with the competence-oriented goals of their professional training. The federal-state educational standard of higher education and the Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and secondary education)” determines the content of these goals. Practical significance. The findings of the research can be applied by administrative authorities and university instructors for planning individual educational pathways of undergraduate students, as well as of post-graduate students studying the current issues of preschool education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85056116","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}
Shahyad Mohammadnia Alfruzi, Mehdi Vaez-Dalili, Bahram Hadian
The study was an attempt to examine the effects of three types of written corrective feedback namely direct, indirect, and metalinguistic, and the related responses (with and without revision) on the production of grammatical structures by Iranian intermediate EFL learners. 180 language learners were chosen out of a population pool of 260 participants and assigned to six groups of 30 learners based on their performance on Oxford Quick Placement Test (QPT): DCF with and without revision, ICF with and without revision, MCF with and without revision. Provided with different types of feedback, the students in any of six experimental groups were given instruction on present and past perfect tenses. A pre-test -post-test design was applied to conduct the study. Participants in each group were required to take Dicto-Comp as a pre-test. After being offered with the relevant treatments, a parallel post-test was run. The results showed that students in all experimental groups outperformed their knowledge of present/past perfect tenses from the pre-test to the post-test. Students in the 'DCF with revision' outperformed all other groups, and the groups required to make revisions (i.e., DCF / ICF / MCF with revision) outperformed the corresponding groups with no revision, and the only groups whose scores (between pre-test and post-test) showed more variation were MCF with and without revision. The results provide valuable insights into the effectiveness of teacher feedback on L2 writing ability at large and learning these two tenses at least for the participants of the present study. Furthermore, these results suggested that providing written corrective feedback can be beneficial as an enhancing element in the curriculum development for improving EFL learners’ writing ability.
{"title":"Investigating the Effects of Written Corrective Feedback and Revision on EFL Learners’ Production of Grammatical Structures","authors":"Shahyad Mohammadnia Alfruzi, Mehdi Vaez-Dalili, Bahram Hadian","doi":"10.26907/esd.17.1.06","DOIUrl":"https://doi.org/10.26907/esd.17.1.06","url":null,"abstract":"The study was an attempt to examine the effects of three types of written corrective feedback namely direct, indirect, and metalinguistic, and the related responses (with and without revision) on the production of grammatical structures by Iranian intermediate EFL learners. 180 language learners were chosen out of a population pool of 260 participants and assigned to six groups of 30 learners based on their performance on Oxford Quick Placement Test (QPT): DCF with and without revision, ICF with and without revision, MCF with and without revision. Provided with different types of feedback, the students in any of six experimental groups were given instruction on present and past perfect tenses. A pre-test -post-test design was applied to conduct the study. Participants in each group were required to take Dicto-Comp as a pre-test. After being offered with the relevant treatments, a parallel post-test was run. The results showed that students in all experimental groups outperformed their knowledge of present/past perfect tenses from the pre-test to the post-test. Students in the 'DCF with revision' outperformed all other groups, and the groups required to make revisions (i.e., DCF / ICF / MCF with revision) outperformed the corresponding groups with no revision, and the only groups whose scores (between pre-test and post-test) showed more variation were MCF with and without revision. The results provide valuable insights into the effectiveness of teacher feedback on L2 writing ability at large and learning these two tenses at least for the participants of the present study. Furthermore, these results suggested that providing written corrective feedback can be beneficial as an enhancing element in the curriculum development for improving EFL learners’ writing ability.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74380695","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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