D. Belyaev, N. A. Frolova, Aleksey Sergeevich Terletskiy
The aim of the research is to model the architecture of the educational environment of the digital historical quantorium. Based on the dynamics of the emergence and the experience of profiling quantoriums, the article identifies their characteristic subject specialization. The possibility of creating a historical quantorium as a special educational space relevant to modern technoculture is considered. The scientific novelty of the work lies in identifying three educational clusters of the digital historical quantorium – video gaming, virtual reality, and augmented reality. Specific screen-digital educational activities are also modelled and serve as forms of teaching various aspects of History. The research resulted in the formation of a conceptual technological understanding of the possible clusters of the digital historical quantorium. Besides, a methodological toolkit for working in this educational environment was outlined, which can complement and update modern practices and approaches to the study of History.
{"title":"The conceptual model of digital historical quantorium: Methods of designing the additional educational environment for teaching History","authors":"D. Belyaev, N. A. Frolova, Aleksey Sergeevich Terletskiy","doi":"10.30853/ped20230166","DOIUrl":"https://doi.org/10.30853/ped20230166","url":null,"abstract":"The aim of the research is to model the architecture of the educational environment of the digital historical quantorium. Based on the dynamics of the emergence and the experience of profiling quantoriums, the article identifies their characteristic subject specialization. The possibility of creating a historical quantorium as a special educational space relevant to modern technoculture is considered. The scientific novelty of the work lies in identifying three educational clusters of the digital historical quantorium – video gaming, virtual reality, and augmented reality. Specific screen-digital educational activities are also modelled and serve as forms of teaching various aspects of History. The research resulted in the formation of a conceptual technological understanding of the possible clusters of the digital historical quantorium. Besides, a methodological toolkit for working in this educational environment was outlined, which can complement and update modern practices and approaches to the study of History.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268359","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 aims to provide insight into the process of developing personal and meaningful readiness for working with pupils with disabilities during the introductory practice of future special education teachers. The paper characterizes the essence of personal and meaningful readiness for future special education teachers and provides the author’s definition. The significance of developing personal and meaningful readiness for working with pupils with disabilities is proven within the structure of consciousness, personal traits, and activities of future special education teachers. The scientific novelty of the research lies in identifying and justifying the criteria for evaluating the achievement of personal and meaningful readiness by students who will become future special education teachers and the role of the introductory (educational) practice in the development of this readiness. As a result of the research, based on the mechanisms of personal meaning transformation (meaning formation, meaning awareness, and meaning construction according to the works of D. A. Leontiev), the stages, goals, content, methods, and techniques for developing personal and meaningful readiness for working with pupils with disabilities during the students’ introductory practice were identified and formulated.
{"title":"The process of developing personal and meaningful readiness for working with pupils with disabilities during the introductory practice of future special education teachers","authors":"Mariya Aleksandrovna Sarapulova","doi":"10.30853/ped20230165","DOIUrl":"https://doi.org/10.30853/ped20230165","url":null,"abstract":"The research aims to provide insight into the process of developing personal and meaningful readiness for working with pupils with disabilities during the introductory practice of future special education teachers. The paper characterizes the essence of personal and meaningful readiness for future special education teachers and provides the author’s definition. The significance of developing personal and meaningful readiness for working with pupils with disabilities is proven within the structure of consciousness, personal traits, and activities of future special education teachers. The scientific novelty of the research lies in identifying and justifying the criteria for evaluating the achievement of personal and meaningful readiness by students who will become future special education teachers and the role of the introductory (educational) practice in the development of this readiness. As a result of the research, based on the mechanisms of personal meaning transformation (meaning formation, meaning awareness, and meaning construction according to the works of D. A. Leontiev), the stages, goals, content, methods, and techniques for developing personal and meaningful readiness for working with pupils with disabilities during the students’ introductory practice were identified and formulated.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276885","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}
L. Osipova, L. Druzhinina, Lubov Mikhailovna Lapshina, M. S. Korobintseva
The paper aims to determine the resource field of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization. The work deals with modern interpretations of the notion of psychological and pedagogical support. Ensuring education personalization for children of this category by means of psychological and pedagogical support is considered as a relevant socio-cultural pattern. The authors shed light on the essence of psychological and pedagogical support for children of early and preschool age with disabilities, identify and characterize the components of its resource field in the context of education personalization for children with disabilities. The scientific novelty of the study lies in presenting the pedagogical potential of the resource field of psychological and pedagogical support that ensures education personalization for children of early and preschool age with disabilities on the basis of the identified components of the resource field. As a result of the study, the essence of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization is clarified, it is shown that the competent use of psychological and pedagogical support resources in ensuring education personalization will contribute to the maximum possible normalization of the psychophysical and personal development of children of this category, the formation and self-realization of their personal and compensatory potential.
{"title":"Resource potential of psychological and pedagogical support in ensuring education personalization for children of early and preschool age with disabilities","authors":"L. Osipova, L. Druzhinina, Lubov Mikhailovna Lapshina, M. S. Korobintseva","doi":"10.30853/ped20230164","DOIUrl":"https://doi.org/10.30853/ped20230164","url":null,"abstract":"The paper aims to determine the resource field of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization. The work deals with modern interpretations of the notion of psychological and pedagogical support. Ensuring education personalization for children of this category by means of psychological and pedagogical support is considered as a relevant socio-cultural pattern. The authors shed light on the essence of psychological and pedagogical support for children of early and preschool age with disabilities, identify and characterize the components of its resource field in the context of education personalization for children with disabilities. The scientific novelty of the study lies in presenting the pedagogical potential of the resource field of psychological and pedagogical support that ensures education personalization for children of early and preschool age with disabilities on the basis of the identified components of the resource field. As a result of the study, the essence of psychological and pedagogical support for children of early and preschool age with disabilities in the context of education personalization is clarified, it is shown that the competent use of psychological and pedagogical support resources in ensuring education personalization will contribute to the maximum possible normalization of the psychophysical and personal development of children of this category, the formation and self-realization of their personal and compensatory potential.","PeriodicalId":507532,"journal":{"name":"Pedagogy. Issues of Theory and Practice","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280916","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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