Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140207
Y. Gromyko, M. Prosekin
The article analyzes changes in the practice of schooling associated with the transition to forced distance learning in the context of a pandemic and the ongoing digitalization of education. These changes make it possible to discover an extremely poor arsenal of pedagogical competencies in the work of a teacher in the upper grades of secondary school. The teacher of today's school is not able to acquaint students with the basic principles of the initial forms of research and project activity, ensure that students master the methods of action of these different types of activity and connect the development of these methods of action with subject-disciplinary education. At the same time, in the system of additional education, in particular, during the NTI1 Olympiad, teams of students successfully master the principles of operation of complex equipment and perform engineering tasks. These data indicate that high school students are capable of much more intensive development of design and experimental-search thinking when solving practical problems in joint activities. In order to organize the processes of mastering project and research types of activity by schoolchildren in the upper grades of secondary school using digital models, the teacher should form a new generation of teaching mental activity based on a different system of pedagogical competencies. The article proposes a generalized description of the most important pedagogical competencies that ensure the organization of activity-based education in high school.
{"title":"Teaching Mental Activity of the New Generation and Basic Pedagogical Competences","authors":"Y. Gromyko, M. Prosekin","doi":"10.17759/psyedu.2022140207","DOIUrl":"https://doi.org/10.17759/psyedu.2022140207","url":null,"abstract":"The article analyzes changes in the practice of schooling associated with the transition to forced distance learning in the context of a pandemic and the ongoing digitalization of education. These changes make it possible to discover an extremely poor arsenal of pedagogical competencies in the work of a teacher in the upper grades of secondary school. The teacher of today's school is not able to acquaint students with the basic principles of the initial forms of research and project activity, ensure that students master the methods of action of these different types of activity and connect the development of these methods of action with subject-disciplinary education. At the same time, in the system of additional education, in particular, during the NTI1 Olympiad, teams of students successfully master the principles of operation of complex equipment and perform engineering tasks. These data indicate that high school students are capable of much more intensive development of design and experimental-search thinking when solving practical problems in joint activities. In order to organize the processes of mastering project and research types of activity by schoolchildren in the upper grades of secondary school using digital models, the teacher should form a new generation of teaching mental activity based on a different system of pedagogical competencies. The article proposes a generalized description of the most important pedagogical competencies that ensure the organization of activity-based education in high school.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"397 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73151660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140109
видами одаренности, Доний Е.И, E. Donii
This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The study involved 196 younger adolescents, of whom 63 intellectually gifted (M = 11.6 years old, 30 boys and 33 girls), 34 artistically gifted (M = 12.1 years old, 5 boys and 29 girls) and 99 from the control group (M = 11.6 years, 46 boys and 53 girls). Analysis of the average values of the Urban test indicators revealed statistically significant intergroup differences in categories such as humor, non-traditional use – any manipulation of the form; any surreal, fictional and/or abstract use of elements or patterns; any use of symbols and signs, and speed. For the first time, an attempt was made to analyze the values of the Urban test categories, regardless of its overall value in the context of identifying the specifics of the manifestation of creativity in young adolescents with artistic and intellectual giftedness. The results expand the toolbox for specialists, clarifying the capabilities of an already familiar test, and allowing to optimize the diagnostic process.
{"title":"Urban Test (TCT-DP) as an Instrument that Identifies Specifics of Creativity of Young Adolescents with Different Types of Giftedness","authors":"видами одаренности, Доний Е.И, E. Donii","doi":"10.17759/psyedu.2022140109","DOIUrl":"https://doi.org/10.17759/psyedu.2022140109","url":null,"abstract":"This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The study involved 196 younger adolescents, of whom 63 intellectually gifted (M = 11.6 years old, 30 boys and 33 girls), 34 artistically gifted (M = 12.1 years old, 5 boys and 29 girls) and 99 from the control group (M = 11.6 years, 46 boys and 53 girls). Analysis of the average values of the Urban test indicators revealed statistically significant intergroup differences in categories such as humor, non-traditional use – any manipulation of the form; any surreal, fictional and/or abstract use of elements or patterns; any use of symbols and signs, and speed. For the first time, an attempt was made to analyze the values of the Urban test categories, regardless of its overall value in the context of identifying the specifics of the manifestation of creativity in young adolescents with artistic and intellectual giftedness. The results expand the toolbox for specialists, clarifying the capabilities of an already familiar test, and allowing to optimize the diagnostic process.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"130 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85072942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140307
V.K. Ryabtsev
The implementation of educational programs aimed at the formation of value-semantic orientations of children is an urgent task of modern education, for the solution of which it is necessary to develop modeling ideas about pedagogical conditions and mechanisms for the formation of value-semantic orientations in an educational organization. The theoretical provisions and methodological principles of the anthropology of education are formulated, which made it possible to consider an educational organization as an integral humanitarian-organic system that provides age conditions for the formation of value-semantic orientations of children at different levels of education. The conditions and mechanisms of their formation are considered. The hypothesis is put forward that the formation of value-semantic orientations should be considered in the context of the development of personal and subjective positions, the integration of which provides the possibility of self-determination of a growing person. A complex of system-wide, intra-system and intersystem conditions for their formation in educational organizations has been developed. Differences in their characteristics are presented. The main mechanisms and related processes of the formation of value-semantic orientations are considered. It is concluded that the theoretical and methodological justification carried out is the basis for designing new technologies of educational work in modern socio-cultural conditions.
{"title":"Pedagogical Conditions and Mechanisms of Formation of Children’s Value-Semantic Orientations in an Educational Organization","authors":"V.K. Ryabtsev","doi":"10.17759/psyedu.2022140307","DOIUrl":"https://doi.org/10.17759/psyedu.2022140307","url":null,"abstract":"The implementation of educational programs aimed at the formation of value-semantic orientations of children is an urgent task of modern education, for the solution of which it is necessary to develop modeling ideas about pedagogical conditions and mechanisms for the formation of value-semantic orientations in an educational organization. The theoretical provisions and methodological principles of the anthropology of education are formulated, which made it possible to consider an educational organization as an integral humanitarian-organic system that provides age conditions for the formation of value-semantic orientations of children at different levels of education. The conditions and mechanisms of their formation are considered. The hypothesis is put forward that the formation of value-semantic orientations should be considered in the context of the development of personal and subjective positions, the integration of which provides the possibility of self-determination of a growing person. A complex of system-wide, intra-system and intersystem conditions for their formation in educational organizations has been developed. Differences in their characteristics are presented. The main mechanisms and related processes of the formation of value-semantic orientations are considered. It is concluded that the theoretical and methodological justification carried out is the basis for designing new technologies of educational work in modern socio-cultural conditions.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76419144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140106
E. Stolyarova, N.Yu. Belova, S. Solnushkin, V. Chikhman
The paper presents a description of the software package (code name “Speech-Assistant”), intended for use in special education and testing of children with hearing and speech impairments, causing difficulties in mastering reading and writing skills. An attempt has been made to create a software package capable of sufficiently providing both the solution of various research problems and the expansion of opportunities for increasing the effectiveness of teaching and developmental lessons in practical application in the educational process. When designing it, the wishes of practicing special teachers (defectologists) and the results of studies of auditory perception and speech skills in children with hearing and speech disorders, carried out in the laboratory of speech psychophysiology of the Pavlov Institute of Physiology RAS. The complex includes three thematic blocks: “Learn to listen”, “Learn to read”, “Exercises”. The programs of the complex provide the convenience of the teacher's independent preparation of didactic material for the planned lessons, the implementation of a wide range of educational tasks, and their preservation for repeated use. In the process of conducting lessons, objective indicators of assignments are recorded, a digital archive of the training or testing results is automatically generated in the database in the form of personalized excel and wav-files. The article presents materials that illustrate the capabilities of the complex when performing tasks from the above thematic blocks. The approbation of the complex working was carried out within the framework of training sessions in 5-9th classes of a specialized school.
{"title":"Software Package for Special Teaching and Testing of Children with Hearing and Speech Impairments","authors":"E. Stolyarova, N.Yu. Belova, S. Solnushkin, V. Chikhman","doi":"10.17759/psyedu.2022140106","DOIUrl":"https://doi.org/10.17759/psyedu.2022140106","url":null,"abstract":"The paper presents a description of the software package (code name “Speech-Assistant”), intended for use in special education and testing of children with hearing and speech impairments, causing difficulties in mastering reading and writing skills. An attempt has been made to create a software package capable of sufficiently providing both the solution of various research problems and the expansion of opportunities for increasing the effectiveness of teaching and developmental lessons in practical application in the educational process. When designing it, the wishes of practicing special teachers (defectologists) and the results of studies of auditory perception and speech skills in children with hearing and speech disorders, carried out in the laboratory of speech psychophysiology of the Pavlov Institute of Physiology RAS. The complex includes three thematic blocks: “Learn to listen”, “Learn to read”, “Exercises”. The programs of the complex provide the convenience of the teacher's independent preparation of didactic material for the planned lessons, the implementation of a wide range of educational tasks, and their preservation for repeated use. In the process of conducting lessons, objective indicators of assignments are recorded, a digital archive of the training or testing results is automatically generated in the database in the form of personalized excel and wav-files. The article presents materials that illustrate the capabilities of the complex when performing tasks from the above thematic blocks. The approbation of the complex working was carried out within the framework of training sessions in 5-9th classes of a specialized school.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74319443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140407
A. Avdeeva, M. V. Ermolaeva, Z. Kokueva, D. Lubovsky
The authors have shown the relevance and justified the need to study the relationship between the types of innovative and role behavior of project team members and students who have no experience in group design. The purpose of the research is to study the correlation between the types of role behavior in a team and innovative behavior among managers with experience in project teams and students without such experience. In the 1st part of the study, a group of employees of industrial enterprises aged from 19 to 40 years and with work experience from 6 months to 22 years (n=45) took part, in the 2nd part of the study – undergraduate students in the direction of "Innovation" (n=20, age 20–22 years) and working managers with experience (n=30, age 21–41 years). The main hypothesis of the study is the assumption of significant discrepancies among students between their characteristic types of role and innovative behavior and their ideas about what team roles and types of innovative behavior are characteristic of them. In the first part of the study, using questionnaires of role behavior in a team and innovative behavior, the types of role and innovative behavior and combinations of types of role and innovative behavior of project team members were studied. The complementarity in frequently occurring combinations of role and innovative behavior of managers of innovative projects is revealed; such complementarity is absent in students. The results of the second part of the study show that employees with experience have the most widespread types of innovative behavior that provide incremental innovations, students have radical innovations. Among employees with experience, team roles of a social orientation are significantly more widespread than among students, among students – action roles, significant discrepancies between the types of role behavior according to questionnaires and those that students choose according to descriptions as characteristic of them were revealed. Students, in comparison with employees of enterprises, overestimate their readiness for intellectual roles in the team. The practical significance of the obtained results is shown, prospects for further research are outlined.
{"title":"Features of Role and Innovative Behavior in Relation to Work Experience","authors":"A. Avdeeva, M. V. Ermolaeva, Z. Kokueva, D. Lubovsky","doi":"10.17759/psyedu.2022140407","DOIUrl":"https://doi.org/10.17759/psyedu.2022140407","url":null,"abstract":"The authors have shown the relevance and justified the need to study the relationship between the types of innovative and role behavior of project team members and students who have no experience in group design. The purpose of the research is to study the correlation between the types of role behavior in a team and innovative behavior among managers with experience in project teams and students without such experience. In the 1st part of the study, a group of employees of industrial enterprises aged from 19 to 40 years and with work experience from 6 months to 22 years (n=45) took part, in the 2nd part of the study – undergraduate students in the direction of \"Innovation\" (n=20, age 20–22 years) and working managers with experience (n=30, age 21–41 years). The main hypothesis of the study is the assumption of significant discrepancies among students between their characteristic types of role and innovative behavior and their ideas about what team roles and types of innovative behavior are characteristic of them. In the first part of the study, using questionnaires of role behavior in a team and innovative behavior, the types of role and innovative behavior and combinations of types of role and innovative behavior of project team members were studied. The complementarity in frequently occurring combinations of role and innovative behavior of managers of innovative projects is revealed; such complementarity is absent in students. The results of the second part of the study show that employees with experience have the most widespread types of innovative behavior that provide incremental innovations, students have radical innovations. Among employees with experience, team roles of a social orientation are significantly more widespread than among students, among students – action roles, significant discrepancies between the types of role behavior according to questionnaires and those that students choose according to descriptions as characteristic of them were revealed. Students, in comparison with employees of enterprises, overestimate their readiness for intellectual roles in the team. The practical significance of the obtained results is shown, prospects for further research are outlined.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"160 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78701301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140205
V. Panov, I. Plaksina
The work aimed to identify development levels of subjectivity of pedagogical university students and their relationship to ability for joint (cooperative) interactions in changing conditions of learning. Materials of two empirical researches, obtained on a selection of the 4th-5th year students of pedagogical institute, are represented. The first research (N=100) involved 4th-year students aged from 20 to 21 years, 85% of whom were female; the data were obtained before the stage of passing pedagogical industrial practice. The second research involved 5th year students (N=30) aged 21 to 22 years, 87% of whom were female, the data were obtained at the stage of pedagogical practice. Methodology "Diagnostics of formation stages of studentsꞌ subjectivity", developed on the basis of ecopsychological model of the subjectivity formation, and DLPA questionnaire (development level of personality’s subjectivity) were used. Obtained results provide that the transfer of the learning process of future pedagogues to environment of school increases the number of 5th-year students with a high severity degree of "low" stages of subjectivity and reduces the number of students with a high severity degree of "high" stages. Correlation analysis (r-Spearman) revealed a smaller number of relations between stages of subjectivity and characteristics of communicative interactions in selection of the 5th year. A.V. Karpovꞌs method of structural analysis allowed us to conclude that the structure of researched parameters formed in the 4th year undergoes serious changes when the learning process is transferred to environment of the secondary school: index of organization of the structure (IOS) in selection of the 5th year is lower than in selection of the 4th year, which demonstrates the appearance of breaks in the links of educational and communicative subjectivity.
{"title":"Subjectness of Pedagogical University Students in the Changing Educational Environment","authors":"V. Panov, I. Plaksina","doi":"10.17759/psyedu.2022140205","DOIUrl":"https://doi.org/10.17759/psyedu.2022140205","url":null,"abstract":"The work aimed to identify development levels of subjectivity of pedagogical university students and their relationship to ability for joint (cooperative) interactions in changing conditions of learning. Materials of two empirical researches, obtained on a selection of the 4th-5th year students of pedagogical institute, are represented. The first research (N=100) involved 4th-year students aged from 20 to 21 years, 85% of whom were female; the data were obtained before the stage of passing pedagogical industrial practice. The second research involved 5th year students (N=30) aged 21 to 22 years, 87% of whom were female, the data were obtained at the stage of pedagogical practice. Methodology \"Diagnostics of formation stages of studentsꞌ subjectivity\", developed on the basis of ecopsychological model of the subjectivity formation, and DLPA questionnaire (development level of personality’s subjectivity) were used. Obtained results provide that the transfer of the learning process of future pedagogues to environment of school increases the number of 5th-year students with a high severity degree of \"low\" stages of subjectivity and reduces the number of students with a high severity degree of \"high\" stages. Correlation analysis (r-Spearman) revealed a smaller number of relations between stages of subjectivity and characteristics of communicative interactions in selection of the 5th year. A.V. Karpovꞌs method of structural analysis allowed us to conclude that the structure of researched parameters formed in the 4th year undergoes serious changes when the learning process is transferred to environment of the secondary school: index of organization of the structure (IOS) in selection of the 5th year is lower than in selection of the 4th year, which demonstrates the appearance of breaks in the links of educational and communicative subjectivity.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83013120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140402
I. Ryabkova, D.V. Pavlovskaia, E. Sheina
Young children’s play needs toys, which are its object support and the main tools. Character toys are of particular importance the function of which is the substitution of a character, the embodiment of a role. New technical capabilities make it possible to create complex robotic toys capable of learning, autonomous movement, and reactions to interaction with them. However, the play potential of these toys has not been sufficiently studied. The purpose of this research is to study whether young children (3-4 years old) will play with a robot toy and whether this play will differ from playing with ordinary character toys. The work of P. Kahn et al. was used as the methodological basis of this research. The study included observing a play with two types of toys – a robotic and a stuffed dinosaur, a structured interview, and a classification of cards. The sample consisted of 30 children attending a state kindergarten. The results showed that children are significantly less likely and more monotonous to play with a robotic toy than with a traditional one. At the same time, they interact more with a robotic toy, study it more and are afraid of it as a living being. The results obtained allow us to raise the question of the category of this type of toy: they belong to robots but not to character toys.
{"title":"The Impact of Traditional and Robotic Toys on 3-4 Years Old’s Play","authors":"I. Ryabkova, D.V. Pavlovskaia, E. Sheina","doi":"10.17759/psyedu.2022140402","DOIUrl":"https://doi.org/10.17759/psyedu.2022140402","url":null,"abstract":"Young children’s play needs toys, which are its object support and the main tools. Character toys are of particular importance the function of which is the substitution of a character, the embodiment of a role. New technical capabilities make it possible to create complex robotic toys capable of learning, autonomous movement, and reactions to interaction with them. However, the play potential of these toys has not been sufficiently studied. The purpose of this research is to study whether young children (3-4 years old) will play with a robot toy and whether this play will differ from playing with ordinary character toys. The work of P. Kahn et al. was used as the methodological basis of this research. The study included observing a play with two types of toys – a robotic and a stuffed dinosaur, a structured interview, and a classification of cards. The sample consisted of 30 children attending a state kindergarten. The results showed that children are significantly less likely and more monotonous to play with a robotic toy than with a traditional one. At the same time, they interact more with a robotic toy, study it more and are afraid of it as a living being. The results obtained allow us to raise the question of the category of this type of toy: they belong to robots but not to character toys.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88876362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140204
D. Merzlyakova
The article presents the results of an empirical study of the characteristics of psychological health and professional burnout of subject teachers of educational organizations with different qualification categories. The specific of the occurrence of professional “burnout” in the context of digital transformation of the educational process is considered. The study involved respondents aged 24 to 63 years, of which 74% were female – 232 people (N=232), of which 110 people of high professional skill (N=110) and 122 teachers of low professional skill (N=110). To achieve this goal and test the hypothesis, empirical methods were used: the questionnaire “Assessment of job satisfaction” by V.A. Rozanova; the MBI professional burnout questionnaire by K. Maslach and S. Jackson, adapted by N.Ye. Vodopyanova; methodology for diagnosing psychological health by A.V. Kozlov, which includes the following scales: “Strategic vector”, “I-vector”, “Intellectual vector”, “Humanistic vector”, “Creative vector”, “Family vector”, “Prosocial vector”, “Spiritual vector”. It was revealed that subject teachers of high professional skill are more susceptible to the syndrome of professional “burnout”, which manifests itself in the form of cynical attitudes towards the subject of their work and decrease in professional motivation. At the same time, they are more intellectually developed, inclined to creativity and humanism in comparison with teachers of low professional
{"title":"Features of the Psychological Health of Teachers of Different Levels of Professional Skill in the Context of Digital Transformation of the Educational Process","authors":"D. Merzlyakova","doi":"10.17759/psyedu.2022140204","DOIUrl":"https://doi.org/10.17759/psyedu.2022140204","url":null,"abstract":"The article presents the results of an empirical study of the characteristics of psychological health and professional burnout of subject teachers of educational organizations with different qualification categories. The specific of the occurrence of professional “burnout” in the context of digital transformation of the educational process is considered. The study involved respondents aged 24 to 63 years, of which 74% were female – 232 people (N=232), of which 110 people of high professional skill (N=110) and 122 teachers of low professional skill (N=110). To achieve this goal and test the hypothesis, empirical methods were used: the questionnaire “Assessment of job satisfaction” by V.A. Rozanova; the MBI professional burnout questionnaire by K. Maslach and S. Jackson, adapted by N.Ye. Vodopyanova; methodology for diagnosing psychological health by A.V. Kozlov, which includes the following scales: “Strategic vector”, “I-vector”, “Intellectual vector”, “Humanistic vector”, “Creative vector”, “Family vector”, “Prosocial vector”, “Spiritual vector”. It was revealed that subject teachers of high professional skill are more susceptible to the syndrome of professional “burnout”, which manifests itself in the form of cynical attitudes towards the subject of their work and decrease in professional motivation. At the same time, they are more intellectually developed, inclined to creativity and humanism in comparison with teachers of low professional","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87194213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140105
I. L. Malshakova, Y. Portnov
The existing forms, methods and tools for conducting the exam in a distance format, their potential and risks are analyzed in the article. Attention is drawn to the fact that the methods and tools used for remote monitoring have drawbacks, such as significant costs in organizing proctoring and difficulties in assessing one of the key competencies of a student, namely, the willingness to use systematized theoretical and practical knowledge to formulate and solve research problems. The authors see the solution to the problem in the application of the activity-based and competence-based approaches to the certification, offer methodological recommendations for conducting the exam remotely. Based on the developed methodological recommendations, tasks are formulated in accordance with the upper levels of Bloom's taxonomy, which makes it possible to increase the objectivity of the assessment, since the test will concern the ability to apply theoretical knowledge in practice. Possible options for practice-oriented examination questions for disciplines of natural science and social-humanitarian orientation for an online exam are presented. As a result of discussing the prospects for conducting a remote exam in accordance with the proposed methodological recommendations, it was revealed that the majority of the interviewed teachers and students are interested in the transition to a new format of the exam.
{"title":"Examination in Conditions of Distance Learning","authors":"I. L. Malshakova, Y. Portnov","doi":"10.17759/psyedu.2022140105","DOIUrl":"https://doi.org/10.17759/psyedu.2022140105","url":null,"abstract":"The existing forms, methods and tools for conducting the exam in a distance format, their potential and risks are analyzed in the article. Attention is drawn to the fact that the methods and tools used for remote monitoring have drawbacks, such as significant costs in organizing proctoring and difficulties in assessing one of the key competencies of a student, namely, the willingness to use systematized theoretical and practical knowledge to formulate and solve research problems. The authors see the solution to the problem in the application of the activity-based and competence-based approaches to the certification, offer methodological recommendations for conducting the exam remotely. Based on the developed methodological recommendations, tasks are formulated in accordance with the upper levels of Bloom's taxonomy, which makes it possible to increase the objectivity of the assessment, since the test will concern the ability to apply theoretical knowledge in practice. Possible options for practice-oriented examination questions for disciplines of natural science and social-humanitarian orientation for an online exam are presented. As a result of discussing the prospects for conducting a remote exam in accordance with the proposed methodological recommendations, it was revealed that the majority of the interviewed teachers and students are interested in the transition to a new format of the exam.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"498 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77812518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140101
младших школьников, Цой Л.В, L. Tsoy
A significant bias towards external motivation in primary school and increased requirements for the development of student’s agency has caused the relevance of the research aimed to identify the correlation of external motivation and an agency position in the educational activities of primary school students. We used recently adapted method to study educational motivation – a modification of the questionnaire "Academic Self-regulation" (SRQ-A) (T.O. Gordeeva, O.A. Sychev, M.F. Lynch, 2020), which is based on the ideas of external and internal motivation according to the theory of self-determination by E. Desi and R. Ryan. Also the following methods were used: the questionnaire "The agency position" (Yu.V. Zaretsky, V.K. Zaretsky, I.Yu. Kulagina), the projective method "Attitude to learning" (O.N. Pakhomova) and the projective method of unfinished sentences. The study involved 69 respondents (37 boys, 32 girls) – students of third and forth grades. It is shown that with the agency position, combinations of all types of educational motives are possible. At the same time, children with the agency position have higher indicators of autonomy, that is, they regulate their educational activities more independently, to a less – under the influence of external factors.
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