Pub Date : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.669-680
Katherine Gajardo, Judith Cáceres-Iglesias, Noelia Santamaría-Cárdaba, Ana Fabiola Meza-Cortés
Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years. Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles. Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools. Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.
{"title":"Current Research on Inclusive Education in Mexico","authors":"Katherine Gajardo, Judith Cáceres-Iglesias, Noelia Santamaría-Cárdaba, Ana Fabiola Meza-Cortés","doi":"10.15507/1991-9468.113.027.202304.669-680","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.669-680","url":null,"abstract":"Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country’s educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years. Materials and Methods. Based on the protocols, reviews were conducted in multiple databases and the results were limited to Ibero-American journals published between 2013 and 2021. Keywords in Spanish related to disability and inclusion were used for the search. Inclusion criteria specified Mexican authorship or analysis of the Mexican context, blind peer review and relevance to Social Sciences teaching. The analysis involved a coding process focusing on the epistemic positioning, main themes and transformative aims of the research, providing a descriptive overview of academic articles. Results. The results highlight that the studies, for the most part, tend to be empirical research reports promoted by female re-searchers from Mexican public universities, a large part of the studies are situated in the paradigm of inclusive education and the objectives of the research tend to study the conditions of schools and universities. During the analysis process, 13 thematic sub-dimensions were identified, of which two stand out: 1) initial and in-service teacher training and 2) inclusive education policies. The study points out some contradictions between the theoretical approach selected by the authors and their own forms of research; the scarcity of socio-critical research and a worrying need for funds to develop transformative projects in Mexican schools. Discussion and Conclusion. The study calls for expanded international research efforts to collectively improve educational conditions for people with disabilities.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147397","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 : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.554-573
L. Konstantinova, E. S. Titova, Anton M. Petrov, Z. Troska, Olga D. Nikonova
Introduction. With the implementation of state policy aimed at integrating the Russian higher education into the world educational system, universities internationalization has been intensively developing in recent decades. However, the unprecedented sanction pressure of unfriendly countries (starting in 2022) affected universities international activity prompting them to search for new foreign partners. The purpose of the research was to study the vectors of Russian universities’ international activity under transformation in the current geopolitical situation. The analysis of new geography and forms of international cooperation in the educational, scientific, cultural and humanitarian spheres was of specific interest. Materials and Methods. The method of content analysis was employed to study the news on international activity, posted on the websites of leading Russian universities, government authorities and specialized organizations. The results of this analysis were mapped (the mapping method was used). The method of substantive analysis of news reports was used to obtain a characterization of the forms of international cooperation. Statistical data were analyzed in the article by means of quantitative methods. The methods of substantive analysis, systematization and classification of information contained in theoretical sources, normative-legal acts, information and analytical materials were used. Results. A set of sanction restrictions on the internationalization of Russian universities is characterized. Diagrammatic maps of the new geography of their international cooperation are presented. They indicate the growth of international contacts with universities in the CIS countries, Asia, Africa and Latin America against the backdrop of the decreased contacts with Western countries. Discussion and Conclusion. The expansion of international cooperation between Russian universities geography can help minimize risks of sanction pressure, as well as open up new opportunities for the long-term international partnership development and the formation of new world scientific and educational superiority centers. The article can be useful for universities in Russia for forming their international strategy in the new geopolitical conditions.
{"title":"Changing Vectors of International Cooperation of Russian Universities in the New Geopolitical Situation","authors":"L. Konstantinova, E. S. Titova, Anton M. Petrov, Z. Troska, Olga D. Nikonova","doi":"10.15507/1991-9468.113.027.202304.554-573","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.554-573","url":null,"abstract":"Introduction. With the implementation of state policy aimed at integrating the Russian higher education into the world educational system, universities internationalization has been intensively developing in recent decades. However, the unprecedented sanction pressure of unfriendly countries (starting in 2022) affected universities international activity prompting them to search for new foreign partners. The purpose of the research was to study the vectors of Russian universities’ international activity under transformation in the current geopolitical situation. The analysis of new geography and forms of international cooperation in the educational, scientific, cultural and humanitarian spheres was of specific interest. Materials and Methods. The method of content analysis was employed to study the news on international activity, posted on the websites of leading Russian universities, government authorities and specialized organizations. The results of this analysis were mapped (the mapping method was used). The method of substantive analysis of news reports was used to obtain a characterization of the forms of international cooperation. Statistical data were analyzed in the article by means of quantitative methods. The methods of substantive analysis, systematization and classification of information contained in theoretical sources, normative-legal acts, information and analytical materials were used. Results. A set of sanction restrictions on the internationalization of Russian universities is characterized. Diagrammatic maps of the new geography of their international cooperation are presented. They indicate the growth of international contacts with universities in the CIS countries, Asia, Africa and Latin America against the backdrop of the decreased contacts with Western countries. Discussion and Conclusion. The expansion of international cooperation between Russian universities geography can help minimize risks of sanction pressure, as well as open up new opportunities for the long-term international partnership development and the formation of new world scientific and educational superiority centers. The article can be useful for universities in Russia for forming their international strategy in the new geopolitical conditions.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"7 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148079","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 : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.694-703
M. A. Soomro
Introduction. Pakistani universities’ multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers’ linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers’ caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting. Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, cross- and intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics. Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse. Discussion and Conclusion. In the multilingual academic setting, this study’s results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers’ cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.
导言。巴基斯坦大学的多语言和多文化课堂在试图理解学生和教师话语中种姓称呼形式所传达的态度和含义时，可能会造成交流上的困难。称呼形式受社会文化价值观的影响，反映了说话者的语言现实，传达了社会结构。在巴基斯坦英语使用者的各种称呼形式中，种姓作为一种称呼形式代表了他们的文化身份和规范。本文旨在介绍在大学环境中使用种姓作为巴基斯坦多语种英语使用者的一类称呼形式的研究结果。材料与方法。作者分享了基于大量工具收集的数据结果，如话语完成任务问卷、开放式访谈、大学发布的官方信函，并通过人种学观察进行了验证。共收到来自巴基斯坦公立大学的 n = 447 份答复。数据分析采用定量和定性相结合的混合方法，并借鉴了基于文化语言学、跨文化语用学、文化研究、地址形式理论、世界英语和社会语言学的跨学科理论框架。研究结果研究结果表明，巴基斯坦英语中种姓称呼形式的使用具有社会语用动态性。学生和教师使用种姓作为称呼形式的方式多种多样，符合社会文化价值观，以满足他们的交际需求。学生和教师在使用种姓时表现出亲近感、尊重感和非正式性。这些结果表明，作为称呼形式类别的种姓被解释为一种工具，对话者用它来进行话语建构适当的、基于情景的语言文化身份。这些结果对语言学习和教学、社会语言学和学术话语都有影响。讨论与结论。在多语言学术环境中，本研究的结果表明，社会和文化价值观对对话者的交际礼仪有影响。巴基斯坦英语使用者遵守他们的交际规范，承认社会语用知识的多样性，以满足交际需求。总之，研究结果表明，使用种姓作为称呼形式的差异显示了巴基斯坦多语种英语使用者的文化和双语身份。他们对称呼形式的使用和选择同时表达了尊重、亲密/亲近和非正式性，然而，欧洲人的称呼风格要么表示尊重，要么表示亲密。
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Pub Date : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.630-645
N. Velikaya, E. Irsetskaya, O. Kitaitseva
Introduction. The relevance of the study is determined by the necessity to optimize the process of reproduction and building up the human capital of the Russian Federation, where the primary place belongs to education. The article discusses the educational strategies of Russian students in the current conditions of transition to the sixth technological mode, when the formation of a learning society and knowledge economy is of particular importance, which requires additional investment in human capital and educational capital in particular. The purpose of the study is to describe the educational strategies of Moscow students as dynamic systems of perspective orientation of an individual, as well as constructing their future life in accordance with a certain plan. Materials and Methods. The empirical basis of the article constitute the findings of the online sociological survey “Students of Russia: civic culture and life strategiesˮ, conducted in April‒May 2022 with an additional representation of the array in Moscow. Having carried out an exploratory factor analysis by the method of principal components and rotation by the Varimax method, the authors identify factors that allow interpreting various educational strategies for choosing a direction of study by students. Results. Comparing the social practices of students in Moscow with those in the regions, identifying the dominant factors in choosing a speciality/academic specialism, the authors identify speciality choice indices that are determined by different factors and lead to studentsʼ adherence to different types of educational strategies: “rationalˮ strategy, “inner circle of trustˮ strategy and “random choiceˮ. Discussion and Conclusion. The study conducted by the authors made it possible to formulate a number of significant conclusions that make a significant contribution to understanding the structure of the social capital of today's youth. The development of the educational capital of the younger generation is an important task in the process of ensuring the development of the entire Russian society as a whole.
{"title":"Determinants of Profession Choice in Students’ Educational Strategies in the Context of the Reproduction of Human Capital","authors":"N. Velikaya, E. Irsetskaya, O. Kitaitseva","doi":"10.15507/1991-9468.113.027.202304.630-645","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.630-645","url":null,"abstract":"Introduction. The relevance of the study is determined by the necessity to optimize the process of reproduction and building up the human capital of the Russian Federation, where the primary place belongs to education. The article discusses the educational strategies of Russian students in the current conditions of transition to the sixth technological mode, when the formation of a learning society and knowledge economy is of particular importance, which requires additional investment in human capital and educational capital in particular. The purpose of the study is to describe the educational strategies of Moscow students as dynamic systems of perspective orientation of an individual, as well as constructing their future life in accordance with a certain plan. Materials and Methods. The empirical basis of the article constitute the findings of the online sociological survey “Students of Russia: civic culture and life strategiesˮ, conducted in April‒May 2022 with an additional representation of the array in Moscow. Having carried out an exploratory factor analysis by the method of principal components and rotation by the Varimax method, the authors identify factors that allow interpreting various educational strategies for choosing a direction of study by students. Results. Comparing the social practices of students in Moscow with those in the regions, identifying the dominant factors in choosing a speciality/academic specialism, the authors identify speciality choice indices that are determined by different factors and lead to studentsʼ adherence to different types of educational strategies: “rationalˮ strategy, “inner circle of trustˮ strategy and “random choiceˮ. Discussion and Conclusion. The study conducted by the authors made it possible to formulate a number of significant conclusions that make a significant contribution to understanding the structure of the social capital of today's youth. The development of the educational capital of the younger generation is an important task in the process of ensuring the development of the entire Russian society as a whole.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"93 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147338","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 : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.646-668
Elena M. Kolesnikova, I. Kudenko
Introduction. Some parts of the education system, especially the pre-school and primary phases, remain almost exclusively “female” professional niches, and for years this dramatic gender imbalance in the educational workforce worldwide has been considered “natural” and not worthy of research. The situation has begun to change in the last two decades, as more and more researchers internationally have begun to study various aspects of male participation in early childhood education and care. The Russian academic community has been slow to join the debate, and Russian publications on males in Early Childhood Education and Care are next to naught. Materials and Methods. The authors used a diverse pool of primary and secondary information sources, such as official statistics, open source publications (content analysis of the texts of the “Kindergarten Dads” project) and newly collected empirical data (survey of 142 students of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University (2022 year) and the vision of the Institute’s director, Professor A. I. Savenkov), to explore the following questions: 1) How many male educators work in the pre-school sector and in what capacity? 2) How are male educators represented in public and professional discourses? 3) What strategies have been used to attract more men into the sector and how successful have they been? Results. Despite the limitations of the available statistical data, some general conclusions can be drawn: the proportion of male pre-school educators in Russia has always remained extremely low. A peculiar combination of references to classical masculinity and gender equality in the construction of the image of a male educator. Summarizing the main results of the study, perhaps the most important point to highlight is the complexity and heterogeneity of teacher traineesʼ perceptions of the profession, their future, and male teachers. Discussion and Conclusion. Overall, our statistical analysis suggests that while barriers to more men entering the pre-school teaching profession are still prevalent and continue to create obstacles, they may not be as insurmountable as hypothesised and can be reduced, if not overcome, through targeted educational policies. Our case studies show that to be successful, recruitment and retention strategies need to address a range of common and male-specific barriers. These include changing the social image of pre-school sector as a female domain, improving pay and career prospects for some, if not all, types of jobs in the sector.
导言。教育系统的某些部分，尤其是学前和小学阶段，仍然是几乎完全由 "女性 "从事的 专业领域，多年来，全世界教育队伍中的这种严重性别不平衡现象一直被认为是 "自然 的"，不值得研究。近二十年来，随着国际上越来越多的研究人员开始研究男性参与幼儿教育和保育的各 个方面，情况开始发生变化。俄罗斯学术界迟迟没有加入这场讨论，俄罗斯有关男性参与幼儿教育和保育的出版物几乎为零。材料与方法。作者利用各种第一和第二信息来源，如官方统计数据、公开来源出版物（对 "幼儿园爸爸 "项目文本的内容分析）和新收集的经验数据（对莫斯科城市师范大学教育学和教育心理学研究所（2022 年）142 名学生的调查以及研究所所长 A. I. Savenkov 教授的观点）来探讨以下问题：1) 有多少男性教育工作者在学前教育领域工作？2) 男性教育工作者在公共和专业论述中的代表性如何？3) 为吸引更多男性加入学前教育行业，采取了哪些策略，这些策略的成效如何？结果。尽管现有统计数据有限，但仍可得出一些一般性结论：俄罗斯男性学前教育工作者的比例一直极低。在塑造男性教育工作者形象时，传统男性气质和性别平等的提法奇特地结合在一起。在总结研究的主要结果时，最重要的一点或许是强调师范生对职业、未来和男教师看法的复杂性和异质性。讨论与结论。总之，我们的统计分析表明，虽然阻碍更多男性进入学前教育行业的障碍仍然普遍存在，并继续造成障碍，但这些障碍可能并不像假设的那样不可逾越，即使不能克服，也可以通过有针对性的教育政策来减少。我们的案例研究表明，要想取得成功，招聘和留住人才的战略需要解决一系列常见的和男性特有的障碍。这些障碍包括改变学前教育部门作为女性领域的社会形象，改善该部门某些（即使不是全部）工种的薪酬和职业前景。
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Pub Date : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.591-610
Alexander G. Asmolov, P. Rabinovich, K. Zavedensky
Introduction. In the worldwide situation of collision accompanied with systemic crises, it is proposed to raise a reflexive question – how institutions and knowledge-systems can be arranged to support complexity, diversity, and subjectivity of Human action. Authors propose an approach to overcoming systemic gaps through reframing and re-actualization of the field of socio-humanitarian practices. It is necessary to “build up” the environment of integration of sciences and cultural practices of human development. The article presents the key provisions of the “Anthropological Turn” approach, provides an overview of the foundations and basic ideas, as well as specific practical models of activity. Materials and Methods. The “Anthropological Turn” sets a fundamentally different framework and actually highlights the objects and mechanisms of interpretation of the results for future humanitarian research. “Anthropological Turn” research program overcomes the naturalistic approach in the study of humanitarian processes. Results. Authors propose and describe four basic practical and organizational models. These models are acting as the activity infrastructure for the implementation of the ideas of the Anthropological Turn: the historical and evolutionary methodology for designing universities of the future; productive activities for the socio-cultural development of territories and technological entrepreneurship in childrenʼs and adult communities; search, development and replication of humanitarian (cultural, educational, etc.) practices; the family as an institution for the development of subjectivity and human identity. Discussion and Conclusion. The described approaches and implemented projects made an ecosystem of educational solutions. On the one hand, they provide support for the development of the professional and educational space and innovative activities of the subjects of Russia, the creation and dissemination of promising educational practices, training of high-level professionals for the social sphere, business; and, on the other hand, it contributes to the formation of a dynamic system for the implementation of continuous professional development of personnel.
{"title":"The Anthropological Turn: Cultural Practices for the Development of Human Complexity","authors":"Alexander G. Asmolov, P. Rabinovich, K. Zavedensky","doi":"10.15507/1991-9468.113.027.202304.591-610","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.591-610","url":null,"abstract":"Introduction. In the worldwide situation of collision accompanied with systemic crises, it is proposed to raise a reflexive question – how institutions and knowledge-systems can be arranged to support complexity, diversity, and subjectivity of Human action. Authors propose an approach to overcoming systemic gaps through reframing and re-actualization of the field of socio-humanitarian practices. It is necessary to “build up” the environment of integration of sciences and cultural practices of human development. The article presents the key provisions of the “Anthropological Turn” approach, provides an overview of the foundations and basic ideas, as well as specific practical models of activity. Materials and Methods. The “Anthropological Turn” sets a fundamentally different framework and actually highlights the objects and mechanisms of interpretation of the results for future humanitarian research. “Anthropological Turn” research program overcomes the naturalistic approach in the study of humanitarian processes. Results. Authors propose and describe four basic practical and organizational models. These models are acting as the activity infrastructure for the implementation of the ideas of the Anthropological Turn: the historical and evolutionary methodology for designing universities of the future; productive activities for the socio-cultural development of territories and technological entrepreneurship in childrenʼs and adult communities; search, development and replication of humanitarian (cultural, educational, etc.) practices; the family as an institution for the development of subjectivity and human identity. Discussion and Conclusion. The described approaches and implemented projects made an ecosystem of educational solutions. On the one hand, they provide support for the development of the professional and educational space and innovative activities of the subjects of Russia, the creation and dissemination of promising educational practices, training of high-level professionals for the social sphere, business; and, on the other hand, it contributes to the formation of a dynamic system for the implementation of continuous professional development of personnel.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144440","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 : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.403-424
Anna A. Strelenko
Introduction. The issue of socio-perceptual determination and resilience of the family is relevant to the implementation of state family policies in many countries. Family policy focuses on the family organization of orphans and children deprived of parental care, which contributes to the development of the institution of professional families. The problem is that the foster family system itself is very different from adoption and guardianship. And this due to the formation of the identity of the foster mother, who plays the main role in such a family. However, few studies have been conducted to determine the structure and content of the I-images of foster mothers. There is even less research on foster child images in foster mothers. Materials and Methods. The work was carried out with the participation of 295 women, from 19 to 71 years old, adoptive mothers (n = 86), biological mothers (n = 99), future mothers (no parenting experience) (n = 110). The study used the method “The structure of the image of a person (hierarchical)” (V. L. Sitnikov), and test “Resilience of an adult human” (A. V. Makhnach). Results. The functional relationship of socio-perceptual determination and resilience of mothers was defined. Mothers’ self-perception identifies cognitive and regulatory components that influence coping and adaptation. In biological and future mothers, self-perception will include attitude. The perception of children by fostering mothers is that their resilience is linked to the regulatory, behavioral components of the social perception, neutrality or negative attitude. In childhood images, biological mothers relate their resilience to the cognitive, regulatory, behavioral components of social perception, positive or negative attitudes. In childhood images, expectant mothers relate their resilience to the cognitive, regulatory, behavioral components of social perception and negative attitudes. Discussion and Conclusion. The findings contribute to the development of perceptions of patterns of socio-perceptual determination and viability of different types of mothers.
介绍。家庭的社会感知决定和复原力问题与许多国家国家家庭政策的执行有关。家庭政策的重点是孤儿和失去父母照顾的儿童的家庭组织，这有助于职业家庭制度的发展。问题是，寄养家庭制度本身与收养和监护制度有很大的不同。而这是由于养母身份的形成，她在这样一个家庭中扮演着主要角色。然而，很少有研究对养母i -image的结构和内容进行确定。关于养母的寄养儿童形象的研究就更少了。材料与方法。共有295名妇女参与了这项工作，年龄从19岁到71岁，养母(n = 86)，生母(n = 99)，未来母亲(n = 110)。该研究采用了“人的形象结构(等级)”(V. L. Sitnikov)的方法，并测试了“成年人的弹性”(a . V. Makhnach)。结果。定义了社会知觉决定与母亲心理弹性的功能关系。母亲的自我知觉确定影响应对和适应的认知和调节成分。在生母和准妈妈中，自我认知将包括态度。通过培养母亲对孩子的看法是，他们的韧性与社会感知的监管、行为成分、中立或消极态度有关。在童年形象中，生母将其复原力与社会知觉的认知、调节、行为成分、积极或消极态度联系起来。在童年图像中，孕妇将其复原力与社会感知和消极态度的认知、调节、行为成分联系起来。讨论与结论。这些发现有助于发展对不同类型母亲的社会感知决定模式和生存能力的认识。
{"title":"The Patterns of Socio-Perceptual Determination and Maternal Resilience","authors":"Anna A. Strelenko","doi":"10.15507/1991-9468.112.027.202303.403-424","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.403-424","url":null,"abstract":"Introduction. The issue of socio-perceptual determination and resilience of the family is relevant to the implementation of state family policies in many countries. Family policy focuses on the family organization of orphans and children deprived of parental care, which contributes to the development of the institution of professional families. The problem is that the foster family system itself is very different from adoption and guardianship. And this due to the formation of the identity of the foster mother, who plays the main role in such a family. However, few studies have been conducted to determine the structure and content of the I-images of foster mothers. There is even less research on foster child images in foster mothers. Materials and Methods. The work was carried out with the participation of 295 women, from 19 to 71 years old, adoptive mothers (n = 86), biological mothers (n = 99), future mothers (no parenting experience) (n = 110). The study used the method “The structure of the image of a person (hierarchical)” (V. L. Sitnikov), and test “Resilience of an adult human” (A. V. Makhnach). Results. The functional relationship of socio-perceptual determination and resilience of mothers was defined. Mothers’ self-perception identifies cognitive and regulatory components that influence coping and adaptation. In biological and future mothers, self-perception will include attitude. The perception of children by fostering mothers is that their resilience is linked to the regulatory, behavioral components of the social perception, neutrality or negative attitude. In childhood images, biological mothers relate their resilience to the cognitive, regulatory, behavioral components of social perception, positive or negative attitudes. In childhood images, expectant mothers relate their resilience to the cognitive, regulatory, behavioral components of social perception and negative attitudes. Discussion and Conclusion. The findings contribute to the development of perceptions of patterns of socio-perceptual determination and viability of different types of mothers.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294072","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 : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.390-402
Ida Nugroho Saputro, Tuatul Mahfud, Ayu Intan Sari, None Sukatiman
Introduction. Creative teaching behaviour for vocational teacher candidates has increased students’ creative skills. So, it is natural for scholars to pay full attention to how to shape creative teaching behaviour for teachers and candidates. Therefore, this study aims to explore the role of social capital on the creative teaching behaviour of teachers by involving motivation and self-efficacy as mediators. Materials and Methods. This study involved university students who were involved in a teacher education program. Two hundred twenty-eight campus students in a teacher education program at a state university in Yogyakarta-Indonesia participated in this study. Structural equation modelling analysis is used to prove the hypothesis. Results. The study results reveal that teacher candidates’ creative teaching behaviour is influenced by social capital, motivation, and self-efficacy. In addition, teacher candidates’ strength of social capital also predicts motivation and beliefs related to their teaching abilities. This study also proves that motivation and self-efficacy act as mediators that significantly mediate the effects of social capital on creative teaching behaviour for teacher candidates. Discussion and Conclusion. The results of this study provide important implications for university lecturers involved in teacher education programs to strengthen social capital, motivation, and self-efficacy for teacher candidates through the teaching process.
{"title":"Promoting Creative Professional Behavior of Future Educators: The Role of Social Capital, Motivation and Self-Efficacy","authors":"Ida Nugroho Saputro, Tuatul Mahfud, Ayu Intan Sari, None Sukatiman","doi":"10.15507/1991-9468.112.027.202303.390-402","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.390-402","url":null,"abstract":"Introduction. Creative teaching behaviour for vocational teacher candidates has increased students’ creative skills. So, it is natural for scholars to pay full attention to how to shape creative teaching behaviour for teachers and candidates. Therefore, this study aims to explore the role of social capital on the creative teaching behaviour of teachers by involving motivation and self-efficacy as mediators. Materials and Methods. This study involved university students who were involved in a teacher education program. Two hundred twenty-eight campus students in a teacher education program at a state university in Yogyakarta-Indonesia participated in this study. Structural equation modelling analysis is used to prove the hypothesis. Results. The study results reveal that teacher candidates’ creative teaching behaviour is influenced by social capital, motivation, and self-efficacy. In addition, teacher candidates’ strength of social capital also predicts motivation and beliefs related to their teaching abilities. This study also proves that motivation and self-efficacy act as mediators that significantly mediate the effects of social capital on creative teaching behaviour for teacher candidates. Discussion and Conclusion. The results of this study provide important implications for university lecturers involved in teacher education programs to strengthen social capital, motivation, and self-efficacy for teacher candidates through the teaching process.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294255","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 : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.373-389
Rezeda R. Khairutdinova, Barno N. Abdulakhamidova, Taalajbek K. Toroshov, Abduvakhap Sh. Kaparov
Introduction. The Kyrgyz and Russian languages reflect the language situation in the Kyrgyz Republic. Recently, the public discourse on the relationship between the two languages has attracted scientific attention. National surveys on the prospects of Russian as a functional language in education, public life, and government agencies are being conducted. While there are several studies on this issue, research on the opinions of the younger generation, constituting the majority of the countryʼs population, is almost non-existent. This article analyzes the current status of the Russian language in the Kyrgyz Republic and identifies its role in the personal and motivational preferences of students. Мaterials and Methods. The sociocultural approach forms the methodological foundation of the study. We conducted the survey research which involved 130 students majoring in teacher education from the Osh region in the Republic of Kyrgyzstan. The frequency analysis was carried out for empirical data processing. In addition, the contingency tables were created. Pearson’s chi-square test and the Fisher’s exact test were employed to test the hypothesis that there was a relationship between the variables. The analysis was carried out with the help of the IBM SPSS Statistics. Results. The analysis of the survey results revealed that the majority of students have a positive attitude towards Russia and cooperation between the two countries in various spheres of activity. At the same time, students from rural areas had a higher rate of agreement with these statements. It was revealed that the distribution of answers had a statistical dependence on the place of residence. The highest values were recorded in studentsʼ answers related to statements about the Russian language. The participants ‒ future teachers ‒ expressed great interest in studying Russian language for the purpose of professional and personal growth. Discussion and Conclusion. The present study confirmed that the language policy of a state should take into consideration the practical needs of young people, who consciously treat Russian as a reliable way to unlock their inner potential and improve their professional competitiveness. Therefore, there is an objective need to improve the quality of Russian teaching and to introduce joint effective practices of language education. The materials of the article can be useful for scientific and methodological research of the identified problems.
{"title":"The Russian Language in Kyrgyzstan through the Lens of Students","authors":"Rezeda R. Khairutdinova, Barno N. Abdulakhamidova, Taalajbek K. Toroshov, Abduvakhap Sh. Kaparov","doi":"10.15507/1991-9468.112.027.202303.373-389","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.373-389","url":null,"abstract":"Introduction. The Kyrgyz and Russian languages reflect the language situation in the Kyrgyz Republic. Recently, the public discourse on the relationship between the two languages has attracted scientific attention. National surveys on the prospects of Russian as a functional language in education, public life, and government agencies are being conducted. While there are several studies on this issue, research on the opinions of the younger generation, constituting the majority of the countryʼs population, is almost non-existent. This article analyzes the current status of the Russian language in the Kyrgyz Republic and identifies its role in the personal and motivational preferences of students. Мaterials and Methods. The sociocultural approach forms the methodological foundation of the study. We conducted the survey research which involved 130 students majoring in teacher education from the Osh region in the Republic of Kyrgyzstan. The frequency analysis was carried out for empirical data processing. In addition, the contingency tables were created. Pearson’s chi-square test and the Fisher’s exact test were employed to test the hypothesis that there was a relationship between the variables. The analysis was carried out with the help of the IBM SPSS Statistics. Results. The analysis of the survey results revealed that the majority of students have a positive attitude towards Russia and cooperation between the two countries in various spheres of activity. At the same time, students from rural areas had a higher rate of agreement with these statements. It was revealed that the distribution of answers had a statistical dependence on the place of residence. The highest values were recorded in studentsʼ answers related to statements about the Russian language. The participants ‒ future teachers ‒ expressed great interest in studying Russian language for the purpose of professional and personal growth. Discussion and Conclusion. The present study confirmed that the language policy of a state should take into consideration the practical needs of young people, who consciously treat Russian as a reliable way to unlock their inner potential and improve their professional competitiveness. Therefore, there is an objective need to improve the quality of Russian teaching and to introduce joint effective practices of language education. The materials of the article can be useful for scientific and methodological research of the identified problems.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294087","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 : 2023-09-29DOI: 10.15507/1991-9468.112.027.202303.522-538
Semen D. Reznik, Olga A. Sazykina, Marina V. Chernikovskaya
Introduction. Despite the significant measures and programs implemented by the countryʼs leadership to improve the financial literacy of the Russian population, students of Russian universities are still not financially literate enough. In this regard, it is necessary to develop and implement a set of intra-university educational practice-oriented technologies that can improve financial literacy and economic independence of students during the period of university education. The purpose of the article is to show the features and opportunities of regional universities of the country in solving the problem of improving financial literacy of student youth. Materials and Methods. The study of the problem of formation of financial literacy of student youth during university education was conducted on the basis of a questionnaire survey of 565 students from 29 universities of the Russian Federation in May‒June 2022 using a specially designed questionnaire via Google Forms. The results of the questionnaire survey were processed using the SPSS program and the method of comparative analysis of responses of students of leading (federal, national research, metropolitan) and regional Russian universities, which made it possible to identify and analyze the peculiarities of studentsʼ financial literacy formation depending on the status of their higher education institution Results. Self-assessment of students of regional universities of their financial literacy showed its low level, indicating the insufficiency or lack of serious knowledge in the financial sphere. At the same time, students understand the importance of financial literacy and indicate their willingness to participate in various forms of training on this issue. To implement the educational process aimed at intensive formation of studentsʼ financial literacy, the system of continuous practice-oriented formation of financial literacy is proposed. Discussion and Conclusion. The materials of the article can be useful in the organization of educational process in universities to improve financial literacy of students. In the future, the study will be supplemented by analyzing the formation of studentsʼ financial literacy at different stages of education on the basis of taking into account the influence of age, year of study and other factors.
{"title":"Improving Financial Literacy of Students: Specificity and Opportunities of Regional Higher Education Institutions","authors":"Semen D. Reznik, Olga A. Sazykina, Marina V. Chernikovskaya","doi":"10.15507/1991-9468.112.027.202303.522-538","DOIUrl":"https://doi.org/10.15507/1991-9468.112.027.202303.522-538","url":null,"abstract":"Introduction. Despite the significant measures and programs implemented by the countryʼs leadership to improve the financial literacy of the Russian population, students of Russian universities are still not financially literate enough. In this regard, it is necessary to develop and implement a set of intra-university educational practice-oriented technologies that can improve financial literacy and economic independence of students during the period of university education. The purpose of the article is to show the features and opportunities of regional universities of the country in solving the problem of improving financial literacy of student youth. Materials and Methods. The study of the problem of formation of financial literacy of student youth during university education was conducted on the basis of a questionnaire survey of 565 students from 29 universities of the Russian Federation in May‒June 2022 using a specially designed questionnaire via Google Forms. The results of the questionnaire survey were processed using the SPSS program and the method of comparative analysis of responses of students of leading (federal, national research, metropolitan) and regional Russian universities, which made it possible to identify and analyze the peculiarities of studentsʼ financial literacy formation depending on the status of their higher education institution Results. Self-assessment of students of regional universities of their financial literacy showed its low level, indicating the insufficiency or lack of serious knowledge in the financial sphere. At the same time, students understand the importance of financial literacy and indicate their willingness to participate in various forms of training on this issue. To implement the educational process aimed at intensive formation of studentsʼ financial literacy, the system of continuous practice-oriented formation of financial literacy is proposed. Discussion and Conclusion. The materials of the article can be useful in the organization of educational process in universities to improve financial literacy of students. In the future, the study will be supplemented by analyzing the formation of studentsʼ financial literacy at different stages of education on the basis of taking into account the influence of age, year of study and other factors.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294077","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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