Pub Date : 2023-03-31DOI: 10.15507/1991-9468.110.027.202301.082-099
V. Z. Kantor, Yuliya L. Proekt, I. Kondrakova, O. Litovchenko, S. Zalautdinova
Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.
{"title":"The Practice of Inclusive Education of Children with Disabilities: The Quality of Competence Support","authors":"V. Z. Kantor, Yuliya L. Proekt, I. Kondrakova, O. Litovchenko, S. Zalautdinova","doi":"10.15507/1991-9468.110.027.202301.082-099","DOIUrl":"https://doi.org/10.15507/1991-9468.110.027.202301.082-099","url":null,"abstract":"Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers.\u0000Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion.\u0000Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience.\u0000Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83590022","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 : 2023-03-31DOI: 10.15507/1991-9468.110.027.202301.155-170
Elena Zelenicka, R. Pavlova, Olga Csalova, Pavol Burcl
Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation. Materials and Methods. Our research sample included 200 randomly selected written communications by firstyear international students of our University in the period of 2019‒2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students. Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019. Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.
{"title":"Language Testing and Certification in an International Context","authors":"Elena Zelenicka, R. Pavlova, Olga Csalova, Pavol Burcl","doi":"10.15507/1991-9468.110.027.202301.155-170","DOIUrl":"https://doi.org/10.15507/1991-9468.110.027.202301.155-170","url":null,"abstract":"Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation.\u0000Materials and Methods. Our research sample included 200 randomly selected written communications by firstyear international students of our University in the period of 2019‒2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students.\u0000Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019.\u0000Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74454535","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 : 2023-03-31DOI: 10.15507/1991-9468.110.027.202301.050-063
Rafael Guzmán Tirado
Introduction. The problem of preserving and protecting the native language today is one of the main ones facing any people thinking about their future in the conditions of globalization, European economic integration and a modern multinational and multi-confessional state. The purpose of this article is to examine the internal processes of the destruction of the status of a single official language as a link between the country and the analysis of the discriminatory status of the Spanish language in modern Spain and the prediction of the consequences of such discrimination of language policy, as well as a comparative analysis of the language situation in Spain and Russia. Materials and Methods. This section specifies what has served as material for the analysis and describes the research techniques used. The object of the study is the Spanish language as the official language of the Kingdom of Spain, its role and its changes in the regions in the process of political processes over the past decades. Comparative- historical and typological research methods are used, as well as methods of observation, analysis, modeling. Results. This is the main section, which aims to confirm or reject a working hypothesis (or hypotheses) by means of analysis, synthesis and elucidation of data. The reasons for the unbalanced state of the language situation in Spain, as well as the negative consequences of the language policy pursued by the government, are analyzed. Practical recommendations have been developed to overcome the existing critical problems in the field of the country's language policy, based on the Russian example. Discussion and Conclusion. In this part, the results are to be briefly summarized and the main directions for further research indicated. The results presented in the article contribute to the scientific understanding of the problem of the status of the state official language in modern Spain. They contribute to the development of awareness of the seriousness and danger of the problem. If we Spaniards do not realize the seriousness of what is happening and do not force the government, the opposition and all legitimate parties to respond to this critical situation, then the future of the Spanish language and the Spaniards themselves in Spain seems pessimistic, since we will be foreigners in our beautiful country.
{"title":"Catastrophic Consequences of Spain’s Language Policy against the Background of Russia’s Language Policy","authors":"Rafael Guzmán Tirado","doi":"10.15507/1991-9468.110.027.202301.050-063","DOIUrl":"https://doi.org/10.15507/1991-9468.110.027.202301.050-063","url":null,"abstract":"Introduction. The problem of preserving and protecting the native language today is one of the main ones facing any people thinking about their future in the conditions of globalization, European economic integration and a modern multinational and multi-confessional state. The purpose of this article is to examine the internal processes of the destruction of the status of a single official language as a link between the country and the analysis of the discriminatory status of the Spanish language in modern Spain and the prediction of the consequences of such discrimination of language policy, as well as a comparative analysis of the language situation in Spain and Russia.\u0000Materials and Methods. This section specifies what has served as material for the analysis and describes the research techniques used. The object of the study is the Spanish language as the official language of the Kingdom of Spain, its role and its changes in the regions in the process of political processes over the past decades. Comparative- historical and typological research methods are used, as well as methods of observation, analysis, modeling.\u0000Results. This is the main section, which aims to confirm or reject a working hypothesis (or hypotheses) by means of analysis, synthesis and elucidation of data. The reasons for the unbalanced state of the language situation in Spain, as well as the negative consequences of the language policy pursued by the government, are analyzed. Practical recommendations have been developed to overcome the existing critical problems in the field of the country's language policy, based on the Russian example.\u0000Discussion and Conclusion. In this part, the results are to be briefly summarized and the main directions for further research indicated. The results presented in the article contribute to the scientific understanding of the problem of the status of the state official language in modern Spain. They contribute to the development of awareness of the seriousness and danger of the problem. If we Spaniards do not realize the seriousness of what is happening and do not force the government, the opposition and all legitimate parties to respond to this critical situation, then the future of the Spanish language and the Spaniards themselves in Spain seems pessimistic, since we will be foreigners in our beautiful country.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83581160","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 : 2023-03-31DOI: 10.15507/1991-9468.110.027.202301.100-118
A. Miklyaeva, O. Rudykhina, Alexandra S. Tolkacheva
Introduction. In the modern world, there is an expansion of the spectrum of transition trajectories to adulthood in adolescents and young people as well as the increased importance of “subjective markers of adulthood”, which represent a set of qualities of a “mature personality”. There is no idea about the specifics of the growing up trajectories among modern adolescents, taking into account their psychological characteristics. The purpose of the article is to investigate the quantitative and qualitative indicators of the images “I am now” and “I am an adult” in adolescents with different levels of personal maturity. Materials and Methods. The survey involved 1 097 adolescents aged between 13 – 17. The method of contrast groups by the Self-assessment Scale of personal maturity allowed to identify subgroups of adolescents with high and low levels of personal maturity. The quantitative and qualitative characteristics of the attitudes “I am now” and “I am an adult” obtained by the modified “Who am I?” technique were compared in these subgroups. Results. Regardless of the characteristics of personal maturity, adolescents include more elements in the attitudes “I am now” than in “I am an adult”; the core of both attitudes includes mainly the characteristics of the socio-demographic, formalized and individualized Self. Differences between the subgroups of adolescents with HPM and LPM include: different age dynamics of the number of elements in the attitudes “I am now” and “I am an adult” (a consistent decrease in the number of elements in adolescents with HPM against an absence of significant changes in the sample of their peers with LPM), as well as a more significant contribution of the characteristics of social-role functioning in attitudes “I am now” and “I am an adult” in adolescents with HPM. Discussion and Conclusion. The research contributes to the understanding of the psychological characteristics of modern adolescents who are at the stage of transition to adulthood. The results will be useful for the practice of psychological and pedagogical support of growing up and psychological counseling on personal self-determination in adolescence.
{"title":"The Content of the Attitudes “I Am Now” and “I Am an Adult” in Adolescents with Different Characteristics of Personal Maturity","authors":"A. Miklyaeva, O. Rudykhina, Alexandra S. Tolkacheva","doi":"10.15507/1991-9468.110.027.202301.100-118","DOIUrl":"https://doi.org/10.15507/1991-9468.110.027.202301.100-118","url":null,"abstract":"Introduction. In the modern world, there is an expansion of the spectrum of transition trajectories to adulthood in adolescents and young people as well as the increased importance of “subjective markers of adulthood”, which represent a set of qualities of a “mature personality”. There is no idea about the specifics of the growing up trajectories among modern adolescents, taking into account their psychological characteristics. The purpose of the article is to investigate the quantitative and qualitative indicators of the images “I am now” and “I am an adult” in adolescents with different levels of personal maturity.\u0000Materials and Methods. The survey involved 1 097 adolescents aged between 13 – 17. The method of contrast groups by the Self-assessment Scale of personal maturity allowed to identify subgroups of adolescents with high and low levels of personal maturity. The quantitative and qualitative characteristics of the attitudes “I am now” and “I am an adult” obtained by the modified “Who am I?” technique were compared in these subgroups.\u0000Results. Regardless of the characteristics of personal maturity, adolescents include more elements in the attitudes “I am now” than in “I am an adult”; the core of both attitudes includes mainly the characteristics of the socio-demographic, formalized and individualized Self. Differences between the subgroups of adolescents with HPM and LPM include: different age dynamics of the number of elements in the attitudes “I am now” and “I am an adult” (a consistent decrease in the number of elements in adolescents with HPM against an absence of significant changes in the sample of their peers with LPM), as well as a more significant contribution of the characteristics of social-role functioning in attitudes “I am now” and “I am an adult” in adolescents with HPM.\u0000Discussion and Conclusion. The research contributes to the understanding of the psychological characteristics of modern adolescents who are at the stage of transition to adulthood. The results will be useful for the practice of psychological and pedagogical support of growing up and psychological counseling on personal self-determination in adolescence.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90641806","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 : 2023-03-30DOI: 10.15507/1991-9468.110.027.202301.033-049
N. Radchikova, M. Odintsova, Marina G. Sorokova Marina G. Sorokova, Nina V. Kozyreva, A. Lobanov
Introduction. The common educational space of Russia and Belarus is a condition for deepening integration processes underpinned by common historical roots, long experience of common development, goals and principles of cooperation. However, many aspects, including the prerequisites and factors of studentsʼ acceptance of digital technologies in higher education, are not sufficiently studied. The aim of the article is to present the results of research into the psychological factors of digital educational environment acceptance by students of Russian and Belarusian universities. Materials and Methods. The study involved 1 582 students from universities in Russia and Belarus aged 21,3 ± 6,3 years. To identify personality traits, Big Five Inventory-2 was used. The resources of self-regulation were determined using Personal Self-Activation Inventory and Self-Regulation Style Questionnaire. To determine the attitude to learning in the digital educational environment, AUDEE Scale was used, and to determine the attitude to learning activities – Activity-Related Experiences Assessment Technique. Results. The most important factors of digital educational environment acceptance for both samplings (Russia and Belarus) are not personality traits but activity-related experiences: the experience of pleasure in the absence of experiences of effort and void leads to acceptance of the digital educational environment. Modeling of significant conditions for achieving goals, evaluation of results and programming of actions, and insistency for the Belarusian sampling were also noted as important elements of digital educational environment acceptance. Therefore, the main factors are not the personality traits of the student, but the experiences that s/he experiences during the learning activity and some structural components of self-regulation. Similarity in models’ quality and structure for two different countries supports the reliability of the results and serves a basis for practical recommendations for digital educational environment development and preparing students for work in it. Discussion and Conclusions. The conclusions made by the authors contribute to the problem of studentsʼ attitude to the university’s digital educational environment. The materials of the article can be useful for university administration and teaching staff to improve both the university’s digital educational environment and the methods of teaching using digital educational environment.
{"title":"Psychological Factors in Students’ Attitudes towards the Digital Educational Environment (Case of Russian and Belarusian Universities)","authors":"N. Radchikova, M. Odintsova, Marina G. Sorokova Marina G. Sorokova, Nina V. Kozyreva, A. Lobanov","doi":"10.15507/1991-9468.110.027.202301.033-049","DOIUrl":"https://doi.org/10.15507/1991-9468.110.027.202301.033-049","url":null,"abstract":"Introduction. The common educational space of Russia and Belarus is a condition for deepening integration processes underpinned by common historical roots, long experience of common development, goals and principles of cooperation. However, many aspects, including the prerequisites and factors of studentsʼ acceptance of digital technologies in higher education, are not sufficiently studied. The aim of the article is to present the results of research into the psychological factors of digital educational environment acceptance by students of Russian and Belarusian universities.\u0000Materials and Methods. The study involved 1 582 students from universities in Russia and Belarus aged 21,3 ± 6,3 years. To identify personality traits, Big Five Inventory-2 was used. The resources of self-regulation were determined using Personal Self-Activation Inventory and Self-Regulation Style Questionnaire. To determine the attitude to learning in the digital educational environment, AUDEE Scale was used, and to determine the attitude to learning activities – Activity-Related Experiences Assessment Technique.\u0000Results. The most important factors of digital educational environment acceptance for both samplings (Russia and Belarus) are not personality traits but activity-related experiences: the experience of pleasure in the absence of experiences of effort and void leads to acceptance of the digital educational environment. Modeling of significant conditions for achieving goals, evaluation of results and programming of actions, and insistency for the Belarusian sampling were also noted as important elements of digital educational environment acceptance. Therefore, the main factors are not the personality traits of the student, but the experiences that s/he experiences during the learning activity and some structural components of self-regulation. Similarity in models’ quality and structure for two different countries supports the reliability of the results and serves a basis for practical recommendations for digital educational environment development and preparing students for work in it.\u0000Discussion and Conclusions. The conclusions made by the authors contribute to the problem of studentsʼ attitude to the university’s digital educational environment. The materials of the article can be useful for university administration and teaching staff to improve both the university’s digital educational environment and the methods of teaching using digital educational environment.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87464397","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 : 2022-12-30DOI: 10.15507/1991-9468.109.026.202204.740-755
Juthathip Kruanopphakhun, Nadh Ditcharoen
Introduction. The aim of this research is to investigate changes in Thai educators’ attitudes towards their understanding of Asperger’s Syndrome before and after a teacher-training session. Currently, opportunities for professional training regarding Asperger’s Syndrome are very scarce in Thai educational communities. Educators may not be able to provide optimum education and guidance for their students with Asperger’s Syndrome. Meanwhile, these students’ learning outcomes are significantly affected by their educators lacking knowledge of evidence-based intervention methods. Therefore, based on a needs assessment, a teacher-training session was developed to minimize the gaps in pedagogical knowledge and practice. Materials and Methods. A quasi-experimental, embedded mixed-methods design was used to obtain data. This study employed a one-group, pre-test/post-test design, as there were no control groups involved due to the novel learning subject matter. The limitations of the current study – its structure and participant recruitment – were identified and discussed. An availability sampling method was used for this study, resulting in the recruitment of 12 in-service teachers and 32 pre-service teachers from the northeastern region of Thailand. Questionnaires and interviews were used as measurement tools to comprehensively capture participants’ learning experiences. For the statistical analysis, the paired sample t-test (alpha = .05) was used. Meanwhile, for the descriptive analysis, the deductive approach was used. Results. Our results corroborate our sequential hypotheses regarding a teacher-training session and educators’ perceived levels of understanding of Asperger’s Syndrome. The training session was developed with a hypothesis that teachers needed educational opportunities to acquire proper knowledge of Asperger’s Syndrome, so that their students could be fully benefited from the pedagogy. As a result of attending the session, a statistically significant increase in correct response rates was indicated. Indeed, this increase in knowledge fulfilled the second hypothesis that by having proper knowledge of Asperger’s Syndrome, teachers’ professional reflexivity can be improved. Discussion and Conclusion. The outcomes of this study indicate that a teacher-training session has played a crucial role in cultivating Thai educators’ understanding of Asperger’s Syndrome. The outcomes present an interesting correlation between teachers’ knowledge acquisition and their increased professional and personal reflections. Simultaneously, the findings of this study suggest the potential benefits of improving research methodology, including an employment of randomized control trial, a larger sample size, and diversity within the sample population.
{"title":"Professional Reflexivity in Thai Teachers’ Understanding of Asperger’s Syndrome","authors":"Juthathip Kruanopphakhun, Nadh Ditcharoen","doi":"10.15507/1991-9468.109.026.202204.740-755","DOIUrl":"https://doi.org/10.15507/1991-9468.109.026.202204.740-755","url":null,"abstract":"Introduction. The aim of this research is to investigate changes in Thai educators’ attitudes towards their understanding of Asperger’s Syndrome before and after a teacher-training session. Currently, opportunities for professional training regarding Asperger’s Syndrome are very scarce in Thai educational communities. Educators may not be able to provide optimum education and guidance for their students with Asperger’s Syndrome. Meanwhile, these students’ learning outcomes are significantly affected by their educators lacking knowledge of evidence-based intervention methods. Therefore, based on a needs assessment, a teacher-training session was developed to minimize the gaps in pedagogical knowledge and practice.\u0000Materials and Methods. A quasi-experimental, embedded mixed-methods design was used to obtain data. This study employed a one-group, pre-test/post-test design, as there were no control groups involved due to the novel learning subject matter. The limitations of the current study – its structure and participant recruitment – were identified and discussed. An availability sampling method was used for this study, resulting in the recruitment of 12 in-service teachers and 32 pre-service teachers from the northeastern region of Thailand. Questionnaires and interviews were used as measurement tools to comprehensively capture participants’ learning experiences. For the statistical analysis, the paired sample t-test (alpha = .05) was used. Meanwhile, for the descriptive analysis, the deductive approach was used.\u0000Results. Our results corroborate our sequential hypotheses regarding a teacher-training session and educators’ perceived levels of understanding of Asperger’s Syndrome. The training session was developed with a hypothesis that teachers needed educational opportunities to acquire proper knowledge of Asperger’s Syndrome, so that their students could be fully benefited from the pedagogy. As a result of attending the session, a statistically significant increase in correct response rates was indicated. Indeed, this increase in knowledge fulfilled the second hypothesis that by having proper knowledge of Asperger’s Syndrome, teachers’ professional reflexivity can be improved.\u0000Discussion and Conclusion. The outcomes of this study indicate that a teacher-training session has played a crucial role in cultivating Thai educators’ understanding of Asperger’s Syndrome. The outcomes present an interesting correlation between teachers’ knowledge acquisition and their increased professional and personal reflections. Simultaneously, the findings of this study suggest the potential benefits of improving research methodology, including an employment of randomized control trial, a larger sample size, and diversity within the sample population.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85010153","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 : 2022-12-30DOI: 10.15507/1991-9468.109.026.202204.613-636
G. Timokhina, Olga I. Olga I., Natalia B. Izakova
Introduction. The discussion of the shaping of a digital image of university faculty member is driven by the need for effective educational interaction between students and faculty in the context of digitalization. However, there are practically no studies of the faculty’s image as a system, as well as technologies for modeling the faculty’s digital image. The objective of this study is to model faculty’s digital image for purposes of decision-making in the process of managing digital image in educational interactions. Materials and Methods. Secondary data were received through methods of content analysis and systemic and structural-functional evaluation of information. Primary data were obtained through comparative marketing study of faculty’s digital image on a sample of 400 students and 92 faculty members of a Moscow-based and a regional university and through an expert survey. Methods of multivariate scaling and analysis of statistically significant differences were also applied. Results. Novelty of the study lies in incorporating basic and instrumental core components in the model of university faculty’s digital image due to a dual role of “digital competence” element. The image modeling technique is also developed. It is noticed that faculty’s digital competence is not only an element in the structure of faculty’s image, but also a tool that transmits the image to external environment. Based on results of the study, recommendations on implementation of technique of faculty member’s digital image modeling are proposed. Revealed differences in opinions of students and faculty of two universities can be attributed to unequal access to digital technologies in different regions. Discussion and Conclusion. Conclusions made by authors contribute to development of scientific thought on shaping and promotion of university faculty’s digital image. Results of the comparative study will enable the Moscow-based and regional universities faculty to differentiate and precisely approach issues of shaping and promoting personal digital image.
{"title":"Modeling University Faculty Member’s Digital Image","authors":"G. Timokhina, Olga I. Olga I., Natalia B. Izakova","doi":"10.15507/1991-9468.109.026.202204.613-636","DOIUrl":"https://doi.org/10.15507/1991-9468.109.026.202204.613-636","url":null,"abstract":"Introduction. The discussion of the shaping of a digital image of university faculty member is driven by the need for effective educational interaction between students and faculty in the context of digitalization. However, there are practically no studies of the faculty’s image as a system, as well as technologies for modeling the faculty’s digital image. The objective of this study is to model faculty’s digital image for purposes of decision-making in the process of managing digital image in educational interactions.\u0000Materials and Methods. Secondary data were received through methods of content analysis and systemic and structural-functional evaluation of information. Primary data were obtained through comparative marketing study of faculty’s digital image on a sample of 400 students and 92 faculty members of a Moscow-based and a regional university and through an expert survey. Methods of multivariate scaling and analysis of statistically significant differences were also applied.\u0000Results. Novelty of the study lies in incorporating basic and instrumental core components in the model of university faculty’s digital image due to a dual role of “digital competence” element. The image modeling technique is also developed. It is noticed that faculty’s digital competence is not only an element in the structure of faculty’s image, but also a tool that transmits the image to external environment. Based on results of the study, recommendations on implementation of technique of faculty member’s digital image modeling are proposed. Revealed differences in opinions of students and faculty of two universities can be attributed to unequal access to digital technologies in different regions.\u0000Discussion and Conclusion. Conclusions made by authors contribute to development of scientific thought on shaping and promotion of university faculty’s digital image. Results of the comparative study will enable the Moscow-based and regional universities faculty to differentiate and precisely approach issues of shaping and promoting personal digital image.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89305500","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 : 2022-12-30DOI: 10.15507/1991-9468.109.026.202204.771-786
E. Burdina, Sergey V. Alexandrov
Introduction. Modern further professional judicial education has a direct impact on the institutional and personal parameters of judicial independence and has a public significance as a guarantee of a judge's competence during his long career. The relevance of the research consists in development and substantiation of theoretical and methodological foundations of further professional education of judges as an independent form of their continuing education. The aim of the article is to systematize Russian and foreign experience in the organization of judicial professional development, to fill in the need for a comprehensive solution of legal, organizational and educational issues of judicial re-training, to substantiate promising models of the educational process and educational practices of continuous training of judges. Materials and Methods. The object of the study was further professional education of judges as a state-legal and educational institute. The comparative nature of the research, based on the study of modern domestic and foreign experience in organizing further education for judges, provided data that had not previously been analyzed in the Russian scholarly literature. On the basis of a comprehensive (interdisciplinary) approach, conclusions were obtained concerning both the issues of legal regulation of the procedure of further professional education of judges and issues of pedagogical nature. A systematic analysis of further professional education of judges predetermined the identification of specific features of teacher training, the nature of training programs, methods and technologies of training of judges. Sociological methods were used to formulate conclusions on the conditions of admissibility of the electronic educational process in the judicial classroom. The research drew on electronic resources that reveal organizational peculiarities and educational practices of national and foreign judicial schools. Results. Regularities determining the trends in the evolution of further professional education of judges in Russia and abroad have been determined and disclosed. Models of judicial schools operating in foreign states depending on their legal status, nature and types of educational processes were identified. The principles of organization of further professional education of judges, allowing to distinguish this type of education from traditional systems of higher legal education, were substantiated. Proposals for improving the legal and educational model of the Russian judicial school are formulated. Discussion and Conclusion. The results of the study can be useful for the further development of the theory of specialized judicial education, the definition of the legal status of the Russian judicial school that performs the functions of continuing education of judges, as well as for improving the educational process, given the need for methodological diversity of further programs and methods of training of judges.
{"title":"Modern Trends in Further Professional Education of Judges: Russian and Foreign Experience","authors":"E. Burdina, Sergey V. Alexandrov","doi":"10.15507/1991-9468.109.026.202204.771-786","DOIUrl":"https://doi.org/10.15507/1991-9468.109.026.202204.771-786","url":null,"abstract":"Introduction. Modern further professional judicial education has a direct impact on the institutional and personal parameters of judicial independence and has a public significance as a guarantee of a judge's competence during his long career. The relevance of the research consists in development and substantiation of theoretical and methodological foundations of further professional education of judges as an independent form of their continuing education. The aim of the article is to systematize Russian and foreign experience in the organization of judicial professional development, to fill in the need for a comprehensive solution of legal, organizational and educational issues of judicial re-training, to substantiate promising models of the educational process and educational practices of continuous training of judges.\u0000Materials and Methods. The object of the study was further professional education of judges as a state-legal and educational institute. The comparative nature of the research, based on the study of modern domestic and foreign experience in organizing further education for judges, provided data that had not previously been analyzed in the Russian scholarly literature. On the basis of a comprehensive (interdisciplinary) approach, conclusions were obtained concerning both the issues of legal regulation of the procedure of further professional education of judges and issues of pedagogical nature. A systematic analysis of further professional education of judges predetermined the identification of specific features of teacher training, the nature of training programs, methods and technologies of training of judges. Sociological methods were used to formulate conclusions on the conditions of admissibility of the electronic educational process in the judicial classroom. The research drew on electronic resources that reveal organizational peculiarities and educational practices of national and foreign judicial schools.\u0000Results. Regularities determining the trends in the evolution of further professional education of judges in Russia and abroad have been determined and disclosed. Models of judicial schools operating in foreign states depending on their legal status, nature and types of educational processes were identified. The principles of organization of further professional education of judges, allowing to distinguish this type of education from traditional systems of higher legal education, were substantiated. Proposals for improving the legal and educational model of the Russian judicial school are formulated.\u0000Discussion and Conclusion. The results of the study can be useful for the further development of the theory of specialized judicial education, the definition of the legal status of the Russian judicial school that performs the functions of continuing education of judges, as well as for improving the educational process, given the need for methodological diversity of further programs and methods of training of judges.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89783538","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 : 2022-12-30DOI: 10.15507/1991-9468.109.026.202204.637-654
M. E. Kushnir, P. Rabinovich, K. Zavedensky
Introduction. The implementation of the strategic priorities for the development of education in Russia, as well as the changing demands of interested participants in the educational process actualize questions about the performance of educational organizations, how to measure them, as well as modern education management practices. The use of only normative and criteria-based assessment does not allow achieving the key demanded educational result – the active behavior of the student, because requires different approaches to the organization of educational activities, the construction of collective-individual educational routes, the creation of opportunities for self-determination and self-realization for both students and teachers. The purpose of the article is to describe a model that reflects educational results as a personal potential for a number of parameters of different directions. Materials and Methods. Local and global practices (assessment, evaluation, target and value of learning) have been analyzed. Revealed trends and failures were used as base for new assessment model. Results. The authors researching a lot of evaluation models formulated a simple criterion for the applicability of assessment tools in the form of “the complexity of the tool should not exceed the interest in its results”. The proposed model claims to have a reasonable balance of complexity and informativeness: on the one hand, the structure of the parameters is multilevel, on the other hand, it is visualized like octahedron – a diamond crystal. The choice at each level is simple as dichotomy which allows it to be considered an indicator. It should be used as basis of digital learning profile. Discussion and Conclusion. The conclusions made by the authors contribute to the development of tools for assessing the educational result, focused on active educational behavior and using the digital environment for monitoring and accounting. The materials of the article can be useful to teachers and administrators who are interested not only in the traditional sign of compliance with the final tests, but also in the development of educational subjectivity that supports and develops the activity of students.
{"title":"The Model of Learning Profile “Diamond of Personality” to Develop the Learners Agency","authors":"M. E. Kushnir, P. Rabinovich, K. Zavedensky","doi":"10.15507/1991-9468.109.026.202204.637-654","DOIUrl":"https://doi.org/10.15507/1991-9468.109.026.202204.637-654","url":null,"abstract":"Introduction. The implementation of the strategic priorities for the development of education in Russia, as well as the changing demands of interested participants in the educational process actualize questions about the performance of educational organizations, how to measure them, as well as modern education management practices. The use of only normative and criteria-based assessment does not allow achieving the key demanded educational result – the active behavior of the student, because requires different approaches to the organization of educational activities, the construction of collective-individual educational routes, the creation of opportunities for self-determination and self-realization for both students and teachers. The purpose of the article is to describe a model that reflects educational results as a personal potential for a number of parameters of different directions.\u0000Materials and Methods. Local and global practices (assessment, evaluation, target and value of learning) have been analyzed. Revealed trends and failures were used as base for new assessment model.\u0000Results. The authors researching a lot of evaluation models formulated a simple criterion for the applicability of assessment tools in the form of “the complexity of the tool should not exceed the interest in its results”. The proposed model claims to have a reasonable balance of complexity and informativeness: on the one hand, the structure of the parameters is multilevel, on the other hand, it is visualized like octahedron – a diamond crystal. The choice at each level is simple as dichotomy which allows it to be considered an indicator. It should be used as basis of digital learning profile.\u0000Discussion and Conclusion. The conclusions made by the authors contribute to the development of tools for assessing the educational result, focused on active educational behavior and using the digital environment for monitoring and accounting. The materials of the article can be useful to teachers and administrators who are interested not only in the traditional sign of compliance with the final tests, but also in the development of educational subjectivity that supports and develops the activity of students.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81696022","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 : 2022-12-30DOI: 10.15507/1991-9468.109.026.202204.688-707
A. Rean, Ivan A. Konovalov, Ekaterina S. Kosheleva
Introduction. The article presents the analysis of the ways teachers cope with situations of conflict at secondary school and destructive behavior of learners. Highly functional coping teachers’ behavior is the main problem of the study. The purpose of the article is to present the results of a study of the relationship between various parameters of teachers’ aggressiveness and priority ways of responding to situations of conflicts between learners, as well as to test the assumption that there is a relationship between the chosen method of coping with adolescents’ aggressive behavior and teachersʼ idea about the permissibility of aggression. Materials and Methods. 5 086 teachers from seven regions of the Russian Federation (five federal districts) took part in this study. The study was implemented in the form of an anonymous online questionnaire. The following statistical analysis methods were used: Student and Mann-Whitney criteria, correlation analysis (Spearman coefficient). Data processing was carried out in R Studio (R version 4.0.0) and SPSS. Results. Respondents with a high level of physical aggression, anger and hostility (compared to respondents with a low level) are significantly less likely to choose an active form of reaction and significantly more often – passive and emotional forms. Teachers who actively react to the aggression of adolescents do not consider aggression an acceptable form of behavior. Teachers who prefer a passive and emotional way of responding to aggression are more likely to consider aggressive behavior at school acceptable. Discussion and Conclusion. The results conceptualize various aspects of the teacher's attitude to adolescent aggression and, in many respects, directly indicate the risks of “normalizationˮ of adolescent aggression as a form of behavior in the minds of teachers with high rates of various aspects of aggressiveness.
介绍。本文分析了中学教师应对冲突情境和学习者破坏性行为的方式。高功能应对教师的行为是本研究的主要问题。本文的目的是对教师攻击性的各个参数与应对学习者之间冲突情境的优先方式之间的关系进行研究，并检验应对青少年攻击行为的选择方法与教师对攻击可容许性的看法之间存在关系的假设。材料与方法:来自俄罗斯联邦七个地区(五个联邦区)的5086名教师参与了本研究。该研究以匿名在线问卷的形式进行。采用以下统计分析方法:Student和Mann-Whitney标准，相关分析(Spearman系数)。数据处理在R Studio (R version 4.0.0)和spss中进行。具有高水平身体攻击、愤怒和敌意的受访者(与低水平的受访者相比)明显不太可能选择积极的反应形式，而更经常选择被动和情绪化的形式。那些积极应对青少年攻击行为的教师并不认为攻击是一种可以接受的行为形式。那些喜欢用被动和情绪化的方式来应对攻击的老师更有可能认为学校里的攻击行为是可以接受的。讨论与结论。结果概念化了教师对青少年攻击态度的各个方面，并且在许多方面，直接表明了在具有各种攻击性的教师心目中，青少年攻击作为一种行为形式“正常化”的风险。
{"title":"Coping with Destructive Behaviour of Learners: Teachers’ Reaction to Learners’ Aggression and Aggressiveness of Teachers","authors":"A. Rean, Ivan A. Konovalov, Ekaterina S. Kosheleva","doi":"10.15507/1991-9468.109.026.202204.688-707","DOIUrl":"https://doi.org/10.15507/1991-9468.109.026.202204.688-707","url":null,"abstract":"Introduction. The article presents the analysis of the ways teachers cope with situations of conflict at secondary school and destructive behavior of learners. Highly functional coping teachers’ behavior is the main problem of the study. The purpose of the article is to present the results of a study of the relationship between various parameters of teachers’ aggressiveness and priority ways of responding to situations of conflicts between learners, as well as to test the assumption that there is a relationship between the chosen method of coping with adolescents’ aggressive behavior and teachersʼ idea about the permissibility of aggression.\u0000Materials and Methods. 5 086 teachers from seven regions of the Russian Federation (five federal districts) took part in this study. The study was implemented in the form of an anonymous online questionnaire. The following statistical analysis methods were used: Student and Mann-Whitney criteria, correlation analysis (Spearman coefficient). Data processing was carried out in R Studio (R version 4.0.0) and SPSS.\u0000Results. Respondents with a high level of physical aggression, anger and hostility (compared to respondents with a low level) are significantly less likely to choose an active form of reaction and significantly more often – passive and emotional forms. Teachers who actively react to the aggression of adolescents do not consider aggression an acceptable form of behavior. Teachers who prefer a passive and emotional way of responding to aggression are more likely to consider aggressive behavior at school acceptable.\u0000Discussion and Conclusion. The results conceptualize various aspects of the teacher's attitude to adolescent aggression and, in many respects, directly indicate the risks of “normalizationˮ of adolescent aggression as a form of behavior in the minds of teachers with high rates of various aspects of aggressiveness.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88887374","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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