VALUES AND ATTITUDES OF STUDENTS IN THE CONDITIONS OF TRANSFORMATION OF HIGHER EDUCATION IN RUSSIA

Finko M. V.                                                         DOI: 10.31862/2218-8711-2024-5-9-23

Abstract. 

The article deals with the problem related to the definition of narratives and formation of principles of the sovereign domestic system of higher education in Russia. The relevance of the chosen topic, on the one hand, is determined by the scale of external and internal global challenges, on the other hand, by the need to preserve the basic constants of the Russian education, traditionally preserving its semantic and value core. It is substantiated that the main institution of upbringing and socialization of personality in modern society is education, and the socio-cultural educational space is a medium and at the same time a powerful resource for preserving and transmitting the historically developed system of ideals, guidelines and values to subsequent generations.

In this regard, it is important to consider the peculiarities of formation of value orientations and attitudes of modern university students in the conditions of changing approaches to the organization of the educational process, actualization of models and formats of education, implementation of individual educational trajectories in the educational process. The article focuses on the analysis of the dynamics of the state and evaluation of students’ education, as well as the organization of the educational process and the implementation of the principles of embedding and introduction of new learning formats. The central place in the content of the article is occupied by the analysis of research related to the identification of value orientations and attitudes in various spheres of realization of tasks of the modern system of higher education in Russia, including transformation processes and social integration of young people in the activities of the university in accordance with the new realities..

Keywords: 

С. 9-23

JACK BARBALET ON THE CONNECTION BETWEEN EMOTIONS AND INTERPERSONAL TRUST

Ganin A. V.                                             DOI: 10.31862/2218-8711-2024-5-24-35

Abstract. 

The article analyzes the theory of emotions by the Australian sociologist and philosopher Jack Barbalet. His name is already known to the domestic reader from the works of V. G. Nikolaev, A. A. Semenchuk, O. A. Simonova and N. V. Romanovsky. However, an attempt to analyze J. Barbalet’s views on the role of emotions in the formation of interpersonal trust is being undertaken in Russian science for the first time. In this article, based on general scientific methods, the analysis of the most significant works of Barbalet’s, both in the early 1990s and recent years, is carried out. The author of the article identifies three variants of “negative” emotions in Barbalet’s theory which serve as the basis for the formation of interpersonal trust. This is how the emotions of anger, fear and boredom were examined. It has been shown that anger is based on a violation of the principles of trust, social justice and basic human rights. The reason for the appearance of anger in this case is a violation of status-role prescriptions, and anger itself is considered as “moral”. At the same time, the author of the article draws attention to how, according to Barbalet, anger is directed at the person who experiences the emotion themselves and is of the self-accusatory nature. At the same time, the author of the article identifies shortcomings and understatements in Barbalet’s theory, pointing out how little attention is paid to gender and socio-cultural aspects. An important section of the article is the author’s analysis of the influence of the fear of “losing face” on the formation of interpersonal trust, based on Barbalet’s work on the Chinese tradition of “Guangxi”. Separately, the article analyzes the influence of boredom on the formation of trust, which can be used not only in the field of theoretical, but also applied knowledge, for example, in the field of management. In general, the article shows that Jack Barbalet’s social philosophy is of scientific interest in the light of the modern “turn to emotions” in the humanities and social sciences.

Keywords: 

С. 24-35

INCREASING PRESTIGE OF THE TEACHING PROFESSION AS THE STATE’S STRATEGIC TASK

Ryazantseva M. V., Yakushova E. S.                         DOI: 10.31862/2218-8711-2024-5-48-58

Abstract. 

The given work aimed to study the prestige of the teaching profession in the Russian society and to develop recommendations for improving the social status of a teacher in modern conditions. During the research, Russian ratings of the prestige of professions were analyzed, and a survey among students was conducted to study their attitude to the teaching profession. As the result of the study, the authors summarized the factors influencing the decline in the prestige of the profession of a “higher school teacher” and gave the recommendations for attracting young personnel to the teaching profession.

Keywords:

the professional prestige, a social status, a teaching profession, the teacher’s motivation.

С. 48-58

VOCATIONAL TRAINING OF THE PERSONNEL IN THE INTERESTS OF SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT OF THE RUSSIAN FEDERATION

Lobanov A. V., Rodionov M. A.,
Shiryaev S. D.                                                   DOI: 10.31862/2218-8711-2024-5-59-72

Abstract. 

The most important factor in ensuring the national security of the Russian Federation is its scientific and technological development, in connection with which there is a need to assess the potential of the higher professional education system to provide industry with the necessary personnel. So we conducted a study in which we studied data on the number of applicants and the actual graduation of bachelors, specialists, masters over the past ten years in various areas of training (specialties): mathematics and information technology, physics and engineering, chemistry and materials science. The data analysis showed a rapid increase in the number of future mathematical and IT personnel with a clear decrease in output. The number of admitted physics and engineering personnel remains virtually unchanged, with a slight decrease in the number of graduates. Negative dynamics of admission and actual graduation since 2018 have been observed for chemical and materials science specialties.

Keywords:

scientific and technological development, scientific and technological sovereignty, personnel training, industry, personnel policy, engineering personnel.

С. 59-72

A POSSIBLE VECTOR FOR THE DEVELOPMENT OF ENGINEERING
AND ECONOMIC EDUCATION

Krotenko T. Yu.                                            DOI: 10.31862/2218-8711-2024-5-73-86

Abstract. 

The need to adapt to rapidly developing scientific and technological progress determines the urgent use of innovative methods in the preparation and additional training of specialists for effective work in the real economy, mainly its leading representatives – engineers. In the context of the globalization of the international economy, the importance of quality education for new engineers is increasing. Domestic engineers will have to solve the problem of technological modernization of national industry and enter new markets with innovative products. Therefore, a closer study, penetration into the cultural traditions, philosophical and historical roots of modern engineering education is relevant. As a result, the need to create a new type of educational space becomes obvious. The article reinforces the idea of a new vector for the development of continuous engineering education. This strategy is based on the traditions and principles of transdisciplinarity and “feeds” engineering education with knowledge, skills, and abilities in the economic, socio-psychological, linguistic and information, and communication spheres.

Keywords:

technological development, engineering economics, polytechnic education, knowledge management, an educational space, an educational ecosystem, interdisciplinarity, engineering pedagogy.

С. 73-86

IDEOLOGICAL FOUNDATIONS OF THE PURPOSE OF PATRIOTIC EDUCATION IN RUSSIA: DEFINITIVE ANALYSIS AND SCIENTIFIC AND PEDAGOGICAL APPROACHES

Fomenko E. A.                                                    DOI: 10.31862/2218-8711-2024-5-87-98

Abstract. 

A holistic analysis of pedagogical, political and other dictionaries and works has been carried out in order to determine the system-forming terms and categories of the research topic. Thus, due to the study of the heritage of outstanding Russian thinkers of the past (N. A. Berdyaev, N. M. Karamzin) and the works of modern researchers (T. V. Bespalova, S. V. Kulikova, V. I. Lutovinov), the meaningful characteristics of “ideology”, “ideological foundations”, “Fatherland”, “patriotism”, “the goals of patriotic education”, etc. have been revealed. It is concluded that within the framework of scientific and pedagogical approaches, both the essence of patriotism and the purpose of patriotic education are conceptualized by Russian thinkers mainly in a single paradigm with the traditional spiritual and moral values of Russian society.

Keywords:

ideology, ideological foundations, patriotism, the purpose of patriotic education, upbringing.

С. 87-98

THE COMPETENCY-BASED APPROACH IN EDUCATIONAL POLICY: BETWEEN NATIONAL UNIQUENESS AND GLOBALISM, KNOWLEDGE AND COMPETENCIES

Gilyazova O. S., Zamoshchanskaya A. N.,
Zamoshchansky I. I.                                          DOI: 10.31862/2218-8711-2024-5-99-111

Abstract. 

There are two main opinions regarding the educational policy of a particular country: commitment to national educational uniqueness or adherence to the globalist mainstream in education, with the emphasis being put either on knowledge or on competencies. The modern competency-based approach, in contrast to its original versions (as a reaction to which the initiatives to protect the country’s educational autonomy and the movement for “bringing knowledge back in” to the curriculum have emerged), moves away from the divergence of such alternatives leaning towards their controlled convergence. In this article, we have tried to show that, thanks to hybridity, the competency-based approach has the opportunity to reconcile the need to comply with globalist demands and trends in education and the desire to preserve national educational identity and specificity, as well as to expose the falsity of the knowledge/competency dichotomy and overcome it. This allows to integrate it not only into the European, but also into the Asian educational space and ultimately makes it suitable for Russian (Eurasian) realities.

Keywords:

integrated curriculum, the 21st century competencies, a competency-based approach, competency-oriented education, powerful knowledge, pedagogy, educational policy, education system, system of education, universal competencies, soft skills.

С. 99-111

PREREQUISITES FOR THE FORMATION OF A SYSTEM OF MENTORING HEIRS TO THE IMPERIAL THRONE IN RUSSIA IN THE FIRST HALF OF THE XVIII CENTURY

Biziaeva N. D.                                              DOI: 10.31862/2218-8711-2024-5-112-120

Abstract. 

This study is a brief overview of the prerequisites for the formation of a system of mentoring heirs to the imperial throne in Russia in the first half of the XVIII century, which consisted of developing the qualities necessary for the future ruler of the state during the upbringing and education of the child of royalty. The research into the issue of mentoring heirs to the imperial throne is of significant interest for the history of pedagogy since the choice of a mentor for the heirs to the throne, their brothers and sisters always was a matter of national importance. Such a teacher not only educated the child, but also shaped their character, suppressing their shortcomings and focusing on their strengths. Mentors and educators of royal children played the role of a link between the august parents and court teachers.

Keywords:

mentoring, education, upbringing, the Russian Empire, the first half of the XVIII century, Peter II, Anna Ioannovna, Elizabeth Petrovna.

С. 112-120

REFORMERS WHO WERE NOT NOTICED... NIKOLAI ALEXANDROVICH ZHELVAKOV, 1893–1972, AND PAVEL NIKODIMOVICH GRUZDEV, 1889–1953

Ryzhov A. N.                                              DOI: 10.31862/2218-8711-2024-5-121-134

Abstract. 

The material presented in the article is devoted to one of the little-studied aspects of the professional activity and scientific views of two famous scholars-educators – Nikolai Aleksandrovich Zhelvakov and Pavel Nikodimovich Gruzdev. This side can be considered the defense of their own scientific views and beliefs in the difficult conditions of the 1930-50s. being based on understanding the harmfulness of mixing science and politics and the need to use domestic scientific traditions. Professor Zhelvakov’s area of scientific interest was the history of national education, and Professor Gruzdev was interested in the methodology of educational science. To study this problem, the article used handwritten and published scientific works as well as archival materials from the Scientific Archive of the Russian Academy of Education. As the result of the review and analysis of the materials involved, not only the rather unexpected for that time desire of the scientists to rely on pre-revolutionary scientific ideas in the field of theory and history of pedagogy was shown, but also an attempt to return in their teaching and scientific activities, as well as works, to the traditions of pre-revolutionary pedagogy. The serious opposition of the scientific community to attempts to return to the pedagogical traditions of the past, presented in the article, deserves special consideration.

Keywords:

history of pedagogy, Academy of Pedagogical Sciences, N. A. Zhelvakov, P. N. Gruzdev, educational science, pedagogical traditions.

С. 121-134

DEVELOPMENT OF SOVIET CAREER GUIDANCE IN THE 1920–30s: POLITICAL AND IDEOLOGICAL ASPECT

Milovanov K. Yu.                                          DOI: 10.31862/2218-8711-2024-5-135-145

Abstract. 

The article discusses issues of research into the development of Soviet career guidance in the 1920–30s. The importance of studying the historical experience of career guidance in the unified labor school system is substantiated. The objectives, priorities and leading factors of the development of the school segment of the domestic industrial psychotechnics are characterized. The trends in the development of the process of rationalization of production, professional selection, professional assortment, classification of professions, professional advice are considered. The analysis of the views of outstanding teachers, psychologists, physiologists and biologists on the problems of choosing a future profession, the formation of mechanisms for school career guidance, and the readiness of the younger generation for independent work is presented.

Keywords:

career guidance, psychotechnics, a labor school, a general education system, history of pedagogy, history of education.

С. 135-145

THE DEVELOPMENT OF THE PROCESS OF CAREER SELF-DETERMINATION OF SCHOOLCHILDREN IN RUSSIAN AND FOREIGN PEDAGOGY FROM THE 1980s TO THE FIRST QUARTER OF THE XXI CENTURY

Boguslavsky M. V., Vorontsova E. A.               DOI: 10.31862/2218-8711-2024-5-146-160

Abstract. 

The article examines the process of maintaining the career self-determination of schoolchildren from 1980s to the 1st quarter of the XXI century. The data presented on the formation and development process in foreign, Soviet and post-Soviet school practice and pedagogy and introduced key cases of the genesis of the problem of career self-determination of schoolchildren contribute to the detection of the trends and prospects for further development of the modern system of school career guidance.

Keywords:

a career self-determination, a career orientation, history of Russian and foreign pedagogy and education, career education, a career-oriented training.

С. 146-160

THE PROCESSES OF INTERNATIONALIZATION OF HIGHER EDUCATION IN RUSSIA: 30 YEARS OF EXPERIENCE (1992–2022)

Tyabayev A. E.                                             DOI: 10.31862/2218-8711-2024-5-161-173

Abstract. 

The article deals with the analysis of the processes of internationalization of higher education in the Russian Federation during the period from 1992 to 2022. The main stages of the Soviet “international education” are presented when a rich methodological and organizational experience was acquired. The reasons for the internationalization processes of the Russian higher education are given. The article analyzes the steps taken by the country’s leadership and the relevant ministry in this direction and indicates the relevant regulations. The advantages of the Russian higher education in the international arena are given, the difficulties, possible and necessary strategies of internationalization of the Russian higher education school are provided. The scale of attracting foreign citizens to higher education in Russia is analyzed.

Keywords:

higher education, internationalization of higher education, internationalization processes, internationalization strategies for Russian universities, foreign citizens at Russian universities.

С. 161-173

THE GENESIS OF APPROACHES TO THE FOREIGN LANGUAGE TEACHING IN RUSSIAN EDUCATION DURING THE LATE XX – EARLY XXI CENTURIES

Rybak M. V.                                          DOI: 10.31862/2218-8711-2024-5-174-187

Abstract. 

In the late XX – early XXI century, political, economic and socio-cultural changes in Russia led to the transformation of the national education system. They also touched upon the system of teaching foreign languages, since rapidly developing international cooperation in various fields of activity required specialists who spoke foreign languages in order to establish and expand partnership contacts. The article analyzes the systemic, cultural, communicative, differentiated and competency-based approaches in teaching a foreign language, shows their development in the late XX – early XXI centuries, as well as the current state, and defines their role in the formation of both linguistic and cultural competencies in students. It is concluded that these approaches are interrelated and organically complement each other, develop intercultural communication skills, and foster respect for other cultures.

Keywords:

a teaching approach, a foreign language, language education, the systemic approach, the cultural approach, the differentiated approach, the communicative approach, the competency-based approach.

С. 174-187

AN OVERVIEW OF MODERN RESEARCH INTO MILITARY HISTORICAL RECONSTRUCTION IN RUSSIA

Suzdaltsev E. L.                                          DOI: 10.31862/2218-8711-2024-5-188-202

Abstract. 

The author gives an overview of research into the military historical reconstruction in Russia. Based on the personal experience of participation in the movement both as the head of the club and as the chairman of Moscow regional branch of the All-Russian public movement “Clubs of Historical Reconstruction of Russia”, the author gives his definition of military historical reconstruction and systematically analyzes scientific works published in recent years which analyze various aspects of military historical reconstruction. The review highlights those studies the authors of which participate in the movement, applying their knowledge gained in the course of their research in practice when reconstructing the battles included in the military chronicle of the history of the peoples of Russia. The author concludes that the movement has great scientific and practical potential which can be manifested in various fields of human activity: science, education, tourism, leisure, theater, museology, etc.

Keywords:

military historical reconstruction, patriotic education, historical memory, all-Russian public organization “Clubs for the Historical Reconstruction of Russia”.

С. 188-202

EFFECTIVE DOMESTIC PEDAGOGICAL PRACTICES: THE RETROSPECTIVE ANALYSIS ISSUES

Ovchinnikov A. V.                                          DOI: 10.31862/2218-8711-2024-5-203-211

Abstract. 

The article discusses issues related to the retrospective analysis of effective pedagogical practices in the Russian Federation in the 1960s and 1980s; it proposes a definition of effective pedagogical practices and some methodological grounds for their retrospective analysis. The main sources that can become the basis for a more detailed study of effective pedagogical practices of the past in order to use this experience in the conditions of modernization of modern Russian general education are given.

Keywords:

effective pedagogical practices, the Soviet general education school of the 1960s–1980s, advanced pedagogical experience, educational practices, sources of study of pedagogical practice.

С. 203-211

PROFESSIONAL BURNOUT OF TEACHERS AS AN URGENT PROBLEM OF OUR TIME

Novik I. R., Pimanova N. A.,
Zhadaev A. Yu., Mamaeva N. A.                     DOI: 10.31862/2218-8711-2024-5-212-222

Abstract.  

The article highlights the problem associated with professional burnout of socially oriented professions, including teachers. The negative factors contributing to this process are considered, as well as the positive sides that prevent professional and emotional burnout of these professional categories of people.

The conducted pedagogical research has shown that the same number of school teachers and university lecturers are subject to the professional burnout. Despite the fact that, as a rule, scientific and pedagogical workers who are passionate about their work at the university, the “paperwork” with writing various records and reports sometimes puts them in a stressful situation, since the time to engage in educational and scientific work is reduced significantly, which leads to the emergence of the “professional burnout” syndrome.

Keywords:

С. 212-222

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF HISTORICAL KNOWLEDGE IN STUDENTS ENROLLED IN SECONDARY VOCATIONAL EDUCATION PROGRAMS

Melnikov Ya. A.                                         DOI: 10.31862/2218-8711-2024-5-223-235

Abstract.  

The purpose of the study is to substantiate the conditions conducive to the formation and development of historical knowledge in students enrolled in secondary vocational education (SPE) programs. The article gives a general description of the current state of the SPE educational system in relation to the subject “History”; shows the importance of studying history; summarizes the pedagogical conditions for the formation of historical knowledge in the SPE educational system. The scientific novelty of the research lies in the systematization of the theoretical perspective of the study through the use of effective pedagogical conditions for studying topics related to the history of the small Homeland (Amur region), contributing to the formation of historical knowledge in students of secondary vocational education. As a result of the study, it was possible to identify difficulties and problems in forming historical knowledge by the SPE students, as well as to determine effective pedagogical conditions that allow them to form historical knowledge.

Keywords:

С. 223-235

PEDAGOGICAL INFLUENCE ON THE EMOTIONAL DEVELOPMENT
OF A YOUNG CHILD IN THE MONTESSORI ENVIRONMENT

Palkina T. V.                                          DOI: 10.31862/2218-8711-2024-5-236-245

Abstract.  

This article explores the impact of the Montessori approach on the emotional development of children from birth to the age of three years. How do the Montessori principles of prepared environment and orientation towards the child development contribute to the formation of his/her emotional stability, self-regulation, and social skills? The authors analyze theories of attachment, emotional intelligence, and sociocultural development, drawing parallels between the contemporary research and the Montessori approach. The research analyzes the emotional state of children and development of their world perception in the toddler-group. The positive results of an early emotional education have been also revealed.

Keywords:

С. 236-245

THE ESSENTIAL CHARACTERISTICS AND THE BASIS FOR THE CLASSIFICATION OF INFORMATION AND COMMUNICATION SKILLS OF A UNIVERSITY TEACHER

Garaeva E. A.                                           DOI: 10.31862/2218-8711-2024-5-246-255

Abstract.  

Currently, the issue of developing information and communication skills of a higher school teacher in the context of innovative changes in the educational environment is being updated. The essence of the phenomenon of information and communication skills of a university teacher is considered from various positions of the authors: as a set of skills that ensure the use of information and communication technologies in teaching activities in order to solve educational problems; as the ability to perceive information through a communicative act; as the ability to work with various types and sources of information in professional practice. Various grounds for classifying this type of skills of a higher school teacher are presented. The types of information and communication skills of a teacher are characterized depending on the types of activities, goals and actual tasks, including the transfer of experience, the implementation of professional and pedagogical activities, solving problems of self-education, self-development, advanced training and vocational retraining. The article presents the author’s classification of information and communication skills of a university teacher from the perspective of highlighting the current directions of digitalization of the educational environment. The classification of the considered type of skills based on the allocation of a functional feature is proposed. The corresponding types of information and communication skills of a university teacher are highlighted – skills that provide solutions to the pedagogical and technological aspects of professional activity.

Keywords:

С. 246-255

ON THE ISSUE OF THE CONTENT OF THE “TEACHER’S INDIVIDUAL EDUCATIONAL ROUTE” CONCEPT IN REGULATORY DOCUMENTS

Veidt V. P.                                                DOI: 10.31862/2218-8711-2024-5-256-269

Abstract.  

The factors promoting the growth of conceptual ambiguousness in Pedagogical Science are presented in the article. The ambiguous concepts interpretation and discrepancies in their definitions in the regulatory documents in Education are allocated among them. Three essential approaches to the definition of the content of the “teacher’s individual educational route” concept are submitted as the result of the academic literature analysis. It proves the absence of the common understanding of the essence of the concept under consideration. Moreover, the paper contains the results of the provided content analysis of the regulatory documents, approved during the last five years in the frame of the realization of the “Education” National project, when defining and characterizing the concept of the teacher’s individual educational route, which allowed to conclude the difference not only in the definitions, but also in essential characteristics of the concept. It is concluded that the problem of the content of the “teacher’s individual educational route” concept in the regulatory documents affects the approaches of organizing teachers’ research and methodology activity support in territorial subjects of the Russian Federation.

Keywords:

С. 256-269

CRITERIA FOR ASSESSING THE ABILITY TO SYSTEMATIZE INFORMATION WHEN TEACHING LANGUAGE STUDENTS

Poddubnaja Ja. N., Kotov K. S.,
Kotova A. A.                                                    DOI: 10.31862/2218-8711-2024-5-270-275

Abstract.  

This work considers the term “systematization” in a practical way. The ability to systematize, being an important meta-objective result of learning, causes certain difficulties in matters of its development, since the indicator of learning effectiveness directly depends on the criteria established for the development of a particular skill. There is a certain gap in the scientific literature in determining the criteria for the level of formation of the ability to systematize information. Determining the level of development of the ability to systematize information by students of language programs also causes some difficulty. The scientific novelty of the research lies in the analysis and development of criteria for the formation of the ability to systematize information necessary both for the development of this skill and for assessing the level of development of this skill.

Keywords:

С. 270-275

EDUCATIONAL INTERACTIVE-NARRATIVE COMPUTER PROGRAM, OR HOW A COMPUTER GAME WILL BECOME AN INDEPENDENT MEANS OF TEACHING HISTORY AND SOCIAL STUDIES

Filonenko E. A.                                    DOI: 10.31862/2218-8711-2024-5-276-288

Abstract.  

The article analyzes and reveals the specifics of the computer game phenomenon as a potential tool for teaching history and social studies. Exploring the gaming and text-symbolic components of a computer game using the example of several game projects, the author of the article sees in computer games a multifaceted pedagogical toolkit for the education, development and upbringing of a potential student. The author gives reasons for the topicality of applying the computer games in modern education and suggests the author’s theoretical development of a pedagogically oriented computer game.

Keywords:

С. 276-188

STRUCTURAL AND CONTENT MODEL OF TRAINING A PRE-SERVICE TEACHER OF INFORMATICS FOR IMPLEMENTING THE PEDAGOGICAL SUPPORT FOR TEAMWORK OF STUDENTS

Apaleeva A. M.                                 DOI: 10.31862/2218-8711-2024-5-289-298

Abstract.  

The article describes the components of a structural and content model of training a pre-service computer science teacher for implementing the pedagogical support for teamwork of students. A set of pedagogical conditions that is necessary for the successful implementation of the considered model in the process of student training is given.

Keywords:

С. 289-198