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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#4 / 2023GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONBulakh K.V., Shuleshko E.S., Petkov V.A.ASSESSMENT OF THE CONDITIONS OF PREPARATION FOR THE DEMONSTRATION EXAM BY COLLEGE STUDENTS AS A FACTOR IN ENHANCING THE QUALITY OF STATE FINAL CERTIFICATION
This article explores the significance of considering college students' assessment of the conditions of their preparation for the demonstration exam. It has been discovered that the success of passing this exam depends on various factors established within a professional educational institution. These factors include the presence of a suitable infrastructural environment, alterations made to the educational setting within the institution, and the organization of both theoretical and practical training, as well as psychological preparation for the demonstration exam. Encouraging student-teacher feedback regarding the preparation for the demonstration exam will enable college educators to address a range of questions, including whether principles of equality and justice are upheld during the preparation and conduct of the examination and how effectively the professional educational institution carries out the task of training and preparing its students for the demonstration exam. Additionally, weaknesses in the preparation process for the demonstration exam can also be identified through this feedback.
A systematic analysis of students' opinions has revealed specific aspects of their perception of the conditions necessary for preparing for the demonstration exam. Considering these factors will assist professional educational organizations in identifying and addressing potential problems that may hinder the effectiveness of students during the demonstration exam procedure. Furthermore, this analysis will enable these organizations to develop pedagogical strategies aimed at optimizing students' preparation for the demonstration exam.
The reflection upon and using the results of a student survey by college instructors allows for the identification of promising areas of improvement within the college's educational processes. These areas may include modifications to the curriculum, updates to educational equipment, enhancements to the qualifications of instructors, and the effective application of pedagogical technologies. Moreover, the availability of necessary resources, the development of tailored educational programs, and support for students with special educational needs are equally essential.
The practical implementation of these measures will ultimately lead to an enhancement in the quality of both students' professional training and the overall state final certification of college graduates.
PROJECTS IN THE EDUCATIONAL WORK OF UNIVERSITY: FORMATION OF SOCIAL AND POLITICAL BELIEFS OF STUDENTS
The purpose of the article is to consider the possibilities of involving students in projects as an important part of the educational work of the university in shaping the social and political beliefs of students. The aim is to examine the history of the formation of projects and project management as well as approaches to understanding the essence of the project, stages of project management and their content in order to form the socio-political beliefs of students. As a result, the concept and historical aspects of the development of project management theory, the stages and content of project activities for educational purposes have been considered. The importance of the project approach to involving youth in various projects in order to form the socio-political beliefs of students is revealed. The main directions of student involvement into projects are given in order to form students’ socio-political beliefs, their civic position and patriotic education.
GAMING DIDACTIC SPACE AS A MEANS OF PEDAGOGICAL SUPPORT FOR PRESCHOOL CHILDREN’S PERSONALITY DEVELOPMENT
The study of children's gaming subculture in the context of training and education in a preschool educational organization (PEO) has sparked interest in exploring the personal development opportunities that gaming activities offer within the framework of a preschool institution's gaming didactic space. The successful development of a preschooler's personality entails implementing the principles of humanistic pedagogy and psychology, which involves providing pedagogical and psychological support. This support is a process or system of activities that aim to fully uncover the child's personal potential in overcoming social, psychological, and personal difficulties. This article delves into the essence, content, and structure of a preschool educational organization's gaming didactic space. The authors view pedagogical support as an integral part of the child's socialization, where assistance is provided to develop their personality through mechanisms such as understanding, acceptance, recognition, self-representation, and self-extension. The primary function of pedagogical support is to facilitate the child's personal development by identifying and nurturing their potential capabilities and creating favorable conditions for their realization. The key idea behind the experimental work on organizing pedagogical support is purposely selecting appropriate content, methods, and forms of pedagogical influences through gaming to enhance the child's cognitive, behavioral, emotional, and communicative spheres. Based on this, an author's program was developed and implemented. To assess the child's personal developmental characteristics and the effectiveness of pedagogical interaction, questionnaires were created for educators and parents. The adapted method of R. Gilles was used to evaluate interpersonal relationships and children's perceptions of peers, parents, and teachers. The experimental work demonstrated positive progress in the development of fundamental personal qualities and characteristics in children, validating the effectiveness of our play-based didactic space approach to organizing pedagogical support for preschoolers.
PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF GIFTED STUDENTS' DEVELOPMENT IN MODERN SOCIO-CULTURAL CONDITIONS
This article presents a psychological and pedagogical characteristics of the phenomenon of child giftedness in modern socio-cultural conditions, where there is a discrepancy between the personal position of directing the development of individual characteristics (talent) and the socio-cultural environment as a negative factor, demonstrating the market situation and therefore hindering the self-realization of students in the process of socialization and self-determination in the future professional sphere. The features of giftedness development as an element of students' personality structure are revealed; the basic content components of the concept of "socio-cultural space" are described in terms of the risks of socialization of gifted students; the types of students' giftedness are defined (intellectual, athletic, technical, artistic-creative, leadership, socio-communicative, moral); attention is drawn to the differentiation of types of giftedness within the framework of early career guidance; threats and opportunities for the socialization of gifted children are analyzed; practical recommendations are given for organizing the educational process for students with different types of giftedness, taking into account the three-way interaction of educational relationship subjects (family, educators, students) in terms of psychological-pedagogical support of gifted students; based on the conducted research, strategies for the development of individual educational routes for gifted students are determined, which include three main modules: educational, social, and cultural, as well as the conditions for their implementation in educational practice, taking into account the features of the regional socio-cultural space.
VOLUNTEERING IN PHYSICAL EDUCATION AND SPORTS AS A MEANS OF SOCIALIZATION OF THE YOUNGER GENERATION
Recent socio-political events in Russia have highlighted several challenges in educating the younger generation. These challenges pose a potentially negative impact on the state and society. They include the decline of traditional moral values, the decrease in patriotic sentiments and civic responsibility, the prevalence of consumeristic attitudes towards others, and the overall social immaturity of adolescents and young people. In order to address these issues, it is necessary to have a clear understanding of the powerful factors that contribute to juvenile delinquency, anti-social behavior, and other negative behaviors among young citizens. It is crucial to organize efforts to neutralize and prevent the activation of these factors in the future. It is important to recognize that asocial and antisocial behavior among young people often stems from their need for socially significant actions and involvement in collective causes or groups, rather than from destructive beliefs. Therefore, tackling the dangerous trends in the upbringing and socialization of the younger generation should involve engaging children, adolescents, and young people in alternative activities that have strong moral and educational potential. The objective of this study was to provide theoretical justification for the potential of volunteer activities in physical culture and sports as a means of socialization and education for the younger generation. The results of this study led to the formulation of theoretical propositions, including those on the socializing and educational value of volunteering, the socializing and educational benefits of physical culture and sports, and the potential of physical culture and sports volunteering in optimizing the socialization and education of adolescents and youth.
CHALLENGES IN THE ACQUISITION OF ELEMENTARY COMMUNICATION SKILLS IN CHILDREN WITH MENTAL DISORDERS
This article focuses on the pressing issue of facilitating the development of elementary communication skills in children with mental disorders. Communication skills are crucial for social interaction, forming relationships, and participating in social connections. A key indicator of mental disorders is impaired communicative behavior, characterized by a lack of inclination to engage with others and delayed speech development. Children with mental disorders not only exhibit fear in initiating contact but also struggle to respond when approached by others. The aim of this study is to investigate the challenges associated with cultivating elementary communication skills in children with mental disorders. The research was conducted at the Municipal Budgetary Institution "Center for Psychological, Pedagogical, Medical and Social Assistance" in the city of Maykop, Republic of Adyghea, involving children aged 5-10 years with mental disabilities. The examination of communication skill development in these children employed the "Assessment of Social and Communication Skills" questionnaire, comprising four stages: conversation, interviewing, communicative temptations and provocations, modeling of communicative situations. In addition, a survey was developed and administered to parents of children with mental disabilities as part of our research. The unique characteristics of elementary communication skills in children with mental disorders are evident in their difficulties socializing due to deficiencies in key communication skills. These children exhibit detachment from their surroundings, fear of establishing new social connections, and a lack of motivation to maintain existing ones. Understanding the challenges involved in developing elementary communication skills in children with mental disabilities will guide tutors in their interventions and promote positive socialization and adaptation of the child in society.
THEORY AND METHODOLOGY OF TEACHING AND EDUCATIONChermit K.D., Bersirova S.A., Tikhonova I.V., Bersirov B.M.MECHANISMS FOR THE DEVELOPMENT OF VALUE ORIENTATIONS IN ELEMENTARY SCHOOL STUDENTS IN GRADES 5-6 IN A DISTANCE LEARNING ENVIRONMENT (BASED ON FOREIGN LANGUAGES)
The advancement of society and communication capabilities have created new opportunities for global development through the integration of digital technologies and the Internet. This shift is primarily driven by globalization, a social development pattern that cannot be prohibited. In order to achieve desired goals, society must comprehend the essence of these processes and utilize them appropriately.
One area where globalization tools are utilized is in the integration of distance technologies in education and personal development. However, the use of distance learning not only presents pedagogical opportunities, but also brings about various pedagogical risks. Therefore, the implementation of distance learning and education should aim to maximize opportunities while minimizing associated risks. Unfortunately, the abrupt introduction of distance learning during the pandemic has hindered the creation of well-thought-out systems in domestic education.
This article examines the potential and conditions for incorporating distance learning when teaching foreign languages to schoolchildren. By analyzing the learning process and personality development of students, we uncover mechanisms that motivate adolescents to achieve educational goals, overcome challenges related to the learning process, and understand and incorporate the objectives of the learning and upbringing processes.
We theoretically substantiate the main mechanisms that shape students' learning needs and value orientations in the context of distance learning, and establish criteria for evaluating the impact of these mechanisms. The pedagogical experiment reveals positive increases in academic knowledge, interest, and a positive emotional attitude towards the subject, as well as enhanced motivation for learning. This affirms the viability of utilizing mechanisms that develop students' learning needs and value orientations in the context of distance learning for specific subjects.
PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAININGKuprina N.K., Verzhbitskaya E.G., Tkhakumacheva Yu.B., Baste A.K., Shishkhova A.Sh.PROFILING THE VOCATIONAL AND APPLIED TRAINING OF FUTURE PRIMARY CLASS TEACHERS IN PHYSICAL EDUCATION
This study aims to examine and analyze the organization of professional and applied training for future primary class teachers in physical education, with an emphasis on the concept of profiling. The principle of profiling is crucial in meeting the professional and personal needs of individuals, thereby preparing them for diverse future activities. By examining the current federal state educational standard for higher education in pedagogical education and exploring the professional activities of future primary school teachers in physical education, this research highlights the unique aspects of physical education and provides insight into the content of their professional and applied training. The study establishes various directions for profiling, including cultivating a conscious attitude towards physical culture values, teaching methods that focus on developing primary school children's physical culture components, training in organizing independent physical education classes within families, addressing negative health phenomena, organizing the daily routine and active recreation for primary schoolchildren, and more. The research underscores the need for allocating sufficient time for both theoretical and practical classes to support effective profiling in professional and applied training. Future state standards should consider dedicating specific instructional hours for the profiling of future primary school teachers in physical education and master the corresponding content of knowledge.
DEVELOPMENT AND APPLICATION OF HOMEWORK SYSTEM IN PHYSICAL EDUCATION CLASSES IN HIGH SCHOOL
This article highlights the crucial role of educational homework in enhancing the effectiveness and quality of general education in the field of physical culture. It presents data demonstrating the extensive potential for utilizing electronic learning systems (specifically, the educational website of the Russian electronic school – RES), educational and methodological complexes (subject lines), and special additional literature. The research findings presented within the article demonstrate the highly effective nature of independent home study work conducted by students in physical culture, provided that teachers are meticulous in selecting and organizing tasks, as well as ensuring systematic quality control of homework. These findings establish that a methodically competent approach to organizing independent educational activities in physical culture through homework significantly improves the overall quality of physical education. This improvement is achieved by fostering genuine interest and enthusiasm among high school students in completing diverse and high-quality homework tasks related to the academic subject "Physical Culture," which includes both physical and intellectual, as well as creative components. Consequently, this approach facilitates the development of independent physical culture and sports skills, the incorporation of regular physical exercise into students' daily routines, and a substantial reduction in the deficiency of physical activity, which is a crucial factor in promoting good health and enhancing physical development and motor fitness levels.
THE CONTENT AND RESULTS OF IMPLEMENTING THE MODEL OF ORGANIZING MOTOR ACTIVITY FOR WOMEN IN THE PRE-RETIREMENT AGE GROUP
Given the increasing retirement age, it is crucial to maintain optimal physical fitness and socio-psychological well-being for individuals in the pre-retirement age group, particularly women. This study aims to develop and empirically justify a model for organizing physical activity specifically designed for women in the pre-retirement age group. The objectives of the study are to identify effective principles and components of physical culture that contribute to organizing physical activities for women in this age group and to experimentally validate the model's effectiveness. Analysis of the experimental model's implementation reveals significant improvements in socio-psychological well-being indicators, such as life satisfaction, satisfaction with social interaction, emotional stability, socio-psychological adaptability, self-attitude, anxiety, and overall assessment of socio-psychological well-being. The experimental results also demonstrate notable enhancements in body weight, body mass index, flexibility, speed, dynamic strength, speed endurance, general endurance, Contrex-2 test scores, health level, attitude towards health, and the degree of physical activity.
PHYSICAL EDUCATION AS A RESOURCE FOR COMPETITIVE PERSONAL DEVELOPMENT IN AN EDUCATIONAL ENVIRONMENT
In modern science and practice, there is a confirmed need for the full implementation of the capabilities of physical culture (in all its components) to improve the quality of vocational education through the formation of important personal qualities, strengthening the health of future specialists, and developing the ability to function successfully in a competitive environment. Within the framework of this issue, a sufficient number of different subject studies have been carried out over the past 30 years. The psychological, pedagogical and sociological elements of this discourse led to the formation of fairly stable ideas regarding the competitive qualities of an individual, as well as the variety of factors in the development of competitiveness. A generalization of research allows us to assert with a high degree of confidence that there is a whole complex of qualities, characteristics, and personality traits, on the one hand, which act as indicators of one’s physical, social, and psychological health, and on the other hand, which are a necessary condition or indicator of the development of competitiveness. It is logical that if competitive qualities and human health indicators are interconnected, then it is advisable and possible to develop them in tandem. To design and organize such a complex, competitive, developmental and health-forming educational process, it is necessary to rely on a number of scientific and theoretical knowledge that needs to be supplemented and specified. The above determined the purpose of this study - a theoretical and empirical substantiation of the potential resourcefulness of physical culture for the competitive development of the personality of subjects of education.
METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATIONBogdanova T.S., Kobachevskaya S.M., Perevyshina N.Yu.DEVELOPMENT OF PROFESSIONAL COMPETENCE OF STUDENTS OF PEDAGOGICAL UNIVERSITIES OF BELARUS TO THE FORMATION OF FUNCTIONAL LITERACY OF SCHOOLCHILDREN THROUGH THE MEANS OF MUSICAL ART
The formation of functional literacy of students in the field of musical art necessitates the implementation of a competency-oriented approach to the professional training of future music teachers. In this article, professional competence is considered as an integrative concept, including a complex of psychological, pedagogical and musical knowledge, skills, as well as professionally significant personal qualities of a music teacher. The purpose of the study is to determine pedagogical conditions that contribute to increasing the effectiveness of the development of professional competence in students towards the formation of functional literacy of students in the field of musical art.
The objectives of the study were to develop a set of special professional competencies aimed at developing students’ functional literacy in various areas of professional activity; determination of the stages of formation of functional literacy of schoolchildren in the system of general secondary education and identification of the specifics of training teaching staff. As a result of the study, it was proven that the basis for the formation of professional competence is practice-oriented and interactive technologies of music education, meaningfully integrated with the disciplines of the psychological and pedagogical cycle. Functional literacy in the field of musical art is considered in the context of the content of professional training of future music teachers, which will ensure their successful self-realization in professional teaching activities.
ENHANCING THE PROFESSIONAL DEVELOPMENT OF SCHOOLTEACHERS: A COMPARATIVE ANALYSIS OF BEST PRACTICES IN SINGAPORE, CHINA, AND JAPAN
The research presented in this article is driven by the imperative to address the novel challenges faced by the education system in adapting to the requirements of modern globalism. These challenges demand the effective training of pedagogical and managerial staff in the field of general education. The transformation of school education in various countries around the world, in response to the goals of sustainable development, is the subject of international scrutiny, as evidenced by documents such as the European Commission's "Teachers in Europe: Career, Development and Well-being" report, the UNESCO report "Teachers in the Asia-Pacific Region: Status and Rights," the UNESCO education development strategy "Rethinking the Future of Education," as well as the objectives of the Russian Federation's national project "Education," which aims to enhance the global competitiveness of Russian education and its integration into the international educational arena. This article aims to analyze the best practices of Asia-Pacific countries in the development of career trajectories for teaching staff in general education institutions. The research methodology employed includes a theoretical analysis of normative legal acts governing the general education systems in Singapore, China, and Japan; an analysis of official online resources of federal and regional educational authorities in the Asia-Pacific region; an examination of official online resources of general education institutions in Singapore, China, and Japan; and a review of academic literature from both domestic and foreign sources related to the research question. The findings of the analysis form the basis for: 1) identifying the main trends that should be considered in the planning and implementation of activities aimed at providing organizational and methodological support for the professional development and career advancement of teaching and managerial staff in general education institutions in Moscow; and 2) delineating the key components of activities aimed at providing such support. The study concludes by outlining the key components necessary for the organizational and methodological support of professional development and career advancement of teaching and managerial staff in general education institutions in Moscow.
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