Articles

The psychological and pedagogical competence is one of the key results of the preparation of masters in the oil and gas industry. The need for its formation is due to the specifics of the upcoming professional activities of graduates of the master’s degree, which on the one hand includes engineering and technical tasks, and on the other involves interpersonal interaction with employees, implemented using psychological and pedagogical methods and requiring proficiency in them. The relevance of the problem of forming this competence of students is considered in modern foreign and domestic studies. The methodological foundations of the formation of the competence under consideration, which provide an opportunity to update the psychological and pedagogical training of the future master of the oil and gas industry, are the target and activity approaches. The relationship between the goals and psychological and pedagogical methods of professional activity of future masters of the oil and gas industry is shown in the table. The article presents the methodological characteristics of the discipline «Modern psychological and pedagogical theories and methods in professional activity», implemented at the Orenburg State University. It involves the development of students of the installation, personal and technological stages, each of which includes practice-oriented tasks aimed at the application of these methods by students. The implementation of the installation stage involves the expansion of knowledge about psychological and pedagogical theories, awareness of the importance of the corresponding methods in the professional activities of employees of the oil and gas industry. The personal stage of the formation of psychological and pedagogical competence of future masters of the oil and gas industry includes the functional specification of the methods under consideration. The purpose of the technological stage is to characterize the use of a set of psychological and pedagogical methods in practical activities. The practical significance of the article is the possibility of using the methodology of forming the psychological and pedagogical competence of future masters of the oil and gas industry, which ensures the actualization of this aspect of the training of master’s students..

Vocational secondary education is a weak link in the Chinese education system. The low effectiveness of capital investments in its development shows the need to modernize professional training on an updated conceptual basis, that must be created with the involvement of scientific and pedagogical experts, representatives of the business world and manufacturing companies in innovative areas of the Chinese economy. The article analyzes the problems and tasks of the development of vocational education in the context of the goals set for implementation in China by the middle of the XXI century. The analysis suggests that such measures for the reorganization of secondary vocational education as the introduction of general vocational education standards integrated with international vocational training systems; strengthening and expanding the channels of interaction of educational organizations with business structures, enterprises, potential employers, etc., will improve the quality of education, increase the attractiveness of vocational education and provide the country’s economy with highly demanded qualified personnel.

The article from the perspective of interdisciplinary approaches of synergy and work psychology justifies the role of the self-organization of the teaching staff in increasing the effectiveness of the teaching and educational process. Some problematic aspects of the digitization of the school system are addressed. Among the problematic issues are the complexities of interpersonal interaction in the system «teacher – pupils», the design and efficiency of educational process in the digital educational environment, the problem of organization of inclusive education, and the problem of professional burnout and professional destruction of teachers, which not only complicates but makes it impossible to solve many pedagogical problems. As a solution to the problems associated with the organization of the training process in digital educational environment, it is proposed to increase the awareness of managers and researchers of the educational communities in terms of their self-organization, achieving an agreed level of performance with a common goal of joint pedagogical activities

The article examines the history and current state of special and inclusive education of schoolchildren in China. An overview is given of the legal and regulatory framework that governs the relationship between the subjects of inclusive education and reflects the State’s policy on inclusive education. Some of the challenges in training teachers to work in inclusive education were addressed. Such problems include the insufficient number of specializations in the training of teachers in higher educational establishments and the lack of theoretical and practical training of teachers in special and inclusive education for future professional activities. Areas of improvement of teacher training programs for inclusive and special education in China are indicated.

The Russian system of professional training of teachers at the present stage has ceased to fully satisfy the needs of the state and society related to changes in the format and forms of interaction between students and teachers, global digitalization and openness of the educational space. The system of teacher training in the Russian Federation is multi-stage and is built on the basis of taking into account traditional approaches and principles to this process. However, at the present stage, there is a digital transformation of society and the tendency to comply with regional characteristics and personnel needs is strengthening, which implies the creation of an updated regional system of continuous pedagogical education in the digital educational environment. The article presents a look at solving the problem of determining the methodological foundations of the formation and development of such a system based on the definition of innovative methodological approaches and principles for designing the content of education of teachers in institutions of higher and additional professional education. Methodological aspects of network interaction and mutual influence of subjects of the regional system of continuous pedagogical education are revealed and substantiated, taking into account the specifics of the use of digital technologies and resources and the peculiarities of regional development.

The organization of the specialized school’s activity is considered to be a particular scientific task aimed at finding the solution to consent the interests of society and the state within the Russian education system. The unstructured need of families in school, as a government organization that helps families to bring up healthy, smart, and happy children, was analysed. The transformation and decomposition of these needs were conducted based on the specialized school normative legal acts. The search for a solution to the coherent interaction between the students’ families and the specialized was conducted considering three essential aspects of the educational system: the increase of the amount of scientific information, the diversity of modern technologies, and the children’s development. A technologically, scientifically, and functionally competent teacher is subjected to be the basic decision of this coherent interaction. The need for the two-step teacher preparation with the required competencies at the Bachelor and Master programmes was substantiated.

COVID-19 is a dangerous pandemic, broke out in late December 2019 in Wuhan, China. The prevention of the spread of COVID-19 depends greatly on the consciousness of population, including the student force. The research results show that, the students of universities in Hanoi have a proper awareness, appropriate response in disease conditions, expressed in cognitive, emotional and behavioral aspects. Besides, some students still have subjective expressions, excessive anxiety and negative response behaviors. The results of study show important psychological bases, establish meaningful experiences to develop effective prevention and control copping strategies for COVID-19 and the pandemics like Covid-19 in future.

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientific mentoring, complementing each other, and aims to create a flexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of flexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the influence of reflexivity on the development of flexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of self-determination, internal motivation (cognitive, achievement, self-development motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educational activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») reflect the sources of reduced tolerance to uncertainty. The results confirm the importance of developing flexible skills and specify the causal relationships between reflexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.

The article analyzes the problem field of the distance education system. To determine the popularity of distance learning in Moscow universities among teachers and students, a sociological survey was conducted, which allowed us to identify an increasing trend in the number of students who would prefer distance learning to traditional with a strict schedule and draw conclusions about the prospects for distance education in Russian higher education institutions. The article presents a model of the educational process in the distance learning system with a brief description of each block. The model includes all the stages that a student goes through when entering, studying and graduating from a higher educational institution before receiving a diploma confirming the appropriate level of education. Each of the blocks contains descriptions of the actions required to pass this stage, as well as recommendations for improving and extracting the maximum result for both teachers or educational institutions, and for the students themselves. Alternative options are provided if one of the stages is stopped or impossible to overcome. Conclusions are drawn, in which cases the presented model of the educational process is applied, and the prospects of distance education in General are considered.

The article discusses the issues facing the biological education of schoolchildren as a unique tool for the development of biological literacy of the individual and society, designed to ensure their preservation, safety and adaptation to various changes. Biological literacy is important for all age and professional categories, especially for so-called non-biologists, who are responsible for making biosphere – and socially significant decisions, but unfortunately do not possess it. It develops mainly in the process of learning at school. According to our ideas, we define three levels of its formation – academic, functional, and system. The last two levels are aimed at mastering knowledge and developing meta-competencies (cognitive, communicative, activity, value), scientific outlook and personal qualities in the process of mastering the subject. For its formation, we have developed a conceptual didactic system of training on an integrative basis. The practice of implementation in schools, universities and teachers ‘ professional development in the educational process has shown its effectiveness. It was submitted to the Commission on biological education of the International union of biological sciences at UNESCO, which initiated the development of bio-literacy in the world at the conference in Moscow (1997). The article analyzes the results of its own, as well as international studies (TIMMS, PISA 2015, 2018.; TALIS, 2018) problems of biological education in the formation of bio-literacy in a changing socio-cultural and ecological settings in recent years (biology and environmental challenges, digitalization of the educational environment, pandemic 2019–2020, etc.). They indicate the need for an early response from the educational community. Among them: the problem of reducing the educational time of mastering subjects of the biological cycle, which has a system-network nature. That leads to many interrelated consequences; lack of awareness of teachers in the real results of educational achievements of schoolchildren; replacement of biology lessons with other subjects; outdated content of biological subjects, and some others. Despite the unsatisfactory results in the formation of biological literacy and related meta-competencies, the latter are currently perceived by teachers as a secondary need. The article discusses the reasons that lead to such results. The issue of the content of biological education remains unresolved. We believe that training programs should be updated by including knowledge, for example, in virology, microbiology, immunology, epidemiology and other branches of biology, as well as translating the acquired knowledge into the practice of everyday life. Today it will be in demand among all categories of citizens. For the development of biological literacy, the process of mastering digital technologies is important, as a new means of learning and a vector of self-development, which requires the use of activity control by biology teachers and parents in practice. The results of the study of school childrens’ learning problems can be used in the modernization of biological education at all levels of education, including in improving the skills of teachers.

The author presents a multi-component practical study of a new type of electronic educational environment on the example of the author’s cross-platform project Langteach-online, aimed at teaching foreign students Russian. A new type of e-learning environment will allow you to create online courses without the use of Western learning management systems, such as LMS Moodle, Schoology, and others with the integration of mobile devices that are trained in the learning process in mixed and distance formats. The methodology of this study will allow creating multidisciplinary online courses for teachers without special training in information technology and programming, which is especially relevant in the context of the Covid‑19 pandemic. Russian cross-platform project Langteach-online is used in teaching foreign citizens Russian at the bachelor’s and master’s levels in a number of higher educational institutions of the Russian Federation in order to form a creative professional personality of a foreign graduate. The multi-format of organized tasks and materials (text, video, audio, graphics, presentations) allows us to talk about the possibility of using cross-platform projects of this type not only for teaching practical courses in foreign languages and RFL, but also other disciplines that are taught in schools and higher educational institutions. Training based on this model can be carried out both in blended and distant formats. The system of technical and methodological organization of a cross-platform project has the flexibility to use it inside the personal web resource of a teacher or educational institution.

The article is devoted to the peculiarities of modernization of the system of professional pedagogical education in the aspect of using information tools for effective support of teachers’ activities. The considered directions of modernization of the system of lifelong pedagogical education are presented at the normative and conceptual level. Personalized and integrative approaches to the system of lifelong pedagogical education are important approaches to the implementation of the basic tasks of improving teacher training. The essence of a personalized approach to modern teacher training is not only in the formation of an individual and personal component of the future professional, but also in teaching universal strategies for professional and pedagogical activities in an information and educational environment. The integrative approach presupposes consistency and synchronicity of theory and practice, the traditional and innovative component of the teacher training system. A feature of the methodological component of the teacher training system is the information tools for supporting individual pedagogical activities, which, as integrated resources, have a certain educational potential, since they are aimed at achieving an effect when using relevant information by the subjects of the educational process. The variety of information tools allows us to distinguish their classification groups, including: information technology, information and communication and professional development. Informational tools used in the educational process can also be procedural, multifunctional and private. Methodological, informational-methodical and personal-professional strategies for supporting the professional development of a teacher are used as conditions for supporting individual pedagogical activities. The prospect of the research is the development of methodological and technological mechanisms for the implementation of conditions for optimal support of teachers who are willing to be professionally mobile and competent, capable of successfully solving professional problems in the information and educational environment.

There are more than 60 institutions of higher education in Israel, including eight universities, the youngest of which is the University of Ariel in Samaria, which has gone from the country’s largest community college to a full-fledged university and a science center. The article describes the general approach to access to higher education in Israeli universities and colleges. The dynamics of one of them – the college, which upgraded its status forty years after the opening of the university by him – are discussed in detail. Ben-Gurion. The influence of the University of Ariel on the development of higher education in the country for forty years has been determined. The Judea and Samaria Academic College paved the way for the university status of other colleges, based on the principle of accessibility to higher education, which set as their goal the high quality and level of education. Has Ariel University achieved the goals that the founders set for it? Paradoxically, the college, which has evolved on the basis of the principle of broad access to higher education, has raised the level of education and led to increased competition between colleges and universities. He made an invaluable contribution to shaping a world view based on the fact that every institution has a special role: while colleges have a purely academic function, universities also do research. This concept, based on market demand considerations, is seen as a possible option for the transformation of the general system of higher education.

The article observes modern trends in the development of foreign language education in a non-linguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Non-linguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an ever-increasing attention to teaching LSP (Language for Specific Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a large-scale study of the current state of teaching English for specific purposes in Russian universities. Its findings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university’s electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It offers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students’ self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the final bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientific student conference in English at the master’s level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientific texts; promotion of multilingualism and multiculturalism.

The article presents the results of a study of the influence of bureaucracy values on the functioning and development of a modern educational organization and, in particular, on its management, due to the traditionally conservative intention of the cultural activities of legitimate bearers of power. Analyzing the reasons for the bureaucratization of school management, the authors believes that they are determined both by the mental parameters of the value preferences of Russians and by changes in the political environment, stating the defeat of the democratic orientation of school life. Hypertrophied «with the load of all sorts of nonsense and absurd ideas» (N. A. Khrenov), bureaucratic culture, bringing to life previously unthinkable forms in education management, ceases to perform positive functions, destroying the value-existential meanings of school communication, pushing pedagogical creativity to the periphery, disrupting parity of values as parity of cultures. The methodological basis of the study, within which the methods of theoretical and empirical research were used: interdisciplinary analysis of scientific literature, analytical interview, written survey, is an axiological approach that allows us to consider the current space of bureaucratic culture, in accordance with the norms of which the local reformatting of the school value system is carried out. The empirical basis of the scientific work was the materials of the study of the problems of bureaucratization of education, prepared by undergraduates of the Department of General and Professional Pedagogy of Orenburg State University. In 2019, an anonymous written survey of teachers and heads of educational organizations of the Orenburg region and the Republic of Bashkortostan was conducted, in which 1457 people took part. The problem of bureaucratization of school management is relevant both in theoretical and applied terms, since the provision of normal life of an institutionally united school community depends on the degree of its development.