Articles

The research analyzes the theory and practice of preparing future teachers for professional activities in the conditions of the multicultural educational space of Russia. The author substantiates that one of the urgent problems of improving teacher education in the context of introducing a new generation of educational standards of higher education is the formation and development of multicultural competence of future teachers. The complexity of solving the problem is due to the complexity of defining the essential content of the concept of «multicultural competence» by the professional community and insufficient consideration of its integrative nature, which leads to difficulties of scientific, organizational, and methodological nature when it arises at educational processes of the universities implementing pedagogical educational programs.

The author shows that multicultural competence is a systemic phenomenon formed in the educational process through the integration of several academic disciplines, practices, and educational work, which form the components of this competence defined by the Federal State Standards of the Higher Education - universal, general professional, and professional competencies.

It was revealed that only a few universities that train future teachers are focused on forming a holistic multicultural competence of students. Simultaneously, separate components of multicultural competence are shaped during the formation of universal and general professional competencies in the context of implementing the requirements of the Federal State Educational Standards of Higher Education in the educational process. Rarely do university curricula include ethnocultural competencies in their list of professional competencies as requirements for mastering the Main Education Program. An unbalanced approach to the formation of professional competencies leads to insufficient consistency between the models of professional competence of future teachers, the Federal State Educational Standards of General Education, and the professional standard of a teacher

The author concludes that it is necessary to elaborate a unified approach to defining the list of professional competencies in the programs for training future teachers. The formation of multicultural competence of students should become a criterion for the effectiveness of contemporary teacher education in Russia

The research raises the problem of preserving traditional values of the national teacher education, that is the spiritual and ethical development of future teachers, who are able to provide a genuinely civil education to the younger generation based on personal example and profound moral convictions. The authors emphasize the idea that teacher training in Russia has developed an enduring tradition to focus on the development of the future teacher’s skills to carry out the tasks for the cultivation of the personality of the younger generation and take maximum responsibility for the formation of individual’s moral identity during the teaching and learning processes. With reference to historical facts, the authors state that this tradition roots in folk pedagogy. It was developed in the works by K.D. Ushinsky and became the basis of teacher training in Soviet Russia. The research shows that there is a relationship between teacher’s developing values and the effectiveness of the entire system of general and professional education and the spiritual well-being of the society that emphasizes deep historical and mental roots in the interpretation of spiritual and ethical development as the key value of teacher education in Russia.

The research raises the problem of preserving traditional values of the national teacher education, that is the spiritual and ethical development of future teachers, who are able to provide a genuinely civil education to the younger generation based on personal example and profound moral convictions. The authors emphasize the idea that teacher training in Russia has developed an enduring tradition to focus on the development of the future teacher’s skills to carry out the tasks for the cultivation of the personality of the younger generation and take maximum responsibility for the formation of individual’s moral identity during the teaching and learning processes. With reference to historical facts, the authors state that this tradition roots in folk pedagogy. It was developed in the works by K.D. Ushinsky and became the basis of teacher training in Soviet Russia. The research shows that there is a relationship between teacher’s developing values and the effectiveness of the entire system of general and professional education and the spiritual well-being of the society that emphasizes deep historical and mental roots in the interpretation of spiritual and ethical development as the key value of teacher education in Russia.

In this article, we present to our readers some of the results of the work of the Faculty of Pedagogical Education of Moscow University in the context of the activities of the Interdisciplinary Scientific and Educational School "Preservation of the world cultural and historical heritage".

There are two informational reasons for writing such an article. Traditionally, the occasion for public summing up is some kind of anniversary date. This year the faculty turns 25 years old. Obviously, it is not possible to fully summarize the results of the faculty's work over 25 years in a small review article. But there is a second reason. It is associated with the first year of the FPE's work within the framework of one of the seven interdisciplinary scientific and educational schools of Moscow University. In this article, we plan to tell you just about one page of the history of the FPE, which is related to the contribution of the faculty to the development of ideas of the Interdisciplinary Scientific and Educational School of Lomonosov Moscow State University.

The transforming realities of Russian-Chinese cooperation and international relations put an impetus for the growing demands for multidisciplinary specialists who can speak the language of the partner country. According to the current standard, the list of subjects studied by students studying Russian in China’s universities includes subjects that expand the extralinguistic competencies of graduates. The task of improving the effectiveness of foreign language teaching in the context of the rapid transition to distance learning due to the COVID-19 pandemic required updating teaching methods. New realities have accelerated the introduction of various forms of distance learning, which allow to expanding the range of cultural and linguistic knowledge of students at the expense of various extracurricular activities, language clubs, etc., without significant costs. The research analyzes the effectiveness of extracurricular activities on the example of the course «Development of Russian culture in the context of the historical process (from ancient times to the October Revolution)», developed for Russian specialists of the Institute of Foreign Languages of Harbin Polytechnic University. The survey showed that among the acquired results, the most significant for students is the activation of previously acquired regional knowledge, the deepening of knowledge of the world of Russian art, and the growth of general erudition and the level of proficiency in the Russian language. Most respondents also noted that this course motivates them to choose regional and linguistic-cultural topics for their own scientific and educational research. . .

The research discusses the main mental health problems of Vietnamese schoolchildren that arise during the period of restrictive measures related to COVID-19. To study the problem, new research materials were studied by Vietnamese scientists and scientists from other countries. There are factors that negatively affect the mental state of schoolchildren during COVID-19. The analysis of the problem of cyberbullying in different countries was carried out, which is being studied by researchers from various fields, including education. An analytical review of research in the field of education was conducted to propose measures to improve and solve emerging problems and their consequences. The research materials are the basis for further study of the problem of mental health of schoolchildren during social distancing and the development of preventive measures. Thus, the work is a review of educational research reflecting the current mental health problems of today’s Vietnamese schoolchildren during distance learning. .

The research aims is to identify the contexts reflecting the conceptual and technological update of the practice of organizing and maintaining training in classes of psychological and pedagogical orientation. The reasons for the need for such an update are outlined — new features of the today’s world, its challenges, and problems. The authors describe four value-semantic dominants of the new understanding and purpose (mission) of pedagogical work, that creates an educational support for all participants in educational relations when building interaction with today’s world and designing a pedagogical trajectory of professional development in this interaction. The authors present reasoned judgments that enrich ideas about the mission, value priorities, and new forms of professional activity of today’s teachers. The research proposes possible variants of the designation of education as a space of opportunities for personal self-realization in the teaching profession and the possibility of building individual professional and pedagogical career strategies. The authors propose the spectrum of role manifestations of the subject of pedagogical activity in today’s educational practices. The authors actualize new types of pedagogical tests and pedagogical actions that ensure the productivity of pedagogical activity in renewing of the technological mode of the economy and cultural transformation of public life. A list of possible functionally defined roles in the teaching profession is defined, which determines the dynamic development of human potential. The basic provisions are formulated that reveal value-oriented, meaningful, organizational-activity, communication and technological aspects of changes in the field of practical work on the professional orientation of schoolchildren to pedagogical activity. The materials of this research are prepared using various methods, including theoretical and structural analysis, the method of expert assessments, focus groups, and study of regional experience (interviews and analysis of methodological materials).

This research presents the results of Russian and foreign studies (2020— 2022, 2017—2019) of academic resilience and resilient schools. Considering the development of underfilled schools in the Russian Federation, the authors conclude that it is necessary to expand the concept of “resistant school” in terms of highlighting regional specifics (territorial component) and synchronizing indicators and criteria for classifying educational institutions as incomplete, including the definition of factors and criteria for resistant incomplete schools (including approaches to the development of resistant schools in rural areas with extreme environmental conditions and an undeveloped transportation network).

The authors consider the results of comparative studies, approaches, and cases of the development of resilience of rural school, including the examples of the People’s Republic of China, the Republic of Peru, the Republic of Nicaragua, and the Republic of Costa Rica.

The authors update the criteria for classifying educational institutions as understaffed, approved by normative-legal acts of the subjects of the Russian Federation in 2022. Moreover, the authors provide examples of gaps in variation of normative-legal acts of the subjects of the Russian Federation (the number of students) and consider the results of clustering schools by the geoaccessibility factor in the context of school resistance components and the modified structure of resistance. The non-cognitive aspects of the formation of resilience of school children as a significant component of the model of academic resilience of small schools are highlighted.

Based on the literature review on the effectiveness of pedagogical technologies (evidence-based pedagogy), the paper discusses the prospects of using the concept of «student's health status» as a major component for assessing the success of educational organizations, and the effectiveness of pedagogical technologies used. The era of informatization of our life provides opportunities for broad descriptions of phenomena and events, revealing cause-and-effect relationships within physical processes, and social institutions, including such complexly formalized areas as training and education. When a representative set of empirical data is obtained, it is possible to identify key evidence of successes related to the creation of new schools, the commissioning of swimming pools, or the introduction of new subjects into the school curriculum. However, the pedagogical process remains largely the work of the individual teacher with a particular community of children. The teacher, not the educational organization, is called upon to ensure the formation of both the physical essence and the personality of the child, moreover, the child’s personality in a changing and often unkind world towards this child. The time has come to reveal the essence of the pedagogical process as a dialogue with the child, the co-creation process, rather than as a technology that can be built in methodological recommendations and measured and evaluated by formal methods. As a psychophysiological concept, health is an integral indicator of a child’s ability to implement a certain activity (in our case, educational activity) and can act as a reliable criterion for the optimal educational environment, pedagogical methods used, and the effectiveness of the teacher’s work.

The research presents the relevance of training specialists within the framework of the system of teacher education for developing Russia’s technological sovereignty. The research examines the issues of interdisciplinarity in teaching schoolchildren, which are of current interest for domestic education. The importance of interdisciplinary learning stems from helping schoolchildren develop their cognitive abilities and the skills necessary to accomplish assignments of various complexity. The research paid special attention to the development of engineering and the training of engineers in Russia. The author indicates a number of “professional skills” that an engineer must possess to reach his or her full potential. Among these skills, a special place belong to the following interpersonal skills: social self- confidence, leadership abilities, public speaking skills, communication skills, teamwork skills, the ability to take responsibility for problem-solving, and change management. The author actualizes the tasks in the solution of which the role of education is important - the formation of a patriotic worldview (ideological sovereignty) and ensuring technological sovereignty. Additionally, the author determines the current problems and deficiencies in school education related to the formation of the technological and ideological sovereignty of the country while formulating the tasks. The formulated tasks include an insufficient number of teachers capable of teaching physics in a practice-oriented way, the lack of synergy between general natural science and additional technological education; lack of synergy between all academic subjects and physics, the minimum presence of the practice of educational experiment and experimental work in the lessons of physics and chemistry, and others.

The author pays particular to the training of technical specialists (engineers) to obtain pedagogical qualifications for work in general educational organizations and organizations of additional education. This research discusses the possibilities of the Master's programme «Teacher of a profession-oriented school» at the Faculty of Educational Studies of Lomonosov Moscow State University in the implementation of urgent tasks of the development of education at the present stage

Based on the description of the state system of personnel training for the education system in a historical retrospective, the research analyzes the main trends in teacher training in current social conditions. Based on the goals and objectives of the newly adopted Concept of teacher training for the educational system for the period up to 2030, the author conducts an essential analysis of the key prerequisites for the organization of effective building of this system and the priority areas of interaction between participants during the training of teachers. The research also discusses important predictors of personal development of future teachers, studies the formation of personal internal positions, and basic professional competencies during university studies, and concerns the problems of forming personal results of higher education. The author proposes the main trends in providing contemporary to the organization of teacher training system. These trends include the provision of unified approaches to the psychological, pedagogical, methodological and subject components of training; the development of requirements for the basic part of the content of education, its conditions and the results of its implementation; the provision of unified approaches to the process of upbringing and the results of personality formation; the improvement of the system for assessing the quality of teacher training; the implementation of a system of measures to identify, select, and support pedagogically successful students; the inclusion of the teacher training system in addressing the digital transformation of the economy, and others. The research analyzes the possibility of changing the options of educational tracks for teacher training. .

The authors define the role, place, and significance of gaming practices in education. The paper presents an analysis of the transformation of the educational space in connection with the development of the gaming space based on the digitalization of all spheres of the life of a modern person. Assessing the scale of gamification in the contemporary world, the authors pay attention to the influence of this phenomenon on the conditions and factors in the formation of the education space. The research discusses the grounds, causes of gamification and the coverage of the population with computer games. The tasks and problems of using gamification as a method in the learning process are shown in a brief form. The risks of gamification and the harmful effects of gambling addiction are disclosed. The authors aim to draw attention to the research of all aspects of gamification, the specifics and scale of the impact on the educational space due to the wide spread of gamification, gaming practices and gambling, and a small number of scientific publications on this issue.

The research focuses on the features of contemporary education in the context of the problems of the Metaverse. The authors consider the content of the Metaverse concept of the and draw analogies with the concept of "Web 2.0" and the theory of alienation of the results of intellectual activity. The authors consider the transfer of the educational process to the virtual space of the Metaverse as an important and serious step in the digitalization of education. However, such a complete transfer of the education system to the virtual space is impossible.

The Metaverse changes the image and possibilities of social and educational space. Previously, separate subspaces of society were interconnected with each other, independently existed outwardly. The Internet and then the Metaverse concept changed the state of affairs. In the Metaverse, the user enters a diverse flow of information, where the soft power of education can be woven into such fragments of social space as politics, ideology, etc.

On the one hand, the Metaverse sets the conditions for continuing education. On the other hand, it shows the need to develop critical thinking skills, and the ability to build communication based on the understanding of the laws of logic and rational argumentation, with mandatory consideration of legal and ethical aspects of the development of education.

The Metaverse strives to incorporate all subspecies of a single social space and present them in a digital virtual space. According to the authors of this space, it should include education, healthcare, science, culture, entertainment, etc.. The Metaverse concept represents the combined mathematical, technical, and humanitarian levels of knowledge. Therefore, the study of this universe is interdisciplinary.

The article highlights the study of the possibilities of using information and communication technologies in the educational system of higher education in the context of the holistic educational process. The attention of researchers is currently attracted by new options of information technologies to improve the effectiveness of training. However, the requirements for the results of higher professional education include the formation and development of personal qualities necessary for the performance of professional duties, the implementation of creative initiatives. In accordance with the peculiarities of life and communication of modern students, their wide knowledge of information and communication technologies, the educational system and the holistic educational environment of the University also includes a significant range of their use. According to the observations and surveys given in the article, this has a positive effect on the establishment of educational contacts between the teaching staff and students, contributes to the efficiency of both the learning process and the education process. At the same time, the constant updating of information and communication technologies requires their development and study as a pedagogical tool, a very significant impact on the personality.

In the context of growing threats to Russia as an independent state, the goals and content of teaching at all levels of the educational system should be reviewed. The textbook is considered as a backbone factor of educational processes. In this regard, there is a clear need for the examination of modern textbooks, especially for primary and secondary schools. Here was made an attempt to compare the methodological orientation of the Russian language textbooks of 1953 and 2017 editions for the second year studying at schools. Possibilities of these textbooks in the formation of grammatical skills are demonstrated using the example of the analysis of the content and methodological techniques of the paragraph about the separative soft sign.