Articles

Increasing migration processes associated with widespread digitalization, increasing social differentiation, and unresolved social and political issues worldwide result in the need to consider the adaptation of migrants to living in cultures, societies, and linguistic environments other than their native ones. The adaptation of migrants is inextricably linked to difficulties in educating migrant children (non-native speaker learners) who do not speak Russian properly, which prevents them from integrating into society and successfully mastering the school curriculum. The research deals with the difficulties associated with the education of non-native speaker learners with the conditions of contemporary general education schools in Russia, analyzes the causes of these difficulties, and provides their classification. Based on the analysis of Russian and foreign scientific works, the research identifies a number of practices aimed at resolving the difficulties in the education of migrant children. Nowadays, it is critically important to provide equal opportunities and conditions for learning for all children, regardless of their ethnicity, place of residence, culture, or native language. The solution to the difficulties outlined in the research involves the need for comprehensive measures. It is vital that educational institutions provide support and assistance to non-native speaker children, including intensive language courses, specialized educational programs, and support for socially and economically vulnerable groups of learners. Equally important is the training of teachers to work with non-native speaker children, providing them with appropriate teaching materials and resources.

Views on the content of general education and the degree of independence of schools in forming curricula have repeatedly changed over a long period of development of the general education system in Russia. The research presents the results of the historical and pedagogical analysis of the methodological foundations for forming of the state curriculum in Russian schools. The author shows the factors influencing the change in the conceptual framework that determines the structure and content of the curriculum in Russian schools. The research is carried out using general scientific theoretical methods: analysis, interpretation, systematization, classification, and generalization. The theoretical and methodological basis of the research is the theory of the content of education: cultural theory (M. N. Skatkin, V. V. Kraevsky, and I. Ya. Lerner), system-activity (V. S. Lednev, and A. A. Kuznetsov), binary- integrative (L. M. Perminova), and modern theory of didactics (I. M. Osmolovskaya). The author proves that the curricula have always reflected the value-ideological attitudes and public ideas about the purpose of education and embodied the state policy in relation to the content of school education. Simultaneously, even in periods of maximum unification of the content of school education, curricula retained the ability to reflect the uniqueness of an individual school and consider the socio-cultural conditions of its functioning. The author proves that contemporary didactic theories include sound scientific approaches to determining the composition of the curriculum, assessing its laboriousness, and the sequence of studying subjects and distribution by periods of study. Thanks to this, the processes of selecting the content of general education and the formation of school curricula are protected from the influence of corporate interests and private opinions. The scientific basis performs a systematizing function for the pedagogical interpretation of the social order. This ensures the necessary quality of school education without overloading students.

The research discusses the possibilities and risks of digital transformation of education for a regional pedagogical university. The authors cite several authors’ inter pretations of the concept of digital transformation of education, including M. V. Boguslavsky and V. M. Rozin. The authors describe the positive experience of the Glazov State University of Engineering and Pedagogigs named after V. G. Korolenko in the implementation of the tasks of the digitalization process: the implementation of higher and additional education, the implementation of the activities of the Quantorium pedagogical technopark, the technopark of universal pedagogical competencies, and the technopark of preschool and primary education. The university’s experience in implementing partner network educational programs is described. A multidimensional picture of the risks for pedagogical universities brought about by the digitalization of education is disclosed. These risks include the psychological unwillingness of high school teachers to global change; a decrease in the level of critical thinking of students; reduced interactivity of training at the university; reduced motivation of students and teachers; increased competition between metropolitan and regional universities; reduced quality of communication between students and high school teachers, which has special potential in forming value orientations of future teachers; and the presence of constant information noise. The authors propose methods for reducing the negative impact of some of the indicated risks. Reversible mentoring can solve the problem of teachers’ unwillingness to master new digital learning tools. The formation of a positive information agenda of the university makes it possible to reduce the intensity of the impact of negative information noise from different sources. The authors see the main solution to most humanitarian problems of the digitalization of education in establishing a harmonious balance between the use of digital technologies and the preservation of traditional forms, methods, and means of education

The research presents a methodological analysis of the system of continuous pedagogical education. The author concludes that the concept of the systemogenesis of professional activity can act as a real methodological and theoretical basis for ensuring the continuity of the results of various levels of teacher training. The expediency and necessity of using a value-semantic approach in the organization of continuous pedagogical education are substantiated. The author proves that the inclusion of the formation of a value-semantic component in the results of education and goal-setting in the organization of the educational process can provide effective professional training of a teacher and help future and real teachers to give an adequate personal meaning to pedagogical activity and its individual components, which will allow them to become real subjects of pedagogical activity. Based on the results of the theoretical analysis, the author identified the most popular research areas of continuing pedagogical education. It is revealed that most of these research areas respond to the challenges of digitalization. There are also new trends associated with the era of postglobalization and the revival of the priority of national spiritual and moral values in today’s education in Russia. The lack of continuity in the content, forms, methods, and results of teacher training at the levels of secondary vocational and higher pedagogical education, as well as in additional professional education of teachers, is identified as a key problem of the practice of continuing pedagogical education. As a solution to this problem, the author presents an innovative model of interaction between a pedagogical university and regional subjects of teacher training. Additionally, the author defines priority directions of activity of the regional complex of continuous pedagogical education. The role of universities in the scientific management and support of innovative activities of educational organizations in the region is outlined. The main mechanism of support is the inclusion of teachers of the region in experimental, search, and research activities, including the creation of multi-level research communities of teachers, university students, and practical teachers.

The research focuses on the problem of the core of pedagogical education. The authors prove the idea that the current nomenclature semantics of the term is not consistent with scientific approaches and, in particular, with pedagogical and philosophical ideas about education as a cultural phenomenon. The authors consider the core of pedagogical education in a contemporary classical Russian university as a conceptual structure that describes the principles and approaches to the pedagogical education’s content, the implementation of which will enhance the quality of pedagogical education and, thereby, restore the professional level of the Russian school education. The authors reveal the causes of the phenomenon, introduce the concept of pedagogical anomie as an integral characteristic of the system of relations developing in the system of university education, and analyze the influence of pedagogical anomie on the content of pedagogical education. The research discusses (1) the main ways of updating the content of pedagogical education, which would make up the core of pedagogical education, which would include the worldview training of teachers to lay the ground for their ability to become an educator; (2) scientific and research training of future teachers to form their scientific mode of thinking and ability for scientific creativity; (3) securing the balance between research and practical components in higher pedagogical education, consisting of a scientific approach to the content of practice and the study of practical problems of pedagogy in scientific training; (4) the formation of pedagogical education as a holistic pedagogical system consisting of methodologically and scientifically interconnected components, as well as interdisciplinarity (the presence of a multicultural dialogue in pedagogical education, which presupposes the unity of the national pedagogical education while maintaining its plurality and regional uniqueness)

Comments on the article «Suprunenko V. N. Integration of the principles of the Civil Education Model into the Younger Pupils Training Program».

On October 3, 2022, the IV scientific readings dedicated to the memory of Pyotr Yakovlevich Galperin (October 02, 1902 — March 25, 1988) and dedicated to the 120th anniversary of his birth were held at the Faculty of Psychology of Lomonosov Moscow State University.

The article analyzes the causes of destructive behavior of children and adolescents in modern society, as well as ways to prevent it. It is shown that the problem of destructive behavior of children and youth is of a massive nature and is closely related to the institutions of socialization, such as the family, school, community of peers.

The importance of the joint work of the family and the school with the involvement of social partners (organizations of culture, sports, social protection, etc.) was emphasized.

Separately, the educational role of the family and educational organization in the prevention of the causes of destructive behavior of children and adolescents is considered. It is noted that the maximum effect in the prevention of destructive behavior can only be achieved by harmoniously combining the systemic work of an educational organization with the family, aimed at forming an attentive attitude to the emotional state of the child, his mood, changes in behavior that have not been previously noted.

The importance of early detection of a child’s tendency to destructive behavior or the presence of factors that influence falling into the risk zone (the emergence of new acquaintances, an increase in the time that the child spends communicating in social networks, isolation, susceptibility to a depressive mood, a decadent mood, a state when former entertainment and leisure does not cause positive emotions, lack of interest in what is happening around and the world in general, etc.).

The article reviews the existing developments in the prevention of destructive behavior of children and adolescents, presents an analysis of manuscripts and articles on the study of the features of the formation of destructive behavior of children and adolescents in the social environment, separately notes the importance of the environment and the environment, discusses the methods used to diagnose the formation of destructive behavior, principles of their effective use.

On the one hand the research formulates the problem of the need for psychological and pedagogical provision of readiness of the able-bodied population of the country for core activities. On the other hand, it indicates the problem of the scientific incompleteness in the essence of the term «readiness», as well as the descriptors of the balance of psychological and pedagogical content in this process. The research aims to synthesize information on the problem of the balance of the logistic information field of psychology and pedagogy of physical education in the content of definitions of specialist’s readiness for core activities, as well as to present the author’s classification of scientific views. The research materials are based on prolonged research (1992–2022) on the problem of forming the physical readiness of specialists for professional activities. At the initial stage, the subjects were engineering and technical specialists. At later stages, the aspect of the topic was strengthened by the heterogeneous category of human labor resources. The research methods include logical information processing (analysis, synthesis, comparison, abstraction, and induction), theoretical analysis and generalization, retrospective analysis, and theoretical modeling and forecasting. The results of the research assimilated the following. The author allocates three key clusters of the studied problem: the ratio of successful and binary readiness of a specialist for the activity; the ratio of cross-adaptation and cross-sensitization balance in the readiness of a specialist for the activity; the ratio of «reach zone» thresholds in studying the brain processes of the human body by pedagogy and psychology of physical education. The author developed a classification of scientific views of the balance of extrapolation of psychology and pedagogy of physical education in the content of definitions of specialists’ readiness for the activity. The developed classification accommodates the need for binary interpretation of this activity, the algorithm for the formation of the states of «cross-adaptation», «anticipatory adaptation» and «cross-sensitization» in the system of university transformation of graduates. The scientific novelty lies in the study of the balance of psychological and pedagogical components in the physical education of a person in order to prepare them for professional activities; the author determined methodological provisions of its practical construction, in particular, the need for a person to achieve a specific «slice» of the most involved parameters of his or her physical conditions, functional state, and morphological features.

The research presents the contemporary structure of the education system of the Republic of Chad. To study the problem the authors focus on documents regulating education in the country. The authors characterize six cycles of the education system in the Republic of Chad: preschool, primary, general secondary, secondary (including general secondary and technical education and vocational training), higher education, and non-formal education and literacy among the population. The research introduces the education system in one country on the African continent — the Republic of Chad, where only 35% of the population is literate. This is one of the lowest literacy rates on the continent and in the world. The emphasis is placed on the results of the efforts made by the state to improve the quality of education and reduce illiteracy in the country.

The authors present an overview of the current problems in contemporary education on the African continent and ongoing educational reforms. The educational problems of African countries are diverse and different from the problems in developed economies with a high standard of living. These are high illiteracy among the population, incomplete enrollment, learning difficulties in rural areas, high occupancy of classes in primary schools, child labor, informal education, poverty, gender inequality in education, old teacher training programs, problems of nonacceptance by all countries of the law on inclusive education, and accessibility of more people to secondary education.

The research focuses on the problem of developing independent thinking at the university during interactive communication. It analyzes the essence of the following concepts: independent thinking, interactive communication, and personal-oriented learning. The author shows that the essence of interactive communication of students, in the process of which independent thinking develops, lies in personal-oriented learning.

Thinking cannot be understood as a reproductive process: it is always productive. For this reason, the productive development of the thinking of the participants in the educational process is impossible without the development of the internal motivation of the thought process. The thinking of a particular person arises when a person accepts (is included) in the solution of a certain problem. Thinking is always connected with the discovery of new things. For the development of independent thinking, it is important that knowledge and social experience are not given to the student in a ready-made form: they should be obtained during the development of independent thinking. The training aimed at the development of independent thinking is person-oriented training. In fact, the development of independent thinking is possible only when a person (student) is internally motivated to solve a problem, when he or she personally accepts this problem. In this case, that personal acceptance of the problem arises. Personal acceptance of the problem means students solve the problem based on their subjective experience. Simultaneously, the student’s personality develops because its development is determined, among other things, by how much a person has realized his or her experience. The thinking of any participant in the educational process is always the thinking of a specific person, which means that the thinking of any participant in the educational process always belongs to the personal experience of the participant in the educational process. During interactive communication, which is discussed in this research, participants develop their personal experiences by solving problems based on mutual acceptance and understanding. This development of personal experience leads to the development of independent thinking.

This research describes a model of school-university partnership as a mechanism to ensure a continuity of pedagogical education. The projects «Pedagogical internship» and «Psychological and pedagogical classes» are offered in the research as new mechanisms for implementing the activities of the national project «Education».

The authors outline the models for implementing «Psychological and pedagogical classes» in the Sverdlovsk Region, new forms of school-university partnership in the activities of psychological and pedagogical classes with the support of Ural State Pedagogical University. University support is carried out in four areas: scientific and methodological support, competitive and Olympiad movement, career guidance, and educational activities.

The authors present three areas of implementing a teacher internship program: introduction to the best educational and socio-cultural practices, a modular program of competence development, and individual work of teacher trainees with mentors. The employment of teacher internship graduates in educational organizations is identified as a key indicator of the project’s effectiveness.

School-university partnership is a necessary condition to ensure the continuity in the formation of professional competencies of students attending pedagogical universities and the quality of pre-professional training of school students, which includes the readiness for conscious professional self-determination in the teaching profession

The authors identified a range of effects from the implementation of schooluniversity partnership: building multidimensional areas of professional cooperation between teachers and students of different organizations, attracting teaching staff (carriers of best practices, recognized in the professional community) to support students of the teacher training university and psychological and pedagogical classes, including through the use of mentoring practices, and increasing the prestige of professional activity of a teacher

The authors also formulate basic provisions that reveal the substantive, organizational and activity, and communication and technological aspects of the implementation of the school-university partnership.

The research describes the main directions of the development of the system of additional professional pedagogical education. The author distinguishes global trends (the formation of continuous education systems and its development mainly in distance forms) and trends specific to the Russian educational space: the design and implementation of federal state information systems that integrate smaller-scale information systems and transform the functionality of existing educational systems. A challenge is given in relation to the Russian system of additional education, which has been formed recently: “Will it be possible to solve the problem of forming a system to support the self-regulation of professional self-education in the course of special training for teachers as educators?” The solution to this problem generates a bifurcation point for the development of the system of additional education. The research discusses such directions for solving this problem as the formation of a long-term plan for the professional development of each school teacher and the development of meta-regulatory methodological components to support students’ independent work.

When talking about what prompted them to study mathematics, most mathematicians, emphasize the interest that arose at school or in a club when solving some problem or many problems that are “unknown-how-to-solve’’. We see an example of such a task in the famous painting by N. P. Bogdanov-Belsky, which has become a symbol of the Russian school. The interest of future mathematicians was also supported by the university. The reseach discusses the possibility in the 21st century to build mathematical education for all students, not just selected and highly motivated students, based on the tasks that are “unknown-how-tosolve’’ — different for different students. The study of mathematics can become interesting and psychologically comfortable for students of different abilities and inclinations, simultaneously bringing the student’s work closer to the work of an adult mathematician and the needs of real life.

The research identifies the problems related to the lack of pedagogical resources for Russian schools in the foreign language and second foreign language, as well as their linguodidactic training in the context of implementing the norms of the new Federal State Educational Standards of Basic General Education (FGOS LLC). The author analyzes the main professional educational programs (OPOP) of the leading Russian pedagogical universities and draws conclusions about the lack of unity and systematization in the names and content. Inconsistency of curricula and disciplines in the curricula, as well as the lack of interdisciplinary orientation of them, leads to inconsistency in the training of future teachers of foreign languages to contemporary requirements. Many programs are designed to train not future teachers of foreign languages, but specialists who are not related to pedagogy. In implementing some provisions of the new FGOS LLC, regulatory contradictions have been revealed to the legislatively fixed principle of accessibility and free basic general education for schoolchildren and their parents. The author identifies the key trends and prospects for developing Russian language educational policy. Moreover, the author proposes some options for designing Russian basic general education in terms of linguodidactic multilingual training of teachers in implementing of FGOS LLC. The author focuses on the problems identical to the teaching of the languages of the peoples of Russia and the lack of normative mechanisms of interaction “pedagogical university-school-student” as well as guarantees of the implementation of this form of cooperation. This situation deprives Russian schools of the opportunity to ensure the legally enshrined right of schoolchildren and their parents to affordable and free education. Moreover, every year, it removes schoolchildren from a real opportunity to learn foreign languages, pass them as a subject of the Unified State Exam and use foreign languages in real professional activities in the future. In the process of scientific research of the designated problems the author used general pedagogical methods (study, and generalization), theoretical (analysis and synthesis) and private (observation) were used.