Domestic Education Research Articles

The problem of self-realization of a teacher’s personality in professional activity

The relevance of the article is generated by the fact that the structure of the newest domestic education system is continuously being reformed and improved. This is intertwined with many innovative and globalizing pro-cesses in our society. This means quite rapid and serious transformations in this field of activity at the level of serious transformations in terms of approach to professional activity, its implementation and implementation, its specific and probable prospects in it. That is, we are talking about the concept of self-realization of a teacher of educational activity. Therefore, the study and resolution of this problem is very relevant for the current pedagogical psychology. The purpose of this article is a theoretical understanding of the main scientific content of the definition of «self-realization» and «self-realization of the teacher's personality», the solution of which will be carried out through the following tasks: scientific and theoretical analysis of the concepts «self-realization» and «self-realization of the teacher's personality» taking into account a variety of theoretical approaches in pedagogy and psychology, substantiation of the features of self-realization of a teacher's personality in professional activity, practical verification of the level of self-realization of teachers based on methodical approaches.The article clarifies the scientific content of the definition of «self-realization». The content of such definitions as «professional activity», «professional and pedagogical activi-ty», «self-development».

SERGEY MAKSIMOV – CREATIVE CONTEMPLATOR OF RUSSIAN NATIONAL LIFE

In the article, against the backdrop of a general overview of the creative heritage of the writer-ethnographer Sergey Maksimov (1831‒1901), the specific features of the writer’s documentary prose related to its genre features, the creative position and method of work of the ethnographer, the author’s style of narration, and its stylistics are considered. Proverbs, sayings, puns, and phraseological units form the cultural and speech background in Maksimov’s prose, which is so necessary in ethnographic sketches of folk life. Rare examples of folkish eloquence collected and presented on the pages of the ethnographer’s books are analysed, reflecting the close connections of the everyday life and work activities of the Russian people with their rituals and poetry, as well as examples of folkish speech etiquette, to which Sergey Maksimov devoted several essays addressed to children and the common reader. Vivid examples of folkish language creation are given. The connection between Sergey Maksimov’s creative aspirations and major changes and promising trends in the domestic education system of the 1870s is emphasised. It is noted that the writer’s prose did not so much depict people’s life as recreate the people’s worldview.

Credential inflation and employment of university faculty in China

Universities have become increasingly strict with the academic requirements of newly enrolled faculties. It manifests as the credential inflation of new applicants for university academic positions. There is little research that has provided empirical evidence for this phenomenon. This research takes China as a case, aiming to test whether there is credential inflation in universities and the inflation rate. To conduct research, we collect faculty resume information from 802 Chinese universities, including 159,752 resumes. Results confirm credential inflation in Chinese universities’ newly enrolled faculties with domestic education. The credential inflation in elite universities, especially for 211 project universities, is the most obvious. On the contrary, those faculties with overseas education can be employed by higher-ranking institutions than local graduates, and the benefits of studying abroad in terms of the employment of university faculty have continuously improved overall. In the professional field of Chinese university faculties, the devaluation of domestic academic qualifications and the appreciation of overseas academic qualifications are relatively apparent.

The experience of teaching national history and the foundations of constitutional knowledge in the late 1930s early 1940s (using the example of railway schools in the Kursk region)

The relevance of the topic under discussion is determined by the significant social importance of school history education. Over thirty years of Russian society's and state's life in conditions of ideological and political diversity, as well as the complete erosion of the Western-scale liberal values, has led to most Russians realizing the need to adhere to traditional moral principles based on ideas of patriotism and humanism. The domestic education system is the main vehicle for this. Therefore, the controversial experience of teaching history in schools arouses professional interest among researchers and practicing teachers.The purpose of the study is to reveal the peculiarities of teaching history in the pre–war years on the basis of archival documents and published materials on the example of departmental educational institutions of railway transport.Objectives: to characterize the contradictions of the process of introducing historical and social sciences disciplines into school education; to reflect the role of historical knowledge in the patriotic education of the younger generation.Methodology. The research was based on the principles of objectivity and historicism. To solve the tasks set by the author, the methods of historical-genetic, historical-systemic, historical-comparative, typological, retrospective were used.Results. The study of the experience of teaching the historical and social sciences cycle of academic disciplines in the pre-war years on the example of departmental educational institutions of railway transport made it possible to objectively assess the impact of humanitarian training of students on the formation of their civic position and the education of patriotic feelings, which had a decisive impact on the behavior of graduates of railway schools during the period of military trials and subsequent restoration of the national economy.Conclusions. The experience of teaching history and the foundations of constitutional knowledge accumulated in the pre-war period is worthy of application in the context of modern reform of historical education. Recognition of the leading role of national history in shaping the worldview of the younger generation requires a systematic approach in teaching and educating young people based on love and respect for their Homeland.

Pathways to master’s education: insights from students in transnational higher education in China

AbstractPrevious studies have identified the tendency among transnational higher education (TNHE) graduates to pursue master’s programmes, especially overseas degrees. Nonetheless, there is a lack of exploratory research on this ‘transnational’ group to understand the logic of practice behind this phenomenon. This article draws on interviews with 23 students at a Sino-US university to understand their perceptions of master’s study and explore the effect of TNHE experience on their decision-making about further study. Using Bourdieu’s theory of practice, we find students perceive pursuing master’s study as a natural progression and a remedy for failures in their educational backgrounds. This paper also argues that the ‘fit’ or ‘split’ between TNHE students’ habitus and the embedded field generates two distinct groups regarding choices of post-graduate study, international aspirants and returnees. While the acquisition of new habitus and capital through TNHE experiences steers most students towards international master’s study, the durability of old habitus and personal reflexivity lead a few to pursue domestic education. Our findings provide implications for TNHE administrators in supporting students’ post-graduate educational aspirations and further development of TNHE institutions in China.

Research on the Internationalization of Vocational Education and the Brand Construction of Vocational Education in China

The rapid development of globalization has promoted the integration and sharing of educational resources in the world, accelerated the flow and distribution of educational elements in various countries, and effectively realized the diversified development of education. In this context, the internationalization of vocational education has become an inevitable trend of education development in various countries. Through communication and cooperation across national boundaries, different countries and regions have made many beneficial attempts to improve the quality of education, optimize the rational utilization of educational resources and explore educational equity, and have achieved remarkable results. However, globalization also brings some challenges to the internationalization development of vocational education, such as how to cope with educational competition in the context of globalization. Therefore, the international development of vocational education should not only grasp the development opportunity of globalization and enrich the supply of domestic education, but also actively respond to the challenges brought by it, build the brand of vocational education, and create a new situation of education opening up to the outside world.

Application Analysis of Situational Teaching Method in Middle School Politics Teaching

Situated teaching is a comprehensive teaching model that encompasses real-life experiences and promotes various aspects of students development. It involves students actively identifying problems, engaging in discussions, critical thinking, and exploring knowledge within different contexts. Currently, situational teaching method is widely adopted in the field of domestic education. This paper aims to analyze the challenges faced in implementing the situational teaching method in middle school politics curriculum and provides recommendations to enhance its effectiveness. The objective is to offer valuable insights into improving the quality of middle school politics education.

ІНКЛЮЗІЯ В УКРАЇНІ: СУЧАСНІ ВИКЛИКИ

The article is devoted to a theoretical and practical analysis of the problem of inclusion: formation and development, features of educational inclusion, and mechanisms of implementation of inclusive higher education. Based on the analysis of regulatory documents and scientific research, the authors determine the most significant stages of the formation and development of inclusion in Ukraine. The requirements for specialists needed by the modern domestic education system have been analyzed. The article emphasizes the trends in the process of invalidation of the population of Ukraine. The authors determine the expediency and necessity of wide implementation of educational inclusion in the system of higher education, in particular: ensuring free access of all higher education applicants to educational and methodical materials and creating the necessary special units. On the basis of the analysis of the results of the conducted survey, the possible ways of solving the current problems of educational inclusion in the higher education system are substantiated and characterized: support of the teaching staff in the organization of an inclusive educational environment in the institution of higher education; support for education seekers who belong to the category of persons with special needs; financing and implementation of regulated and guaranteed mechanisms for financial support of higher education institutions; technical and methodological support of the educational process. Also, emphasis is placed on electronic inclusion, which is interpreted as a social movement aimed at overcoming the digital divide among different categories of the population. It was found that the appropriate level of organization of an inclusive educational environment is observed in institutions of general secondary education. Instead, HEIs need more active involvement of specialists, technical equipment and financial support for effective educational inclusion. An important factor is the availability of computer equipment: ensuring access to free or low-cost computers, in particular through the implementation of special target programs, charity projects, etc. It is also relevant to search and exchange data to diversify the ways of obtaining education for persons with special educational paths, to ensure effective interpersonal communication despite temporal and spatial boundaries.

Clinical learning experiences of healthcare professional students in a student-led clinical learning environment (SLCLE) – A mixed methods evaluation

AimTo evaluate healthcare professional (HCP) students clinical learning experiences’ whilst undertaking placements in a student-led clinical learning environment (SLCLE) and any changes in self-reported ratings of confidence. BackgroundThe English NHS Long Term Workforce Plan (2023) highlights the need to expand domestic education of HCPs to meet workforce shortages. The demand for quality clinical placements to support the preparation of HCP students remains a challenge globally. A creative solution has been the development of student-led learning clinical environments in healthcare settings. SLCLEs provide high-quality learning experience, increase clinical placement capacity whilst maintaining patient care standards. A multisite NHS Trust adopted this model as evidence suggests HCP students will be better prepared on qualification to adopt registered practitioner professional responsibilities. This model has been integrated across three hospital sites within a large teaching hospital, providing care for a diverse population and designed to accommodate students from a range of HCP disciplines and higher educational institutions. DesignA mixed methods convergent design. MethodsAn online survey was administered to SLCLE allocated nursing and allied health profession (AHP) undergraduate and graduate-entry first, second and third-year students (n=132). Face to face focus groups/individual interviews were undertaken with a purposive sample of student participants (n=80) to evaluate their experiences of clinical learning in SLCLEs. Survey data were analysed using descriptive statistics and paired t-tests, interviews using framework method. ResultsUndergraduate and graduate-entry students from four UK universities completed the survey (n=132), 103 students (78 %) responded. Most were year 2 students (n=43/42 %), pursuing nursing programmes (n=82/80 %). Most considered the SLCLE met their expectations (n=76/74 %), reported increased confidence post-placement (n=84/82 %), felt supported by staff (n=80/78 %), peers (n=93/90 %) and clinical educators (n=93/90 %). Self-reported confidence scores post-SLCLE were significantly higher than pre-SLCLE. On-line pre-placement information was infrequently accessed yet identified as an omission. Four themes were identified: (i) preconceptions and initial anxiety; (ii) empowerment, growth and a unique learning experience; (iii) collaborative inter-professional learning and support; and (iv) insights and anticipations. ConclusionsThe SLCLE allocation enhanced students’ confidence and knowledge. Support from clinical educators, ward staff and doctors was perceived as invaluable for creating a positive learning culture. Peer support and opportunities to lead care delivery contributed to students’ professional development. The format and method for providing pre-placement information needs review as do strategies for avoiding delays in completing assessment documentation. Overall, the SLCLE experience offers much potential as a nurturing and effective learning environment for HCP students.

Identifying the language of global competence and global citizenship in the education policies of Punjab, Pakistan

In 2015, Pakistan committed to United Nations Sustainable Development Goal 4’s provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.

HYPERTEXT AS A MEANS OF DEVELOPING FOREIGN LANGUAGE READING COMPETENCE IN STUDENTS OF POSTGRADUATE MILITARY COURSES AT EDUCATIONAL ORGANIZATIONS OF RUSSIA’S MINISTRY OF INTERNAL AFFAIRS

The issue of developing foreign-language reading competence stems from the need for domestic education in the effective training of highly qualified scientific personnel. The author reveals the importance of using hypertexts in teaching foreign languages as part of postgraduate military courses. The reader’s diary is considered as a tool for achieving an educational goal, contributing to the development of independent thinking and expanding knowledge of lexical and grammatical material. The article presents the techniques and methods of organizing the learning process, describes the levels of formation of the reader’s competence.

Differences Between Chinese and Western Educational Models Based on the High-Low Context Culture Theory

With the continuous development of globalization and the building of a community with a shared future for mankind, countries are increasingly engaged in cultural exchanges and mutual learning in many fields for common development. In this process, education has always been a focus. Young people are the future and hope of the country, and the education of youth attaches great important to the development of the country, so China has been learning from foreign education systems in recent years to explore domestic education reform. Chinese and Western education models have their own advantages and disadvantages, and students in different education models show different characteristics. However, to trace the reasons for the differences between Chinese and western education systems, we should go back to different national cultures. Based on Hall's theory of high-low context culture, this paper examines the differences in educational models between China and the West, discusses the influence of context culture on differences, and sheds light on how cultural factors shape educational practices.

Staying Updated in Terms of Educational Values: The Problems and Reform of Vocational Education in China

Education is a crucial component of a nation’s superstructure. In today’s global landscape, we observe varied social systems, such as the relatively traditional constitutional monarchy in Britain, which has successfully integrated a comprehensive system of international vocational education early on. In contrast, influenced by over 2500 years of traditional Confucianism, education in our country embodies a rich cultural essence. Aligning and reflecting the value of domestic education with global development trends is essential for its advancement and relevance in the contemporary era.

STAGES OF DEVELOPMENT OF THE EDUCATION AND SCIENCE SYSTEM OF KAZAKHSTAN AND INTERNATIONAL INTEGRATION (ON THE EXAMPLE OF CHINA AND JAPAN

The article aims to study the relationship of Kazakhstan with China and Japan on the basis of a description of the structure and features of the educational and scientific sphere of Kazakhstan. For this purpose, the following tasks are set: The article describes the Republic of Kazakhstan's achievements based on the reforms carried out in education and science in the post-independence period; as well as the specific features and structural conditions of domestic education and science; The latest developments in the field of education and science in Kazakhstan are also included. The article discusses legal and institutional prerequisites, contracts signed at the government level, and multilateral agreements that formed the basis for close relations between Kazakhstan and the People's Republic of China. These include economic, cultural educational, and scientific cooperation. These contents are a kind of novelty of the article. The following conclusions can be considered as the main results of the article. First, China's influence on Kazakhstan's education and science system is growing. This can be characterized by the fact that there is an increase in Chinese language learners in Kazakhstan, an increase in Chinese language teaching centers, an annual increase in the number of students visiting China, and the sale of Chinese-language literature in bookstores and libraries in Kazakhstan. Secondly, relations between Japan and Kazakhstan in education and science are only developing, but the development shows excellent prospects. This is because Japan is essential to Kazakhstan's foreign policy and economic cooperation. Therefore, it is concluded that relations between Kazakhstan and Japan in the field of education and culture at the current level have a solid basis.

Using teachers’ prior knowledge as the foundation for collaborative policy development: an Australian case study

ABSTRACT Too often international policies, such as the OECD PISA Global Competence framework, are incorporated into domestic education policies without consultation with school leaders or classrooms teachers. This “top down” approach means the educators are often obliged to implement policies they may not fully understand or have the professional learning to implement successfully. This paper draws from research that explored an alternative approach where a group of Australian school leaders and classroom teachers were provided with the opportunity to collaboratively translate the PISA Framework into a state-based, whole-school approach. The paper reports particularly on the results of a survey, undertaken prior to the commencement of this collaboration, to identify the participants’ existing conceptualizations of global competence. The survey questions and data analysis framed by Keltchermans’ Personal Interpretive Framework explored how the participants’ conceptualizations were shaped by their personal beliefs and contexts. Data gathered showed alignment between the teachers’ conceptualizations, their known pedagogical frameworks, and the Australian Curriculum, particularly the general capabilities and the cross-curriculum priority of Sustainability. This acts as a reminder of the need to ensure that policy is reflective of its context and developed from the ground up, even if it is developed in response to international initiatives.

A study of secondary vocational school in the context of the realities of modernization changes in late imperial Russia. Review of the book: Magsumov T.A. Secondary vocational school of the Kazan educational district in the conditions of modernization of domestic education at the end of the XIX – beginning of the XX century. Kursk: Zakrytoe aktsionernoe obshchestvo «Universitetskaya kniga», 2022,

A review of the book by T.A. Magsumov: «Secondary vocational school of the Kazan educational district in the conditions of modernization of domestic education at the end of the XIX – beginning of the XX centuries». The authors concluded that this study is a worthy scientific contribution to the study of secondary vocational education of late imperial Russia. The relevance of the work is determined not only by the insufficient knowledge of a number of issues relating to the field of vocational education in the context of modernization changes, but also by the potential opportunity to use the educational experience accumulated in the Russian Empire at the turn of the XIX – XX centuries to solve currently existing problems in the field of vocational education. T.A. Magsumov consistently and thoroughly presents the development of secondary vocational education in the context of imperial modernization processes during the period under study.

МЕНЕДЖМЕНТ СИСТЕМИ УНІВЕРСИТЕТСЬКОЇ ОСВІТИ: ІНТЕГРАЦІЯ ІНСТРУМЕНТІВ ШТУЧНОГО ІНТЕЛЕКТУ ТА ЕТИЧНА ГРАМОТНІСТЬ В УКРАЇНІ

Formulation of the problem. In the modern conditions of globalization, innovative technologies are an integral part of a person's everyday life, contributing to the educational community's rethinking of the value-meaning boundaries of the existing domestic university education and its management, shifting traditional methods of teaching and learning to more modern ones - student-centered and personalized for the student of education. The purpose of the research is to study the trends in the application of artificial intelligence tools in the domestic modern approaches to university education, as well as to offer recommendations for ensuring the effective management of the education system in higher education institutions. The object of the research is the process of adapting the management system of Ukrainian university education to the ethical principles of European literacy. The methods of the research used in the research are general scientific methods, in particular, historical, dialectical, comparative, phenomenological, systemic analysis and the method of generalization. The hypothesis of the research is the assumption that the integration of AI technologies into the educational paradigm is a necessary requirement of modernity for the Europeanization of domestic education and the formation of an ethical management system. The statement of basic materials. In connection with the current changes in postmodern society, we can observe the mass introduction of AI technologies as a product of human activity, in particular, in the university education system, in the teaching and learning process, which provides an interactive approach, individualization of learning, adaptability, motivation to independence and self-realization of the learner education In this context, innovative teaching methods require a modern teacher to have scientific readiness, critical and logical thinking, the ability to actively involve the learner in the educational process, etc. The originality and practical significance of the research is determined by proposing measures for the effective implementation of a new philosophical understanding of the management system of university education and science in general. Conclusions and perspectives of further research. We believe that in the conditions of digitization of the educational space, further research will be relevant regarding a detailed review of the conceptual apparatus in the direction of the development of AI technologies, and also the issue of tracking the results of the students' success in the context of the use of modern methods of teaching and learning by teachers will become especially urgent.

Обретение истоков: обучение церковнославянскому языку в контексте современной лингвометодики

This article is devoted to understanding linguistic and methodological problems in the field of teaching the Church Slavonic language in the context of the spiritual and moral education of students. The formation of a new socio-humanitarian paradigm associated with the sovereignization of domestic education, based on Russian civilizational identity and the development of traditional Russian spiritual and moral values, determined the relevance of axiological linguistic methods and the need to understand the content and process of teaching the Church Slavonic language.The author examines the state of this process in two linguistic and methodological directions: teaching the Church Slavonic language as an independent discipline and in the context of teaching the Russian language. Making a brief overview of research in the field of teaching the Church Slavonic language as an independent discipline, the author concludes that it is necessary for modern science to comprehend, develop and systematize key modern linguistic and linguistic-methodological positions and relevant methodological tools for teaching the Church Slavonic language at school and at university. Reflecting on the need and possibility of building the process of teaching the Russian language with the inclusion of the study of Church Slavonicisms, the author names studies that propose strategically important directions in teaching Church Slavonicisms. So, E.V. Makarova proposes to study vocabulary based on the specific features of lexical Church Slavonicisms, which indicate their belonging to the spiritual sphere; carry out an analysis of hymnographic texts, allowing to reveal the mutual influence and interpenetration of the Russian and Church Slavonic languages; study grammatical Church Slavonicisms, which, as a rule, demonstrate the diachrony of linguistic phenomena.The author demonstrates the possibilities of modern axiological linguistic methods for teaching Church Slavonicisms in the school course of the Russian language: the use of linguoculturological analysis of the word as a concept in methodological linguoconceptology and the comprehension of the text, especially literary text, as an integral unit of language, speech and culture in the methodological linguoculturology of the text.

Семиотическая диагностика целей преподавания философии в педагогическом образовании

Modernization of domestic education and global diversification of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, firstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

Methodological Aspects of Inclusive Education in the Field of IT Technologies

The main problem: Today, the introduction of inclusive education is becoming one of the priorities of the state policy of the Republic of Kazakhstan in the system of modern education. In accordance with the law on Education, equal access to quality education for citizens is guaranteed, taking into account their intellectual development, psychophysiological and individual characteristics. The article is devoted to the analysis of the development of inclusive education. The author considers the problems on the way to the introduction of inclusive education, provides an analysis of the experience of conducting an IT school within the framework of inclusive education. An attempt has been made to identify the factors contributing to the successful implementation of inclusive education methods in the modern educational space. Objective: To consider the issues of the development of inclusive education in the Republic of Kazakhstan. To present the methodology of teaching children with special educational needs, to suggest possible ways to solve problems on the way of introducing inclusive education into the domestic education system. Methods: The methods of analysis, synthesis and deduction were used in the article. Results and their significance: Based on the results of the work carried out aimed at identifying the main problems hindering the process of implementing inclusive education, as well as based on the results of the analysis and the identified main aspects in the cognitive activity of children with hearing and speech disorders, the author of the article proposes a methodology for teaching children multimedia technologies. In addition, the author clearly substantiates the need to prepare a teacher for the use of inclusive education methods, due to the lack of willingness of some teachers to teach in a class (group) in which people with disabilities study, fearing to get into a situation of psychological and professional discomfort.