Nizhny Novgorod State Pedagogical University Research Articles

End-to-end technologies as a tool for developing sociocultural competence among inophones in the process of linguistic and cultural adaptation in the space of “urban text”

Introduction. One of the main processes associated with the stay of an inophone student who came to study a foreign language in a foreign country is linguistic adaptation in a new cultural and geographical space. The result of successful adaptation is the formation of sociocultural competence among the student, awareness of regional identity. From the point of view of the methodology for teaching the Russian language as a foreign language, it seems significant to search for the most effective technologies, methods and techniques that would allow immersing the inophone in the natural environment. End-to-end technologies used in urban space to obtain multidirectional information for native speakers and foreigners meet this methodological task. Authentic texts of chatbots, interactive maps become didactic material for the formation of key competencies of an inophone student.Materials and Methods. The scientific basis of the study is scientific works related to the methodology of teaching the Russian language as a foreign language, the problems of linguistic and cultural adaptation and the use of end-to-end technologies in linguistic education. The research materials are authentic (natural) texts of the digital urban environment: online maps, chat bots, audio guides, which contribute to a more effective linguistic and cultural adaptation of inphones to "alien" space. Based on the methods of analysis and generalization, a theoretical understanding of the experience of working with foreign students at the Nizhny Novgorod State Pedagogical University named after K. Minin. The key concepts used in the work are "digital pedagogy," "end-to-end technologies," "urban text," "regional identity." "sociocultural competence," "linguostranological adaptation."Results. The use of end-to-end technologies in the practice of teaching Russian as a foreign language is currently an effective way to develop communicative competence. Urban space provides an opportunity for direct immersion in the environment of the language being studied. In teaching practice, online cards are actively used, according to which, on the one hand, tasks can be compiled aimed at developing skills in any type of speech activity (reading, speaking, listening, writing), on the other hand, they can become the basis for project activities students. Another online tool for developing communication skills in a foreign language is chatbots. A chatbot makes it possible to learn a foreign language and maintain communication skills at a pace convenient for the student, while eliminating the fear of making mistakes, because there is interaction with artificial intelligence. The AudioGuideNN chatbot allows a student of Russian as a foreign language to enter the urban space, get acquainted with the city and learn the language at the same time.Discussion and Conclusions. Modern end-to-end technologies are effective tools for teaching a foreign language, including Russian as a foreign language. Virtual maps, audio guides, chat bots allow you to relieve the cultural shock of the urban space from a native speaker of a foreign language who is in a new environment for him, create conditions for the linguistic and cultural adaptation of a foreign speaker, and also contribute to the study of the Russian language due to direct immersion in the urban – Russian-language – text.

Implementation strategies for continuing teacher education: regional models

The article reviews strategies of Continuing Teacher Education (CTE) based on the comparative typological study of regional models in relation to the succession of teachers’ professional development. Six Russian universities were sampled for this study: Herzen State Pedagogical University of Russia, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Minin Nizhny Novgorod State Pedagogical University, Novosibirsk State Pedagogical University, Tomsk State Pedagogical University, Shukshin Altai State University for Humanities and Pedagogy. Comparative analysis of best practices in the regions was based on the following criteria: mission, strategic goals/objectives of a university; pre-professional teacher education; non-university level higher education; higher education; postgraduate level. Taking into consideration typologies covered by the scientific discourse, the authors classify existing strategies of continuing teacher education as follows: traditional (conventional) strategies (fundamental nature of education, integration, humanization and axiologization of education, professional and personal development strategies for teachers) including certain updates of traditional strategies (collaboration/cooperation/partnership strategies) and innovation strategies (digitalization (digital transformation), foresight strategies). These types of strategies were profiled as follows: traditional strategies of continuing teacher education involve a step-by-step approach at predetermined intervals for each level of the education system; these are predictable and long-term; goal setting is aimed at effective performance; innovation strategies of continuing teacher education feature educational ecosystems that are versatile, collaborative, purposeful, advance-focused, predictability, and continuous support of professional and personal self-determination and self-development

Контроль в методике формирования иноязычной профессиональной коммуникативной компетенции

Introduction. The problem of types, forms and teaching tools for learning outcomes monitoring and assessment is in focus of many researchers of academic education. The researchers draw attention to the issue of relevance of standardized testing when talking about something more than knowledge and skills assessment. Although testing in higher school is the cheapest form of control and very easy to organize and automatize, there are some components of any competence, which cannot be measured by testing: motives, moral values and priorities, and social interaction. Theoretical analysis. The aim of the article is to analyze assessment techniques related to the foreign language professionoriented communicative competence. Empirical analysis was carried out on the basis of the assessment procedure results in Nizhny Novgorod State pedagogical university named after K. Minin. The following research methods were used: students’ communicative activity observation, testing, comparison, quantitative results measurement. Conclusion. Standardized tests seem to be applicable when talking about routine students’ progress monitoring and students’ knowledge and skills assessment. End of the course assessment demands the combination of activity types, revealing emotional, social and cultural aspects of students’ competences.

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities. Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence». Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels. Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

Проектно-организованная программа развития университета педагогического профиля

The aim of the study is to reveal the general approach and principles to the development of a program for the pedagogical university development, representing a project-organized methodology and technologies for organizational and managerial support of the process of the arrangement of all participants’ content-activity positions in the innovation process associated with improving the system of continuous advanced pedagogical education in accordance with the strategic guidelines for the country development, modern directions of scientific and technological development and taking into account the current research agenda in the field of education. The article presents the methodology and technology for creating the project-organized program for the pedagogical university development as a program of an initiative-problem type. The scientific novelty of the research results is determined by the fact that the notion of “project-organized development program” is introduced into the general theory of management, organizational and managerial methodology of higher education; the essence is revealed and the idea of the notion of “development management” is expanded in relation to the system of higher and additional professional education; the indicators of the organizational effect are also specified in the context of the requirements for continuous teacher education, outlined in the Concept of teacher training for the period up to 2030. As a result, a process technology has been developed for step-by-step programming of socio-cultural and educational changes in the system of continuous advanced education, which is the basis for the scientific and educational activity of the Department of Andragogy and Development Management of the Nizhny Novgorod State Pedagogical University named after Kozma Minin.

Design of university pedagogy programs: integrating ideology and pedagogical science (1930-s) (to the 110th anniversary of the Minin Nizhny Novgorod State Pedagogical University)

Introduction. The article presents the results of the author's research work on the study of the factors that determined the development and approval of the content of the course of university pedagogy in the 1930s on the basis of the integration of state ideology and pedagogical science. The article makes an attempt to highlight general (on a national scale) and specific (using the example of the Nizhny Novgorod Pedagogical Institute, which celebrates the 110th anniversary of its foundation this year) features of the development of the content of pedagogical science in this period.Materials and Methods. The research was carried out on the basis of the analysis of normative documents, materials of pedagogical periodicals, generalizing works of scientists, archival documents of the Central Archives of the Nizhny Novgorod Region: articles, reports, resolutions, protocols, etc. Basic research methods: analysis of sources, comparative analysis of data.Results. Based on the study and analysis of data, trends in the development of the content of pedagogy as a science under the influence of government decrees, through the prism of socio-political events taking place in the 1930s, are shown. The dynamics of the development of the content of pedagogical science and education in the period under review is analyzed, the influence of state ideology on the development of pedagogical science in a national and regional format is characterized on the material of pedagogical educational institutions of Nizhny Novgorod, mainly the Nizhny Novgorod Pedagogical University. The role of government decrees in the field of pedagogical education in the practice of regional pedagogical universities and departments of pedagogy is shown. It can be stated with complete confidence that the 1930s in Soviet pedagogy passed under the sign of the development of program documents on university pedagogy.Discussion and Conclusions. The author considers the problems of the formation and development of pedagogy as a social and humanitarian science, shows the influence of politics and ideology on the development of pedagogical science and practice, substantiates the dependence of pedagogy on the order of society, the state, and the ruling party.

Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

Teaching EFL through culture and technologies

The article refers to the experience of introducing the Country Studies Course into University Baccalaureate curriculum for students majoring in studying English as a foreign language in Minin Nizhny Novgorod State Pedagogical University, Russia. The purpose of the present research is to describe the program of the academic discipline, its objectives, content modules and teaching methods. The course, viewed as a contribution to University curriculum development, proves its effectiveness, helping students understand the countries, people and traditional values, get rid of existing prejudices, and it can be one of the ways contributing to mutual understanding, tolerance, appreciation of history, and culture. Information and communications technology is used as an effective teaching tool, meeting the needs of the modern generation of students. The study is a source of guidance and practical advice for novice and experienced teachers as well as administration seeking to compare existing programs with the aim to introduce the best practice into University education.

Emotional Intelligence in Teachers’ Activities

Emotional intelligence (EQ) development is becoming a more important issue among such significant factors as competence and efficiency due to the constant and rapid social transformations, new challenges, high social norms, and setting high professional standards. The ability to control emotions and recognize them is especially important for a future teacher who faces two objectives that make a success or failure when establishing communication: developing the personal abilities that provide a basis for emotional intelligence and developing students’ emotional intelligence. A future teacher should be involved in searching for new approaches and tools for understanding and controlling emotions, as well as developing the ability to empathize. The aim of this research is to help a teacher acquires effective skills to build optimal relationships with colleagues and students. This search is also due to the need to develop the skills to exercise self-knowledge, understand the motives and goals in a professional teaching environment, to influence the emotions of other people, and to improve the leadership qualities. The article describes the results of an experiment carried out at the Faculty of Pedagogy and Psychology of Naberezhnye Chelny State Pedagogical University and at the Faculty of Psychology and Pedagogy of Nizhny Novgorod State Pedagogical University named after K. Minin in 2019. The experiment was aimed at measuring the development level of students’ emotional intelligence that affects the quality of various aspects of professional activity. The authors discuss the main criteria for assessing the level of future teachers’ emotional intelligence and give characteristics of each criterion. We have come to the conclusion that developed skills of emotional competence are of great importance to teachers and children, and to the successful social interaction. The findings of the research can be applied when working out the programs to develop emotional intelligence in order to resolve conflicts and forecast their consequences in a professional teaching environment.

In-house training for service company employees using information technology

The article reveals the structure of the content of in-house training and retraining of employees, reflects the principles on which training is based and the functions that are performed by in-house professional training. Throughout the world and in Russia in particular, the subject of increased attention is the introduction of information technology. Therefore, the authors consider the in-house training of employees of the service company using the designated technologies. The agency Registration Agency, a limited liability company, was considered in the article. In 2018, among its employees, a survey was conducted that revealed the desire of employees to improve their skills through electronic courses provided by Nizhny Novgorod State Pedagogical University. It was attended by 30 respondents. After the meeting, employees were asked to undergo training on the organization of personal effectiveness. The training was conducted successfully and, based on the data obtained, we concluded that there is a need for further closer cooperation between organizations, therefore, we presented a plan of interaction between Nizhny Novgorod State Pedagogical University named after Kozma Minin and the Registration Agency limited liability company, the result of which in the future should be the achievement of benefits for both parties, that is, an increase in the intensification of the organization’s activities "and The effectiveness of the training of future graduates of the “Service” field of study.

Spirituality in modern education: necessity or excess?

This article examines the points of view of modern scholars, pedagogues and theologians upon the problem of the loss of spirituality in the current system of education in Russia. The authors analyze the two extreme opinions. The first one consists in the need for reviving the spiritual component in education. The loss of spirituality in this sphere led to dropping of value orientations, national unity and cultural identity of the modern generation of Russians. The second opinion reflects the views of scholars that in the information society an individual can combine the qualities of intellectual ruler of life and spirituality. In this case, the loss of spirituality is considered a natural human improvement process. As a result of the analysis of both points of view on the role of spirituality within the modern education system, the authors believe that the solution should be found in harmonization of secular and religious education in the conditions of development of information society. This problem could be solved with introduction of theology as a scientific specialty, which would allow preparing theologians of new generation. The next stage in studying this problematic would consist in the examination of experience of implementation of theological education in different Russian universities, namely Kozma Minin Nizhny Novgorod State Pedagogical University, since it features Bachelor’s and Master’s programs of Orthodox theology.

Minin Nizhny Novgorod State Pedagogical University

The work is devoted to the analysis of the development of the system of continuous professional education in Russia and abroad in various historical periods. The article analyzes the stages of development of the system of continuous education, the mainfactors affecting its development, comparable reasons. The study of the process of development of the system of continuous education allows to highlight the problems ofits formation at various stages. Modern society emphasizes the special role of education as the leading value of preserving and enhancing culture and the growth of human potential. Continuing education in such conditions is of particular relevance because it goes beyond the formal education, covering various groups of the population, more than other forms of education, providing self-realization and self-expression ofthe individual. Considering the main stages of the development of the system of continuous education, we can trace its subordination to the various priorities of the development of the state system: the development of the country’s industrial potential, political education and ideological propaganda, raising the cultural level of citizens. In this case can trace the vector of society’s influence on the system of lifelong education, which forms an actual order for educational topics: health protection, familiarity with new technologies, individual creative self-development.The study of the process of development of the system of continuous education allowed us to conclude about its significant role in the modern educational space, to identify its functions - professional, personal, social, to formulate the leading ideas for the development of continuing education in modern conditions.

Project activities of bachelor students of a pedagogical university as a condition for preparing schoolchildren’s research activities

The paper discusses current issues of training a professional teacher, a successful organizer of schoolchildrens research activities. The material is presented in terms of new standards. The author discusses innovative forms of educational process organization at university and school the creation of a single educational space based on the principles of science and education integration. The main condition for schoolchildrens research potential development and successful teachers development is the project activity of students and schoolchildren in the framework of cooperation. A structural model of network interaction between the Minin Nizhny Novgorod State Pedagogical University, schools № 151, 129, 173 of Nizhny Novgorod, the Immanuel Kant Baltic Federal University (Kaliningrad) and the A.N. Severtsov Institute of Ecology and Evolution of the Russian Academy of Sciences (Moscow) has been developed. This model is a key factor contributing to the solution of the problem of high-quality training of a prospective teacher majoring in Biology who will be able to organize students research activities and develop their creative activity. The experience of the development and testing of various joint scientific, social and creative projects is shown. The data of the experiment are presented, which speak about the success of the events held as part of the implementation of the project technology.

Improving Monitoring and Evaluation Activities in High Education

At present, global changes are taking place in the system of high education. They are the result of, firstly, serious socio-economic transformations in society, and secondly, integration processes that have occurred in the European educational space. Under these conditions, the issue of the quality of education did not lose its relevance, but also acquired new facets. The level of students’ training in high educational institutions requires an objective assessment at high level. Since modernization of educational space is a difficult and long process, high education institutions must constantly look for new tools, methods and technologies for evaluating the results of educational activities. Professional and pedagogical competence of teachers in the framework of modern system of high education requires constant improvement. The argument for using new methods is that they comprehensively assess emerging competencies. In turn, for the most efficient use of the methods traditionally used, it is necessary to carry out a phased improvement of traditional means of control. To this end, the authors investigated the issue of improving control and appraisal activities in Nizhny Novgorod State Pedagogical University named after Kozma Minin. The aim of the work is to develop a model of teacher’s control and assessment activity in the context of competence approach implementation. The verification of the model was carried out with the help of the research of completion level of qualifying work done by students. The verification was carried out in two stages: before the introduction of the model in 2017 and after the introduction of the model in 2018. The main results and conclusions of the work can be used in development of control and assessment tools for mastering competencies of students of high educational institutions.

ORGANIZATION OF EDUCATIONAL ACTIVITIES OF VOLUNTEERS AS A SOCIAL AND EDUCATIONAL PROJECT

Purpose of Study: The article is devoted to the study of the organization of educational activities of volunteers as a social and educational project. It is established that the strategic goal of the new generation of Federal-state educational standards is the formation of graduates ' competences. A framework of competence approach helps to gradually transfer the student from learning activities to his future professional activities. In this article, the authors identify the activities of volunteers as one of the ways to adapt students to real working conditions. The article reveals the essence of volunteer activity, which allows to acquire new and improve existing competencies as a social and educational project. In the Nizhny Novgorod State Pedagogical University named after KozmaMinin, the development of volunteer activities proceeds through the work of The center "territory of opportunities", implemented within the framework of the project "Social and educational environment", in which a sufficient number of stakeholders are involved, providing students with the opportunity for further employment. The article also highlights the activities carried out by the Center, for which volunteer students are offered a lot of special courses (social design, robotics, ZD-modeling). On the basis of the revealed facts, the positive effect of volunteer activity for all participants of this process is established.
 Methodology: The paper presents an analysis of employed student volunteers. As practice shows, students engaged in volunteer activities, quickly enough to get a job in the profession, unlike students who do not have the experience of volunteering. 49% of volunteers work on a permanent or partial basis, while students without volunteer experience employ only one in three students (33%) [Pavlov, Kindaev, Vinnikova, & Kuznetsova, (2016)]. In order to identify the positive impact of this activity on the development of students as professionals, we have shown the activities Of the center "territory of opportunities", which operates in the Nizhny Novgorod state pedagogical University named after KozmaMinin.
 Results: Results showed ha students engaged in volunteer activities are more satisfied with their leisure time compared to ordinary students. In addition, the study showed that those students who have devoted their time to participate in volunteer activities are employed much faster than students who have not engaged in volunteering.
 Implications/Applications: The higher education institutions should make every effort to improve the conditions in which volunteer activities are carried out and offer ample opportunities for the development of the student's personality because students can easily employ both in the learning process and after graduating from high school.

TRAINING OF EMPLOYEES OF SERVICE ENTERPRISES USING INFORMATION TECHNOLOGY

Introduction: the article is devoted to the role of the training process for employees of service enterprises. More and more organizations, institutions, firms are focused on the creation and provision of various kinds of services to the population. And since the service sector in recent years is one of the most actively developing areas of activity, there is a need to improve the training of employees working in this field. As the authors of the article show, the structure of the content of in-house training and retraining of employees reflects the principles on which the training and functions that are performed by the in-house professional training are based. Throughout the world and in Russia in particular, the subject of increased attention is the introduction of information technology. Therefore, the authors consider in-house training of employees of a service company using the designated technologies. Materials and methods: the article identifies the basis for the functioning of the in-house personnel training system in market conditions and the integrated use of optimization procedures that allowed developing the target program for improving the personnel training system described in the work, which was adopted and implemented by Registration Agency LLC. Results: the article analyzes the process of training employees of service activities at the enterprise. The article describes the plan of interaction of Nizhny Novgorod State Pedagogical University named after Kozma Minin with the organization LLC Registration Agency Discussion and Conclusions: the article discusses the organization of in-house employee training through the development and implementation of electronic educational programs aimed at improving the skills of service workers and the competitiveness of the organization. The result of implementation is to achieve benefits for both parties, that is, to increase the intensification of the organization’s activities "and improve.

EXPERIENCE OF QUESTIONNAIRE OF REPRESENTATIVES "VOLGA‘S PAGAN"

Introduction:the article is devoted to the consideration of the ideological characteristics of members of the Volga pagan communities, "Rodnoverov-individuals" belonging to the union "Volga Frontier". June 23-24, 2018 employees of the research laboratory "New religious movements in modern Russia and Europe" of the Nizhny Novgorod State Pedagogical University. Kozma Minin conducted a questionnaire among ordinary members of the cult environment of modern Russian paganism who took part in the celebration of the summer solstice (floodplain of the Kudma river, Mikhalchikovo village, Kstovsky district, Nizhny Novgorod region). The celebration was attended by 65 people, a representative sample represented by 45 respondents. The questionnaire consisted of four semantic blocks and included 18 questions, both open and closed. The article covers all the blocks of the questionnaire.Materials and methods:analyzed the ideological features of the community association "Volzhsky frontier". On the basis of the verbal-communicative method (complete questionnaire), assessments of the characteristics of social and cultural identities, the attitude of the pagans to the organizational structure of the “birth-faith” movement, and state power are presented. Taking into account the specificity of the comparative historical method, the chronological framework of the golden age is considered, the “historical face of Russia” is defined.Results:analysis of the obtained data allowed: first, to identify the features of the social portrait of a participant in Nizhny Novgorod Kupala (gender, age, education, occupation, etc.). Secondly, to form an idea of the views of the "Rodnovers" on issues related to the organizational structure of the movement, interaction of pagans with government bodies, the media. Thirdly, determine the type of cultural identity of the considered pagan community of the 21st century. Fourthly, to establish the chronological framework of the "young-speaking" golden age and the associated gradation of domestic historical figures.Discussion and Conclusions:according to the data of the questionnaire, the modern “Volga pagan” is duplicated in the mass of ideological projections, are in the same ideological field, with separate organizations, unions of the communities of central Russia. The unity of the main religious, social and political strata allows us to state a certain unified Russian neo-pagan field, independent of the chronology of the origin and geographical localization of groups.

NETWORK SOCIAL SERVICES AS A TOOL FOR THE IMPLEMENTATION OF COMPETENCE-BASED APPROACH IN PEDAGOGICAL HIGH SCHOOL

Introduction: ensuring the modern quality of education is largely determined by the implementation of the competence-based approach in the learning process and the systematic identification of the level of formation of competencies. In most research papers, competence is interpreted as an integral characteristic of the student, reflecting his ability to use the entire set of existing knowledge, skills, abilities, experience, and personal qualities to solve emerging problems. In the new Federal State Educational Standards of Higher Education, all competences are divided into universal, general professional and professional. The article is devoted to the search for ways of forming universal and general professional competencies of future bachelors of pedagogical education with the help of network social services within the framework of students' classroom and extracurricular activities. Materials and methods: when writing the article, the following methods were used - analysis of domestic and foreign literature, comparative analysis, pedagogical experiment. Results: the experience of the implementation of the competence-based approach with the help of network social services in teaching future bachelors of the “Pedagogical education” training course at Minin Nizhny Novgorod State Pedagogical University is presented. The possible uses of the network of social services in the framework of the module Information Technology and discipline Information technologies in education, as well as through extracurricular activities of students. Examples of using hypertext creation services, joint editing of documents, joint search and storage of information, on-line visualization, etc. are given. The didactic potential of students' project activities is analyzed using networked social services within the framework of the educational information environment of the main professional educational program. Discussion and Conclusions: the search for new effective ways to use network social services is aimed at creating pedagogical conditions for creative self-realization, professional adaptation and professional development of future bachelors of pedagogical education.

Особенности мотивации учителей начальной школы к применению педагогических технологий

The purpose of the study is to analyze the particular characteristics of elementary school teachers’ motivation to implement modern educational technologies in their practice. In order to achieve the goal, the survey of teachers and content analysis were applied. 107 elementary school teachers having secondary professional education and different length of service were involved in a survey. The authors emphasize the most significant extrinsic and intrinsic motives and anti-motives for implementing the modern educational technologies in examinees; the prevalence of extrinsic motives is indicated. The research presents the optimization approaches devised and implemented to encourage the elementary school teachers who get a higher education at Kozma Minin Nizhny Novgorod State Pedagogical University in the form of extramural studies to use modern educational technologies. The resurvey results proved the efficiency of the areas of study, the growth of the intrinsic motives of examinees and the mitigation of their anti-motives to apply modern educational technologies.

ORGANIZATION OF EXTERNAL ACTIVITY OF FUTURE BACHELORS IN THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM

Introduction:In Minin Nizhny Novgorod State Pedagogical University a tutorial program for first-year students aimed at developing individual educational trajectories of students in the course of their entire education in the university is developed. Each student at the beginning of the training fills in an individual educational plan containing a list of basic disciplines and elective courses studied in the current year in the electronic environment of the university. In addition, the student plans extracurricular work. Extracurricular work is an integral component of the system of vocational education, allowing, with its effective organization, to form the general cultural, professional and professional competencies of future specialists. The article is devoted to the search for effective forms of extracurricular activity for creative self-realization of students within the framework of individual educational trajectories.Materials and methods: When writing the article, the following methods were used: analysis of domestic and foreign literature, comparative analysis, and pedagogical experiment.Results:The experience of the organization of extracurricular activities for future bachelors of directions of preparation "Information systems and technologies" Minin Nizhny Novgorod State Pedagogical University is presented. The possibilities of volunteer activity within the framework of the project "Your course: IT for youth", organization of various events of the week of Russian informatics, networking projects are considered. The didactic potential of the network project activity of students in the framework of the information and educational environment of the basic professional educational program is analyzed. The project method originated more than 100 years ago, but the interest in it does not weaken today, but significantly increases in connection with the transition to a competence-based learning model. The example of the "Virtual Museum of Russian Informatics" network project demonstrates the features of the research activities of students, the possibilities of their creative self-realization, formation of general cultural and general professional.Discussion and Conclusions: The search for new effective forms of organization of extracurricular activities of students is aimed at creating pedagogical conditions for creative self-realization, professional adaptation and professional development of future bachelors within the framework of the basic professional educational program.